Career Counseling: Five Processes of Career Planning
By Mimi Rothschild

The context in which career decisions are commonly made is dynamic: occupations are changing rapidly, society is becoming increasingly complex and multicultural, and individuals need to plan for diverging rather than converging career paths. Furthermore, in times of social change and economic uncertainty, clients often feel discouraged, despondent, and hopeless about their futures. The increasing complexity of client needs and career counseling interventions have rendered inadequate, and simplistic approaches to resolving career issues. Although traditional approaches still may play a role in career planning, additional emphasis must be placed on other issues: how self-concept is implemented (Super, 1990), personal adaptability (Super, 1985), and personal meaning-making (Miller-Tiedeman & Tiedeman, 1990). Career counseling should also help clients achieve independence rather than dependence. Such factors necessitate a different vision of the counseling process.

The Five Processes

The model in this paper describes five processes critical to effective career planning: initiation, exploration, decision-making, preparation, and implementation (Magnusson, 1991, 1992). The processes are cyclical, although a few clients may begin at initiation and proceed sequentially through to implementation.

Initiation

Initiation means to set in motion. Clients become discouraged or lose hope and strategies to secure meaningful engagement are necessary. The initiation process addresses three core issues:

1. Establishing an effective counseling relationship. Traditional approaches to career counseling often overlook the importance of the therapeutic relationship. However, the establishment of a strong therapeutic alliance can be invaluable in motivating clients to take action.

2. Determining current motivation for career planning. This involves a detailed examination of presenting issues, with a particular emphasis on identifying client motivation for change and the context in which that change must occur. With this information, counselors can determine if clients are ready for specific career planning activities or if other interventions are needed.

3. Building relevance for career planning. Many clients who enter career counseling are discouraged and see themselves with limited opportunities. Counselors must encourage these clients and foster hope. Typically this is done by identifying issues of meaning for the client and by promoting a sense of the future.

To illustrate, clients may be asked to complete a "significant experiences" exercise, in which they write a 2-3 page narrative describing some accomplishment or experience of which they are proud. Client and counselor work together to identify the skills and characteristics that were demonstrated and then clients are asked to select the 5-10 most meaningful of these. Posing a simple question such as "How would you like to experience that level of pride again?" invariably increases client motivation for career planning. Attending to the core initiation issues increases client awareness of the career planning process, builds trust in the counselor, and renews hope by helping clients build a vision of the future.

Exploration

Exploration helps clients discover ways to implement aspects of their vision while concomitantly attending to issues of meaning and personal context. This is most effectively done by capitalizing on the renewed sense of energy and hope that arises during initiation. While formal assessment and occupational information sources may be useful, informal strategies tend to produce more meaningful, more accurate, and more enduring results. These include information interviewing, relational networking, job shadowing, and work experience.

For example, clients who have completed the significant experiences exercise described above will have a ranked list of skills and characteristics that were associated with a meaningful experience. Clients can be taught basic networking techniques to identify other people who share a similar passion. An interesting outcome of informal networking is that the occupational titles of the contacts are often surprising to clients--they never associated the occupation or setting with their own attributes. In this way, new vistas may be opened to clients as intriguing options spawn further exploration. Opportunities to experience the passion, through job shadowing or work experience, serve to validate initial impressions. Thus, initiation determines what is meaningful to clients, while exploration determines how that meaning may be expressed.

Decision-Making

Decision-making has one dominant issue: How to select the most appropriate option from the range of alternatives discovered to date. Formal decision-making models and strategies may be useful; however, these strategies by themselves rarely leave clients with a good feeling for the decision. Most clients are more comfortable with decisions which "emerge" as a result of engagement in the career planning process. When initiation and exploration have been thorough, a "right choice" crystallizes for most clients. Formal strategies may then be used to confirm a choice, rather than determine a choice. Uncertainty is a major obstacle to career planning Most clients need to recognize that a certain amount of ambiguity is associated with any decision. At this stage in the planning process, clients need to rely on their intuition to guide them to tentative choices. This may be encouraged by exploring how clients feel about alternatives they have encountered during exploration, and by using "what if" scenarios to prevent perceived barriers from prematurely ruling out options (e.g., "What if it was possible to ...?). The emotional response to an option may then be used as the catalyst for cognitive appraisal (e.g., a consequences matrix) and specific preparation.

Preparation

Preparation focuses on planning the specific steps required to implement the choices made earlier (including the choice to engage in further exploration). Preparation results in a detailed, concrete plan for goal attainment and involves two key issues:

1. Developing an action plan which may include: Contracts between client and counselor that specify the next set of steps that will be taken by the client, and how those steps will be evaluated and reported; and time lines, or graphic action plans. A horizontal line is drawn across a page, with the word "Now" at the extreme left and the client's goal statement at the extreme right. Each major step required to achieve the goal is listed on the time line, with spacing proportionate to the estimated time needed. An opportunity web transforms the time line into a branching career path. For each major step, at least one alternative step is identified and plotted on the page as an intersecting line that produces a different path. The alternatives are identified by asking "What if for some reason you were unable to complete Step X - then what would you do?" Clients learn to prepare for uncertainty by thinking ahead and having a back-up plan ready.

2. Developing prerequisite skills and resources for implementation. These may include: occupational (e.g., job searches); educational (e.g., study skills, applying for admission to educational institutions); personal (e.g., anger management, substance abuse). The means for developing prerequisite skills must be included in the overall action plan. Clients should also identify the resources available and the resources needed for implementation (e.g., obtaining funding for education).

Implementation

In implementation, the client carries out the action plan. Two strategies govern implementation:

1. Developing support. Many decisions reached in the safety of the counselor's office are never implemented because of lack of support in the client's environment. Clients must learn both how to identify allies (as well as enemies) and how to nurture facilitative relationships.

2. Developing systems for feedback and reward. Clients also need to develop ways to monitor and reward their progress. Merging the social support and feedback functions helps clients develop independence from counselors.

Summary and Conclusion

The five processes model has been used with a variety of groups (e.g., Native Canadians in northern communities, street kids in urban settings, inmates of correctional facilities, youth in schools, adults in transition). These groups often reported disenchantment and disillusionment with available career planning services. However, the initiation exercises excited them, increasing their hope and nurturing their dreams. This excitement led to vigorous and thorough exploration--even the most reticent clients were captivated by processes which allowed them to explore their passions in meaningful ways. Having found a focus for their passion, they were more committed to planning ways to realize their dreams and were more likely to follow through with their plans. Because they understood each process as it developed, they became less reliant on formal counseling. The seeds of self-sufficiency and adaptability were planted.

The dynamic nature of the occupational scene demands a dynamic system for career planning interventions; one that attends to issues of client uniqueness and personal meaning. By focusing on the critical career planning processes, counselors allow themselves the flexibility to attend to unique client needs.

References

Magnusson, K. C. (1991). "Career counseling techniques." Edmonton, AB: Life-Role Development Group.
Magnusson, K. C. (1992). "Five critical processes of career counseling." In M. Van Norman (Ed.), National Consultation on Vocational Counseling Papers: 1992 (pp. 217-227). Toronto, ON: University of Toronto Press.
Miller-Tiedeman, A., & Tiedeman, D. (1990). "Career decision-making: An individualistic perspective." In D. Brown, L. Brooks & Associates (Eds.), Career Choice and Development (2nd Ed.) (pp. 308-337). San Francisco, CA: Jossey-Bass.
Super, D. E. (1985). "New dimensions in adult vocational and career counseling." ERIC Document Reproduction Service No. ED 261 189.
Super, D. E. (1990). "A life-span, life-space approach to career development." In D. Brown, L. Brooks & Associates (Eds.), Career Choice and Development (2nd ed.) (pp. 197-261). San Francisco, CA: Jossey-Bass

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ABOUT THE AUTHOR

Mimi Rothschild is a homeschooling parent, author, children's rights advocate, and Founder and C.E.O. of Learning by Grace, Inc. She and her husband of almost 3 decades reside with their 8 children in suburban Philadelphia, Pennsylvania.

Rothschild co-founded Learning By Grace, Inc. because "our current system of education has broken its promise..." Learning By Grace, Inc. delivers Internet-based multimedia education to PreK-12 children in the United States and throughout the world.

Rothschild has authored a number of books about education published by McGraw Hill and others. Her Daily Education News Blog contains feature stories on alternatives in education

Learning By Grace

   

Teaching Preschoolers

How Infants and Young Children Learn

Helping develop your child's mind by encouraging independent thinking and problem solving skills is very important as you prepare him or her for school and life. Cognitive development is the term used by experts to describe learning and the expansion of thinking and problem solving skills. But as a parent, it is not necessary to formally teach your child at very young ages; instead, you can do educational activities that will naturally teach your child as you share experiences and explain interesting things around the child.

Remarkably, infants and young children seem to be designed to learn from their surroundings, and much of what we as adults think of as play actually teaches children a great deal. However, there are many simple things to keep in mind that make even these experiences more effective in promoting your child's cognitive growth.

Below are some common questions from parents and caretakers of young children.

What can I do to provide good learning conditions for my young child?

1. Talk with your child. There is no substitute for time spent talking with your child about experiences and ideas of interest. Remember that talking "with" your child is quite different from talking "at" your child. Even young infants, who cannot yet produce speech, benefit from adults' talking with them. Also, it is important to provide children with appropriate language and usage. Although imitating a child's attempts at language has a role, it is important to provide a child with the appropriate use of language as well to support his or her growth in using language.

2. Listen to your child. Be patient. Allow time for thoughts to be completed. What children want to say is important to them, and you will learn from what they have to say. This is particularly important with the youngest children, who have limited words to express complex thoughts. For example, shortly after children use their first words, a period occurs where they use groups of two words to convey the meaning adults put into entire sentences. By patiently allowing your child to "get the words out," you can then interpret what the child is trying to say.

3. Sing and chant nursery rhymes and childhood songs you remember. "Patty cake" and "This little piggy" still work well. Obviously, rhymes you remember from your childhood are important to you, so pass that love along to your baby. Not only does this build a shared history, but also the pattern inherent in most nursery rhymes encourages the development of language skills.

4. Turn ordinary, everyday trips into interesting excursions. A trip to the playground may be a time to notice the differences in the many houses along the way. Which ones are tall and which are small? Notice the new buds on the trees or how the leaves are beginning to turn color or fall to the ground. At the market, show your child the different foods, shapes, textures, and smells. This kind of noticing leads to questions and discussions that involve interesting language and concepts.

5. Play language games with your child. Make up silly rhymes and chants. Language play helps children become sensitive to the sounds in the language, something that is key to success in reading.
Expand your child's language. Use describing words whenever possible. The huge dog. The frightened baby duck. The exhausted old man. This will help your child develop a large and rich vocabulary, which is important for communicating and for all future learning. When children start to speak in two-word sentences, one of the most typical sets is a noun and a descriptor like "yellow bus."

6. Help your child solve problems. When something doesn't work right, show your child how to fix it. For example, if your child's tricycle wheel comes off, let him or her help you as you fix it, and explain what you are doing. Be sensitive to what your child can do, and what you need to do to help him or her. Parents who can do so help to support the child's development of new skills as well as concepts about how things work and how to solve problems.

How Infants and Young Children Learn: Part II

1. Answer your child's questions. Young children ask questions. Give short, simple answers whenever you can. Remember that young children think in terms of concrete information, so provide answers that mesh well with how children think. This can also provide an opportunity for you to demonstrate how things work and to add to the ideas and words your child learns every day. By the time a child is four or five years old, she or he is learning at an amazing rate.

2. Ask your child questions. Giving your child the opportunity to answer questions can let him or her demonstrate what he or she knows, which is always a good feeling. Try to ask questions you feel your child will be able to answer, because no one likes to fail, but you can also use this as an opportunity to teach your child that it's ok to ask for help in seeking answers or in figuring things out. Also, keep in mind that a child may give you an answer that you did not expect!

3. Encourage pretend play. Act out roles with your child, for example, by having a party with dolls or stuffed animals, and talk about the roles each one plays. Pretend play with farm animals, small car sets, and other toys can help your child understand concepts about interacting, sharing, and cooperative play. It can also help to increase your child's vocabulary. Also, encourage your child to use objects in pretend ways (for example, a small plate may be used as a steering wheel to drive a car).

Share books on a regular basis. When sharing books:

• Give your child opportunities to choose the book to be read. b. Find a comfortable, well-lit place to read.
• Cuddle or sit close. Sharing books should be fun and cozy.
• Make sure that you both can see the book.
• Read with expression.
• Have your child turn the pages.
• Now and then, move your fingers from word to word as you read.
• Talk about what is being read. You may need to explain something that is new to your child by relating it to something he or she knows about already.
• Encourage your child to ask questions and make comments about what is being read. It is important for your child to understand the words (vocabulary) and the ideas or concepts that are presented in stories.
• Make reading time enjoyable-a time when you both enjoy being together. Choose a quiet and calm location without distractions such as television or radio. Don't take your child away from another pleasurable activity if the child objects.
• Adjust the amount of time you spend reading to the child's attention span. Keep in mind that this may vary from day to day.
• Young children are pliable and rapid language learners. If you speak a certain language at home, it is fine to read to your child in that language. In many homes, children are read to in more than one language. Children who come to school having had experiences with language, storybooks, and printed materials at home will be better students no matter what language is spoken.

Today's libraries and bookstores carry a variety of books in various languages for young children. Young children will tend to develop "favorite books," those that they want to read often. Be patient with your child and continue to read the books the child wants, but introduce additional books as well.

1. Set a good example as a reader. It is important for your child to see you reading books, magazines, newspapers, and even the mail. Let them know that reading is important to you.

2. Let your child observe the many uses you make of reading and writing: Writing the grocery list, clipping coupons from a supermarket flyer, looking up someone's telephone number in the telephone book, reading the menu at a restaurant. If you use a calendar for planning family events, let your child see you making entries. When a child asks about events, bring him or her to the calendar and show the child when an event will happen.

Some Quiet Time:- after our physical activity, we'll all sit down on the sofa and I'll read to them.

Right now, we are reading two books. And, the one I'm pretty sure they'll want to hear today is some more of "Where the Red Fern Grows". I'm just dreading getting to the end!

Some Cooperative Working Together: it'll be getting close to dinner time by now. So, as a family, we'll set the table and get everything ready to enjoy our heart-warming stew!

So, whether you follow or plan or create your own, winter indoor activities can be fun and educational without emptying your wallet or leaving you exhausted. Plan your own "shut-in" day.

Special Education: Attention Deficit Disorder

Attention Deficit Disorder
By Mimi Rothschild

What is Attention Deficit Disorder? How is it treated? Can it be treated with medicine and, if so, is the medication safe? Why has it been so highly publicized lately? Why are so many people being diagnosed, and why is this disorder suddenly growing at such an overwhelming rate? Where was this disorder twenty or even ten years ago? Over the past decade, ADD., or rather its diagnosis, has become one of the most rapidly growing disorders among children and adults, not only in the United States but throughout the world. Three to six percent of school age children and half that number of adults in the United States have already been diagnosed with ADD. Although the majority have yet to be diagnosed, it is estimated that approximately 15 million people in the United States have Attention Deficit Disorder. Is ADD. a "fad disorder", a matter of over-diagnosis in the population, or is it a neurological disorder?

What is ADD?

Attention Deficit Disorder (ADD.) is a neurological syndrome rooted in the central nervous system, which affects approximately three to six percent of the child population in the United States (Merrow). Its most defining symptoms include distractibility, impulsivity, and restlessness (Hallowell). "ADD. is a breakdown of the filter systems of the brain," according to Dr. Edward Hallowell, a world-renowned expert on ADD. and author of several best-selling books on the subject. ADD. is not an indicator of low intelligence, nor is it a learning disability. The ADD. brain cannot filter the information coming in and cannot filter what is going out. It is constantly bombarded with stimuli which can't be fully processed--resulting in unpredictable responses.

When was ADD first recognized as a neurological disorder?

Although Attention Deficit Disorder has gained world-wide recognition in the 1990's, its discovery actually occurred in 1937. Dr. Bradley of Providence, Rhode Island, discovered while treating severely destructive children that by using amphetamines, a stimulant, these children would become more tranquil and could concentrate better. Since his discovery, many others in his field have continued his work; however, Attention Deficit Disorder wasn't known by the vast public until the last decade. The fact remains that ADD. has always been around and was simply being over-looked until recently. It was present twenty years ago, it was present fifty years ago, two hundred years ago, a thousand years ago--essentially, it has been present throughout the ages (Hallowell).

Who is affected by ADD?

Attention Deficit Disorder has no biases. It affects people from all walks of life, wealthy or poor, black or white, male or female, high intelligence or low intelligence--virtually anyone could have ADD. While it is not proven to be a genetically predisposed disorder, as many as 75% of children diagnosed with ADD. have at least one relative who also has it, be it a parent, sibling, or uncle (Mascia).

How is Attention Deficit Disorder Diagnosed?

Doctors agree that making a diagnosis is not a simple task and that many questions regarding the patient's symptoms, behavior, and life situation must be raised to rule out other possible disorders which could produce symptoms similar those of ADD.

The most official means used to diagnose Attention Deficit Disorder was published by the American Psychiatric Association in a volume entitled "The Diagnostic and Statistical Manual of Mental Disorders" which was last published in 1994. For short, it is called "DSM-IV". Using this guide, doctors look for six or more of the following symptoms in their patient:

1. often fails to give close attention to details or makes careless mistakes in school work, work or other activities.
2. often has difficulty sustaining attention in tasks or play activities.
3. often does not seem to listen when spoken to directly.
   
4. often does not follow through on instructions and fails to finish school work, chores, or duties in the workplace. (not due to oppositional behavior or failure to understand instructions)
   
5. often has difficulty organizing tasks and activities.
   
6. often avoids, dislikes or is reluctant to engage in tasks that require sustained mental effort. (such as schoolwork or homework)
   
7. often loses things necessary for tasks or activities.
   
8. is often easily distracted by extraneous stimuli. i) is often forgetful in daily activities.

In addition to six of the above, the following symptoms all should be apparent:

1. some hyperactive, impulsive symptoms that caused impairment were present before age seven years.
   
2. some impairment from the symptoms is present in two or more settings (e.g., at school or work, and at home).
3. there must be clear evidence of clinically significant impairment in social, academic or occupational functioning (Hallowell and Ratey, Answers).

Special Education: Attention Deficit Disorder: Part II
By Mimi Rothschild

In an interview with Dr. Robert Mascia of Brookfield Family Medicine, he commented "a lot of times people come in here thinking they have ADD. and in fact they don't have the true diagnosis." He believes that there are many factors to take into consideration. You must consider whether the behavior of the child at home coincides with the behavior of the child at school. "Sometimes," Mascia says, "parents are looking for simple answers and are hopeful that a simple pill is going to answer some of their other problems, but it just doesn't happen."

There is no way to be absolutely 100 percent sure that ADD. is correctly diagnosed--no blood test to give positive fool-proof results. There are several psychological tests that are administered by psychologists in attempts to detect Attention Deficit Disorder; however, these tests are given under conditions which are exactly suited to get the best results from the person with ADD. They are given in a structured setting, with one-on-one motivation and novelty of subject matter. The results of these "ideal" test situations will often indicate that a person who actually has the disorder does not, thus masking a true diagnosis of ADD. Some of these tests include the Wechsler Intelligence Scale for Children (WISC), the Continuous Performance Test (CPT), and the Test of Variability of Attention (TOVA) (Hallowell).

How is Attention Deficit Disorder Treated?

There are five steps to the treatment of ADD., as outlined below.

1. Diagnosis. This is the primary starting point. Once the diagnosis has been made, the individual can begin to deal with the problem.
2. Education. The more information an individual can learn about ADD., the more they will be able see how it affects them personally in their daily life. Once they understand what effects ADD. has, they will be able to see options and opportunities to deal with the problems.
3. Structuring. Structuring is a vital part of the ADD. treatment. People with Attention Deficit Disorder need controls and reminders, such as lists, appointment books, daily planners, goals and most importantly "yellow sticky notes." All of these help to keep the mental chaos to a minimum.
4. Coaching. People with ADD. greatly benefit from having a coach to help keep them on task. The coach can be anyone except a close family member. It should not be a close family member because then it becomes nagging and it simply does not work out to well. It could be the school janitor, a neighbor, a friend. Someone who keeps them focused on tasks at hand on a daily basis (i.e., "What are the goals for today?" they might ask each morning).
5. Medication. Many different medications are available to help correct Attention Deficit Disorder symptoms. The medications help the individual to focus. The medication also reduces the anxiety and inner turmoil common to people with ADD. It works to correct a chemical imbalance of the neurotransmitters in parts of the brain which regulate attention, impulse control and mood (Hallowell and Ratey, Answers). Medication is not the only answer, but when used properly it is effective and safe. As Jan Menzie, a 46 year-old Toledo, Ohio, schoolteacher, who herself has ADD., says, "Medication doesn't solve one's problems, but it does create a sane starting point (Lane)."

There are two main classes of medication used in treating Attention Deficit Disorder: stimulants and antidepressants. Medication is effective in approximately 80% of ADD. cases (Hallowell and Ratey, Driven). Finding the right medication and correct dosage for each individual may take several months as it is a trial and error process. Each person responds to the medications differently. According to Dr. Mascia, a rule of thumb is to start children with 1 milligram of medication for each kilogram of weight and adjust according to the results.

Some of the most common stimulants used to treat ADD. are: Ritalin, Cylert, and Dexedrine. As their name implies, the stimulants act on neurotransmitters to activate or stimulate the central nervous system. In ADD. this helps the individual to focus more fully. They also have a mood-leveling effect. These drugs do not cloud the sensory system, and they are not addictive in the prescribed amounts (CVS Monogram). Among the anti-depressants used to treat ADD. are: Norpramin, Pamelor and Toranil. These drugs have a similar effect on ADD. symptoms as the stimulants, although they are completely different chemically. When stimulants are not effective, doctors will turn to the antidepressants as an alternative.

As with any medication, some people do experience some side effects with both the stimulants and antidepressants used to treat Attention Deficit Disorder, including: loss of appetite, weight loss, blurred vision, dizziness, nausea, headache, rapid heart beat and sleeplessness. For the great majority of people the side effects are slight and the medication is very safe (CVS Monograph).

Special Education: Attention Deficit Disorder: Part III
By Mimi Rothchild

Why is Attention Deficit Disorder So Highly Publicized? Is It A Fad Disorder?

Attention Deficit Disorder is so highly publicized because there is such a large percentage of the population is affected by the disorder. As estimated, as much as five percent of the population has ADD. With the advancements in information technology and the limitless access to the Internet, the awareness and interest continue to grow at an unprecedented pace. There are currently more than 875,000 web sites relating to Attention Deficit Disorder. There are also many non-profit organizations, such as CHADD. (Children and Adults with Attention Deficit Disorder), which are being set up across the country. Virtually everyone comes into contact with people affected by ADD.

ADD. may have the appearance of being a fad disorder; however, this can be attributed to the snowball effect of the awareness of the symptoms and the disorder says Joyce Moscaritola, MD, Vice-President of Medical Affairs for Ciba-Geigy, the producer of Ritalin, the leading medication for ADD. for more than 40 years (Merrow).

Is Attention Deficit Disorder Over Diagnosed or Misdiagnosed?

There are circumstances when doctors misinterpret the symptoms displayed by a patient and incorrectly diagnose them as ADD. An explanation for this is given by Dr. Hallowell as "pseudo-ADD.," which is environmentally or culturally induced. We live in a fast-paced, frenetic society of instant gratification. A society in which we must be on the fast-track, take the short-cut, use the remote control to flip quickly through 99 channels on the television--the do whatever works, "go for the gusto" way of life. All of these attitudes and actions are consistent with those of people with ADD. This is a major reason why ADD. can be overly-diagnosed. The main symptoms of the disorder can be induced by the society in which we live and therefore can sometimes be mistaken for the true neurological disorder. For this reason, it is most important for the diagnostician to talk with more than one person in obtaining information regarding the historical experience and symptoms of the patient (Hallowell).

There are some illnesses which can also be mistaken for ADD. since the symptoms are closely related, such as: anxiety disorder, bi-polar disorder or mania, chronic fatigue, fetal alcohol syndrome, lead poisoning, learning disabilities, substance abuse, seizure disorders and personality disorder (Hallowell and Ratey, Driven).

Positive Aspects of Attention Deficit Disorders

Despite all of the problems inherent to ADD. and the negative publicity it has received, having Attention Deficit Disorder has as many positive aspects as it does negative. People with ADD. typically are able to hyper-focus meaning they can focus better then almost anyone at any given time, occasionally showing signs of a photo memory. They are born entrepreneurs or mavericks; they have more spontaneous ideas and have a unique creativity since the brain is always moving from one idea to the next. They have a better tolerance for chaos and can adapt to volatile situations (Hallowell and Ratey, Driven). Among famous people believed to have ADD. are: Beethoven, Carl Lewis, Michael Jordan, Nolan Ryan, Babe Ruth, Robin Williams, Walt Disney, Isaac Newton, Alexander Graham Bell, Thomas Edison, Albert Einstein, Ben Franklin and Whoopie Goldberg (C.A.R.D.).

________________________________________________________________
ABOUT THE AUTHOR

Mimi Rothschild is a homeschooling parent, children's rights activist, author, and Founder and C.E.O. of online education company Learning by Grace, Inc. Rothschild and her husband of twenty-eight years reside in suburban Philadelphia with their eight children.

Feeling that “our current system of education has broken its promise,” Rothschild co-founded Learning By Grace, Inc. to provide families with Internet-based multimedia education to PreK-12 children all over the world.

In addition to her twenty years of experience as a homeschool mother, Rothschild has written a number of books dealing with education published by McGraw Hill and others. Her Home Education Websites Blog consists of helpful online content and activities for Christian homeschooling families.

Alternative Education

Homeschool Your Way - The Varied Approaches to Homeschooling
By Mimi Rothschild

One of the best things about homeschooling is the fact that there are different approaches available. No two children are exactly the same. Each child has a different learning style and each family has different routines and needs. Many educational methods lack the ability to adapt to the unique needs of the individual, but homeschooling is different. A homeschool approach can be whatever best fits for the particular student and family.

One approach to homeschooling is referred to as school at home. This homeschool approach is very similar to education in a traditional school setting. Homeschool parents who choose this method typically use standardized textbooks and curricula to teach their children. Homeschool parents who use this method often create traditional lesson plans and adhere to homeschooling schedules. Other homeschool parents choose to purchase lesson plans. Some who use this homeschool approach set up separate schoolrooms, complete with desks for both the homeschool children and the parent teacher. However, this is not always the case as homeschooling lends itself to just about any location.

Some homeschool parents choose to use a variation of the school at home method by purchasing or creating unit studies. Unit studies are thematic units geared towards studying several subjects in relation to one particular theme. Homeschool parents who choose this approach essentially decide on a theme and base all learning activities around it. For example, a study of the planets would likely include science, math, spelling, writing, and even history in one thematic unit. Hands on activities and homeschool field trips would be planned around this topic as well. This method allows homeschool students to not only learn the subjects at hand, but also to enjoy learning it. When students enjoy learning, they are more likely to fully absorb and retain the information presented to them.

Another popular approach to homeschooling is refereed to as unschooling. This method is known by many names including, but not limited to, child-led, eclectic, open, and interest-driven learning. Unschooling typically involves allowing the homeschool child to learn from living and the world in general. It relies on the fundamental idea that children learn through everything they do and see. Since they are always learning, they do not necessarily need textbooks. Some homeschool parents, who choose to unschool, do use textbooks and other curriculum materials. However, they let the child dictate what will be learned according to his or her interests. They also seek to provide learning experiences through everyday activities. For example, a trip to the grocery store might actually include a math lesson. Likewise, visiting an ailing relative might develop into a study of related health subjects.

The approach you choose to homeschooling will depend on your needs and desires as a family. You should also carefully consider your child's learning style when deciding. Remember, you don't have to choose just one homeschool approach. You can combine methods to obtain the mix that is just right for your homeschool.

Story-Telling in Education
By Mimi Rothschild

In English teaching, story-telling plays as an important role. Stories can provide rich materials of language teaching, and stimulate children's study motives. They also help children to understand their world and share the attainments with others. Children always look forward to hear more marvelous plots from the teacher and are always curious with stories. When children concentrate their attention to listen to stories, it will be the best encouragement and feedback for story teachers.

I. Strength of story-telling

1. Establish good listening and speaking ablity For getting good listening ability, children need to practice constantly. We should encourage children to understand by themselves when they listen to stories. It is helpful if they have active attitude.
2. Be familiar with English When listening to stories, children would be familiar with the pronunciation, intonation and usage of English. They would contact with vocabularies, phrases and grammar structure then could speak English better.
3. Arouse speaking and writing output After finishing the story, teacher may bring up some related questions, ask children to write down their feelings, and encourage children to express their opinions. Teacher could also stimulate higher-degree children to say the story, even arrange the story. In the study process, the class could be divided into groups then they would learn how to cooperate and communicate with others. It would be meaningful on language learning.

II. How to use story-telling well

1. Choose appropriate stories The story should suit to children's degree and be able to attract children's interests and attention. There should be correct values in the story and children would get the enlightenment If it is easy to extend related activities like painting, writing a letter, or performing about the story. That would be nice.
2. Preparation before story-telling Children need to have the groundwork about vocabularies ,especially verbs like walk, run, go to school，stay at home，sit down，pull out，turn on the light，get up，wash my face，I'm thirsty，drink water，brush my teeth，get dressed，comb my hair，open the door ,and so on. Some adjectives are common like happy, little, big, strong, brave, sad. If teacher would like to tell the story about animals, their names should be taught first (unless using Big Book).
3. The beginning of the show Music familiar to children could be played to match up the contents before the story or with the story. So that It can attract children's curiosity and attention. In addition, teacher could prepare the stage property like cardboardas TV screen, treasure boxput textbook and small properties in, fanpictures, characters，or the whole story on the covering.
4. The main points of the process First, teacher may tell about the subject of the story briefly to give children simple concept (may use the native language).Except previous stage properties we mentioned, flashcards and mime(performance) are easier ways of telling the story effectively. Flashcards could be put on the blackboard or pasted on the apron then children could memorize the vocabularies and the sentences they have already learned. Second, the story could be told once or twice for being understood indeed. Then teacher asks children to put the flashcards in order and explain the picture in English. Next, the whole class divide into groups and group leader should tell the story again after group discussion(each group must have one set of teaching aids). Finally, teacher may ask several questions, or children ask teacher questions in the process..
5. Display the vocabularies and sentence patterns Teacher could put the vocabularies and sentence patterns which are not learned yet so that children can repeat after teacher.
6. Assignment After the class, each group would bring back properties or photographs teacher prepared in advance and make a new story for the next class.

III. Conclusion Each teacher in the teaching is an artist, and the ingenuity is about basing on children's degree, increasing the teaching experiences, and having a heart willing to learn. Now no matter the official or the folk manage many lectures of English story-telling. We could learn the skills through experienced teachers, and make progress in the process.

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ABOUT THE AUTHOR

Mimi Rothschild is a homeschooling parent, children's rights activist, author, and Founder and C.E.O. of online education company Learning by Grace, Inc. Rothschild and her husband of twenty-eight years reside in suburban Philadelphia with their eight children.

Feeling that “our current system of education has broken its promise,” Rothschild co-founded Learning By Grace, Inc. to provide families with Internet-based multimedia education to PreK-12 children all over the world.

In addition to her twenty years of experience as a homeschool mother, Rothschild has written a number of books dealing with education published by McGraw Hill and others. Her Home Education Websites Blog consists of helpful online content and activities for Christian homeschooling

Homeschooling Methods

Self Directed Learning: Teaching Your Children to Teach Themselves

Though self-directed learning has been used primarily in adult education, researchers and educators are discovering the benefits of this teaching method for children. Parents who homeschool often subconsciously employ self-directed learning in their focus on cultivating independence and responsibility in homeschooled children. Self-directed learning is a powerful tool for homeschooling parents and can assist in developing a learning style that will serve children in every aspect of their lives, from the homeschool environment to the adult business world.

What is self-directed learning, and why should parents of homeschoolers use this method? The basic structure of self-directed learning is one of enabling: the teacher, in this case the homeschooling parent, rather than dictating knowledge, instills in the student the ability to learn things for themselves. Self-directed learning focuses on empowering homeschooled students to formulate intelligent questions and seek out the answers themselves, thereby gradually shifting control of the learning process from teacher to student. A self-directed learner is enthusiastic and responsible for his or her own education. This shifts the role of homeschooling parents from instructor to guide as children are led to discover their own educational path.

There are many benefits to self-directed learning, particularly for parents who homeschool. By utilizing this method of teaching, homeschooled students naturally develop the skills and attitudes that make homeschooling a desirable education alternative. Homeschooled students who are taught to be self-directed learners are persistent, motivated, self-disciplined, confident, independent and goal-oriented. They desire change, enjoy learning, and view problems as challenges rather than setbacks. Homeschool programs which use self-directed learning methods help children to become curious and willing to try new things. Additionally, homeschooled children who develop the skill of self-directed learning are able to carry the ability with them, becoming not only more effective lifelong learners, but better social beings.

Self-directed learning and homeschooling go hand-in-hand. Homeschool curriculum is often based on hands-on learning experiences and interactive activities, which allows a self-directed learning style to develop naturally. Parents who homeschool will find it beneficial to introduce self-directed learning early in the educational stages, so that homeschooled children will make a habit of seeking out knowledge and education themselves. Self-directed learning fosters independence, critical thought, and decision-making skills that are crucial to the homeschool environment.


Online Learning: CD-ROM Based Lessons for the Home Schooled Student

Internet access is not the only tool available for the home schooled student. In fact, although the Internet is indeed an invaluable tool for the home schooled student to utilize, there are a number of educational tools that can supplement the use of the Internet: CD-Rom based lessons is one such tool. CD-Rom based lessons give the home schooled student immediate access to engaging and interactive educational lessons, lessons that require no online access whatsoever.

Complete texts are sold on CD-Rom so home schooled students can read their texts on their home computer, laptop and the like. Yet, what is so amazing about the CD-Rom texts is that they make the book come to life on the computer screen; the home schooled student will find this a fun and unique way to learn and you may find that your home schooled child may want more and more CD-Rom texts.

CD-Rom texts can include images, diagrams, interactive pages and pages with audio and video. The home schooled student can take quizzes provided after each lesson and receive an immediate assessment on how well they are doing with the material they are studying. Plus, the use of a CD-Rom text makes learning easier for the home schooled student. Essentially, because CD-Rom texts and lessons incorporate all styles of learning on one CD, the student will be able to grasp the material better.

Visual learners, auditory learners, and students that require hands-on activities to learn will truly benefit from CD-ROM texts and lessons. CD-ROM texts and lessons are sold separately, but they sometimes accompany various texts as a supplement to the text a home schooled student uses. Such supplements include interactive glossaries with audio sound for pronunciation, quizzes, chapter summaries and the like. Moreover, some CD-ROM lessons include videoed lectures for the home schooled student to view and master.

What is particularly fantastic about CD-ROM lessons is that a home schooled student can view them and review them. The fact that all lessons will be in their hands, and are as easy to access as having the home schooled student insert the CD into a computer, makes studying for big tests that much easier. In the end, CD-ROM lessons never really lose their value as the home schooled can turn to them repeatedly as a resource for other projects they work on in the home school environment.

________________________________________________________________

ABOUT THE AUTHOR

Mimi Rothschild is a homeschooling parent, author, children's rights advocate, and Founder and C.E.O. of Learning by Grace, Inc. She and her husband of almost 3 decades reside with their 8 children in suburban Philadelphia, Pennsylvania.

Rothschild co-founded Learning By Grace, Inc. because "our current system of education has broken its promise..." Learning By Grace, Inc. delivers Internet-based multimedia education to PreK-12 children in the United States and throughout the world.

Rothschild has authored a number of books about education published by McGraw Hill and others. Her Home Education News Blog contains feature stories on alternatives in education.

The SAT's - A Fair Fight?

Teaching Teens: The SAT's - A Fair Fight?

College is the aspiration of thousands of young adults everywhere. In today's modern society, you cannot typically excel in life without it. To some degree, students want to see themselves in a better place one day. Many parents come down harshly on their children to do well and achieve. Do admitting average or mediocre students debase American higher education? I strongly believe it does not. It has already been debased, by other factors.

You ask yourself, "What makes a average/mediocre student?" Is it the low grades, SAT scores, environment or social behavior? What makes a student fail? There are many factors involved, many which would take a lot of in-depth research. I'll concentrate on the areas I just brought up.

The SAT is a poor tool to determine collegiate eligibility. Today, the SAT is still used to debase American higher learning. From countless conversations, and personal experience, I do not believe the SAT should be used as a dividing tool in selection. The SAT is biased and misused entirely.

I have also read over many articles that exclaim the SAT is severely flawed, and too unreliable. You cannot tell me that public schools stimulate enough interest or ethics to prepare today's students for the SAT. I, being the product of public schooling, do not believe my high school faculty mentally prepared my fellow classmates and I for the SAT.

I remember my first attempts at the SAT. I was reading through a test pamphlet of certain words that I had hardly ever heard used in the common English vocabulary. I was also looking at math equations that were never hinted on, or stressed on for that matter. To further comment on the math portion of the SAT, a graphic calculator is barred from use, but used as a constant crutch in today's schooling. Of course with the proper "coaching" techniques, including expensive books and videos, one may have an edge with the SAT's unpredictable questions.

How can this test be called "standardized" when certain students may have an edge over the students who could not afford the expensive training methods? This brings up the problem of extortion, used by the SAT's and it's affiliates.

The SAT is a biased and misused entirely. The option of integrating your SATS scores into your academic portfolio could easily eradicate the problem. Those students who feel their SAT scores correctly present their academic skills can include them, and they who feel the latter, may not.

Many colleges are now not using SAT scores for a majority of academic decisions like Allen University of Columbia, SC and American Academy of Art of Chicago, IL just to name a few. These colleges rely on a combination of grades, recommendations, and a portfolio/special project.

Teaching Teens: The SAT's - A Fair Fight?: Part II

If you have excelled in some type of sports activity, and you are chosen to be on your college's team, you will get a free ride throughout college. All of that is contingent on the grounds the student achieves a substandard GPA. Here I see a related issue with today's higher education debasing itself. We are taught as young children, "why worry about your grades, when you can get through life with sports." This is where you can see college and sport's apparent misconception/corruption.

Should I have to point out that there have been many scandals exposed where top name colleges pay students exorbitant amounts of money or possessions to sway students to play for their colleges? I'm sure the coaches really had their eye on those student's minds. Do these students deserve to attend college, aside from their fellow "mediocre" classmates? No.

Webster's Dictionary defines a "student" as an "an attentive and systematic observer." Many say a student can be only as good as his teacher, but that can only be true to some extent. The student must take the initiative to want to learn and be "attentive" as explained in Webster's. Many students will not see the inherent effects of poor educational habits. These students will fail out their first year from a combination of drunken college parties, TV, and computer games/internet services just to name a few. The stereotypical movies we see depicting college life, and our real-life peers don't help us much at all. Too many colleges are seen as a party rather than a learning environment.

It is from my experience moving from state to state and other countries that many high school instructors fail to accomplish their task in preparing today's young adults for college. In this instance, the system has already been debased before higher education comes into play. Many of my high school teachers did not incite a positive image of wanting to learn more of the subject they were teaching. Some students would simply lose interest, daydream or sleep.

There was a difference in military operated schools verses civilian. There are many exceptions, good and bad varying from each institution. In military run schools, the teachers had a small advantage with behavior. The military children were more behaved than civilian students. This behavior was coming from the effect of a stricter child rearing method. The teachers were given a calm environment, free from common complications, such as misbehaving or violent children; thus resulting in a more efficient learning environment.

With all of these problems affecting the structure of college, no wonder this question is being asked. It's time to see past the illusion that there are not really any mediocre students, but a mediocre system (SATs) scrutinizing them.

In conclusion, American higher education has already been debased by its poor base structure. The United States scores lower than many of our foreign counterparts. Maybe its time we rethink and restructure the methods used to teach and scale a student in today's education system.

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ABOUT THE AUTHOR

Mimi Rothschild is a homeschooling parent, children's rights activist, author, and Founder and C.E.O. of online education company Learning by Grace, Inc. Rothschild and her husband of twenty-eight years reside in suburban Philadelphia with their eight children.

Feeling that “our current system of education has broken its promise,” Rothschild co-founded Learning By Grace, Inc. to provide families with Internet-based multimedia education to PreK-12 children all over the world.

In addition to her twenty years of experience as a homeschool mother, Rothschild has written a number of books dealing with education published by McGraw Hill and others. Her Home Education Websites Blog consists of helpful online content and activities for Christian homeschooling families.

Electronic reproduction of this article is permitted if content is published unchanged, appropriate credit is given, and the article title links to corresponding article webpage.

The Leading PreK-12 Online Christian Home School Program Provider
Learning By Grace Managed Academies 2008-2009 Learning Year: In session from September 7th, 2008 through June 30th, 2009

Controversies: By Mimi Rothschild

A Growing Rift in Home Schooling

There is a chasm growing in the world of the home school. Home school used to be almost exclusively for religious people who didn't want their children in traditional school so they could focus more and more on bible studies. As home school grows in popularity, more and more non-religious people are starting to utilize home school for their own children. Like in many areas, the fundamental rift between religious home school parents and secular home school parents is starting to cause some problems throughout the country in home school support groups and other home school businesses and associations.

The question is what, if anything, can be done to mend this rift in home school philosophy. The answer to that question is probably not much. Just like in public life, secular and religious people have basic fundamental differences which can make it difficult to work together on many issues. However, the fact that there is growing diversity in views among the home school set indicates that the field is growing in prestige and vitality.

Although conflict might be difficult, it can also pave the way for advancement. Religiously oriented home school parents may balk at the notion, but the growing number of secular parents may help them out substantially. Having lots of non-religious home school parents means that the government is less likely to take action or persecute a religious group of home school families. Religious home school families can use their secular counterparts as a buffer against undue government intrusion. On the flip side, secular home school families have benefited greatly from the ground work religious home school families have laid in the area of home schooling, both in terms of curriculum and the law. The rise in the total number of home school families benefits both groups because it means that there are more resources available to home school families of all stripes.

Perhaps the best that home school families can hope for then is a sort of truce. As home school rises in popularity, it will most likely be the case that there will be religious and secular curriculums, support groups and other resources divided on the basis of religion. The one thing all home school families agree on is that traditional school is not for their children. However, this is not going to be enough to bridge the gap between the secular and religious home school camps.

School Districts Can Help With Your Home School Needs

Many home school parents don't realize the number of resources available to them through their local school districts. More and more, school districts are setting up special programs designed for home schooling parents, with resources available for meeting state standards and help in teaching methods. Home school parents have an increasing number of resources at their disposal, and should utilize many of them in order to increase the chances of being successful at setting up and maintaining a home school situation for their children.

One service that some school districts offer is help in meeting state guidelines. Most states require that home school students, regardless of other factors, meet certain state and federal bench marks. Most commonly, these bench marks involve being able to read at a certain level and having math skills at a certain level by a given age. Apart from this, many states also have standards with regards to other content areas such as history, civics, science, etc. Some school districts can help you by outlining these standards for you and showing you how you can prove to the state that your child is meeting or exceeding these minimum standards.

Another service that many school districts offer teachers is curriculum planning. Oftentimes, school districts hire one or two fully certified teachers to help you iron out the kinks in your curriculum. A certified teacher on the state's payroll can offer suggestions for methods of teaching various subjects. For example, a certified teacher may be very useful in giving you ideas for your home school science curriculum. She can suggest some appropriate science topics and show you how to do a demonstration or experiment as part of your home school science curriculum. She can also give you ideas on working through other content areas and effective methods for teaching your child in a home school setting.

As a student gets older, they can take advantage of even more services offered to home school students through the district. Home school students planning on college are often eligible to use the college resource center at their local high school. They can also talk to school counselors regarding college or career planning. Home school students can also take part in extracurricular activities like math club or band or choir and also participate in sports at their local schools. Having your home school child participate in activities and athletics through the local high school is often a cost effective option for parents. Similarly, classes like foreign language are sometimes open to home school students. Instead of paying for a tutor or a special correspondence course, your student can attend a couple classes at the school.

Check with your local school district to see if it offers support to home schoolers.

Some Unscrupulous People Give Home-school a Black Eye

Although home-school families are by and large upstanding people, several recent cases involving home-school families have given home-school a black eye in the mind of the public. While most parents, whether they home-school or not, wouldn't dream of such behavior, several recent well-publicized cases show some parents using home-school as a cover for the neglect and abuse of their children. In these cases, critics of home-school often point out that if the child had been in school, a teacher, school nurse, or counselor would have been able to report the abuse sometimes years before local authorities caught on. Home-school advocates point out that these people are not indicative of the vast majority of home-school families; however, that declaration does little to repair the image of home-school in the wider community.

So how can your home-school family cope with these new criticisms and suspicious looks from family members, friends, and other members of the community? Unfortunately, there doesn't appear to be a lot that you can do. Living your life well, treating your children well and remaining a committed, involved and upstanding member of your community, however, will help demonstrate how good home-school can be. It will also show that home-school does not breed abusive parents; it is simply another cover for abusive parents' unacceptable behavior. The best way to counter that image, then, is not to withdraw, but to remain a model for positive parenting in your community. Showing by example is perhaps the most powerful tool you can use to convince people that home-school is a positive thing for families.

Another step you can take is to write letters to your newspaper editor extolling the virtues of home-school for kids. An even better step might be to make sure that the press is alerted when a home-school child in the area does something notable. Keeping the local press in the loop with regard to the social and academic achievements of home-school kids increases the chances that home-school will be covered in a positive light in your local newspaper and television stations. If a home-school child wins a national essay contest or science fair or an award for community service, allow the press to cover it and grant them interviews. In this way, you can help the larger community to see all the well-adjusted families who choose home-school.

Striking a Balance between Freedom for Parents & Protecting Children

While most home school kids are in happy, well-adjusted families, there have been some well publicized cases lately of parents who claim that they have set up a home school for their children when the truth is that they are abusing their children, neglecting their children, or worse. This has caused politicians and government workers on both sides of the political spectrum to question how much freedom should be given to home school parents to direct their children's education with minimal government interference. Critics of home school claim that many parents use home school as a cover for abusing and neglecting their children while proponents of home school point out the high rate of home school kids that go to college as evidence that they don't need further government intrusion into their lives. The question becomes, then, how can home school families repair the damage that these cases are doing to the collective reputation of home school and how can we protect children who are being abused when they are not in school?

There are several ways a good home school family can prove to its community that home school is a good thing for children. The primary thing is not to retreat, but to let you and your kids be seen as a happy family together. Become a model home school family and show your community what a happy home school family looks like - don't merely tell them. The second thing that you should do is find a contact in your local press. If a home school child in your area does something noteworthy, such as getting into an Ivy League college or winning an essay contest or science fair, your local press should know about it. Often, they will run at least some kind of public notice of the child's accomplishment. This gives good home school families much needed positive press and portrays home school families in a positive light.

Finally, home school parents are just as concerned about protecting abused and neglected children as anyone else. Instead of shutting down when a politician or government official makes a suggestion, try working with your local school boards and community governments to come up with solutions that protect both your privacy and your right to home school how you see fit. Home school families are praised by college admissions boards for their fostering of creativity. This is the perfect situation to put that creativity you cultivate in home school to good use.

Learning By Grace Managed Academies

The Leading PreK-12 Online Christian Home School Program Provider

Education News

The Maine Reform Experiment - More is Not Necessarily Better
By Mimi Rothschild

In 1996, the state of Maine undertook one of the most ambitious educational reform programs in the country. Called the Maine Learning Results Program, the reform called for higher standards in eight subjects and required 220 school districts to create their own individual programs for improvement. Massachusetts, on the other hand, chose to lower its requirements for students. Which state was more successful in its educational reforms? In a few short years, Massachusetts students outperformed students in Maine. What are the reasons for these surprising results and what are the implications for homeschooling?

Maine attempted to improve its educational system, but it only increased bureaucracy and red tape. Massachusetts, on the other hand, decided to be less ambitious and to require remedial tutoring for all students who fail. Many homeschooling parents feel vindicated by these findings; it shows that blanket reforms don't cover everyone, and kids are not necessarily better off in the traditional school system than in a homeschooling setting.

Money was not a factor, either. Maine spends $1,000 more on each student than Massachusetts, in spite of the Bay State's mandatory tutoring program. Personal attention provided to homeschoolers like that matters more than money in creating optimal educational results. Homeschoolers need not worry that a lack of funds will mean mediocre performance. This study shows that pushing kids through an overburdened system is not better than homeschooling. It also shows that giving kids one-on-one attention can only be provided in a homeschool environment.

Are you better off homeschooling your child than sending him or her to public school? The choice is up to the individual. The study does not prove that homeschooling is the right choice for every single student. What it does demonstrate is that more is not necessarily better. It is not the case, as opponents of homeschooling often argue, that the public school system can provide a student with a better education than homeschooling simply because the public school system has more money and resources. Homeschooling does not require fancy reforms or elaborate programs. Meeting the needs of each individual student is the advantage of homeschooling over traditional education. No amount of money or panel of experts can replace the personal care and attention provided by homeschooling.

Massachusetts' educational program was successful because it provided tutoring for students who failed courses. Homeschooling, on the other hand, provides constant "tutoring" even for students who succeed and this enables them to consolidate their success. With homeschooling, your child can enjoy a personalized educational experience.

Homeschooling & Online Education
By Mimi Rothschild

Online education is changing the way children around the country learn, including homeschool students. Years ago, textbooks and workbooks were the primary educational resources. That's all changed, as great numbers of homeschool parents and students choose to use the Internet as the ultimate learning tool.

In the past, only a select few students had the opportunity to learn online. In fact, in the early years of the Internet, very few students had access to the Internet at all. Some homeschool students were able to use computers to play games and take advantage of educational software, but most were unable to reap the benefits of the information superhighway. That's all in the past as today's homeschool students are likely to be extremely tech-savvy and often they are more computer proficient than their parents.

According to research studies, over 90 percent of children over the age of 12, who use the Internet, do so for education-related activities or research. A significant number of children in sixth grade and above have their own e-mail addresses and over 70 percent have one or more instant message (IM) screen names. Many of these Internet-accomplished children are homeschool students, using the Web for everything from studying and research to keeping in touch with friends and playing games.

Homeschool students use the Internet with ever-increasing levels of sophistication. Often, the level of sophistication at which most homeschool children use computers and online education far outpaces that of their parents. Simply put, the younger generations seem to absorb more information faster when it comes to computers and online educational tools. Furthermore, they seem to feel greater overall comfort with using the Internet as an educational tool.

Homeschool students use the Internet as an online educational tool in various ways. For starters, homeschool students use the Net for research and studying a full range of topics. They use it to gain help with difficult subjects and develop greater levels of understanding in others. Some homeschool students use the Internet in lieu of textbooks to learn an amazing variety of subjects. Many actually take online classes offered by public or private educational institutions. Additionally, homeschool students use the Internet for guidance and advice. Of course, entertainment is also a very popular reason for using the Internet.

Studies show that students, including those who homeschool, view online education not as a fun distraction or educational side dish, but as an educational necessity. Many would like to see the Internet become even more integrated into their homeschool environments. Homeschool students want to be able to use the Internet more to gain access to real, up-to-date information, instead of having to rely on textbooks (sometimes outdated) for information.

The Leading PreK-12 Online Christian Home School Program Provider
Learning By Grace Managed Academies 2008-2009 Learning Year: In session from September 7th, 2008 through June 30th, 2009

________________________________________________________________
ABOUT THE AUTHOR

Mimi Rothschild is a homeschooling parent, author, children's rights advocate, and Founder and C.E.O. of Learning by Grace, Inc. She and her husband of almost 3 decades reside with their 8 children in suburban Philadelphia, Pennsylvania.

Rothschild co-founded Learning By Grace, Inc. because "our current system of education has broken its promise..." Learning By Grace, Inc. delivers Internet-based multimedia education to PreK-12 children in the United States and throughout the world.

Rothschild has authored a number of books about education published by McGraw Hill and others. Her Daily Education News Blog contains feature stories on alternatives in education.

Learning By Grace, Inc. is a provider of on line educational solutions for Christian home school families. Through several on line Christian schools offering PreK-12 curriculum for home schooling, Learning By Grace is changing the way people view education.

Learning By Grace is dedicated to providing an affordable Christian home education to families all over the world. The home school curriculum used is comprised of engaging multimedia activities through e texts, workbooks, on line education assignments, video, audio, interactive field trips, and so much more. By providing children with a quality home education, parents can take an active role in instilling Godly values in their children. With just a computer and Internet connection, parents are now able to offer their children something more.

Because the Learning By Grace home school curriculum is so flexible, students are able to work at their own pace. Special needs students and quick learners both are able to achieve academic success by taking as much time as they need to comprehend the course material - no more, no less. Learning By Grace provides an alternative to the negative influences that permeate the nation’s public schools such as worldly thinking, humanist teaching, and moral relativism. Free from peer pressures, distractions, and a rigid educational formula, our home school students can pursue educational excellence.

Christian Home School Programs Managed By Learning By Grace

MorningStar Academy Homeschooling

The MorningStar Academy Home School Program Online. MorningStar's comprehensive Christian on line program provides a state-of-the-art, multimedia-rich interactive experience. Traditional texts are accompanied by CD-ROMS, videos, web adventures make us the most outstanding Christian home school program available.

Home School Program is Safest. Secular influences can rob your children. Our Christian on line program cultivates Biblical values. Keep your precious children safe! Help them to develop a Biblical world view by educating them in an on line Christian program. Our Christian on line program has been designed to meet all of your home schooling needs!

Home School Program offers Biblical Curriculum. The K-12 MorningStar Academy provides not only the best on line education program but everything you need to give your child a world-class Christian education. Earn your High School Diploma on line at our Online High School Program. We Encourage You to Visit The MorningStar Academy Online Home School

The Jubilee Academy Homeschooling

The Jubilee Academy is a nationally recognized, accredited curriculum provider for preschool through 12 families. Jubilee Academy families receive a comprehensive interactive accredited Christian program. For less than what many families spend on books alone, you get everything you need to have a successful academic year.

Students interact with one another through our state of the art learning management system. Kids love our Social Center where they socialize in a safe and Christian environment. Our Teacher/Parent Message Board enables parents to have unlimited interaction with their student's teachers and other Jubilee Academy parents. Parents are always in complete control of your child's education at Jubilee.

The Jubilee Academy offers over 150 accredited preschool through Grade 12 multimedia-rich on line courses, including preschool through high school. The Jubilee Academy gives you up to six courses. Each course contains 180 lessons and runs for 36 weeks. All of our courses are designed from a Christian world view and include a rich collection of videos, graphs, audio files, and off line activities.

Jubilee gives you Daily Online Assignments, a Customized Calendar, Automatic Grading of most tests, Answer Keys, Progress Reports, Grade Records and so much more! You are guaranteed to get all the help you could ever need! We Encourage You to Visit The Jubilee Academy Online Home School

The Grace Academy Homeschooling

The Grace Academy is more than just a school. We provide a fully-featured educational framework that is changing the way that people think about education. Our cutting-edge technology allows parents to provide their children with a world-class private Christian education at a fraction of the cost of traditional brick-and-mortar schools. Unlike other homeschooling curricula, we do not just provide textbooks. We provide a variety of educational tools, materials, and services which home schoolers all over the world use to achieve academic excellence.

The Grace Academy gives you the best qualities of Christian Curriculum,
Private Tutoring and Online Homeschooling Programs. You receive powerful
on line tools, expertise and gentle assistance that will enable you to give your
student a quality education. The Grace Academy teaching teams are available
during regular hours to help students and their parents.

The Grace Academy gives you daily/weekly homeschooling lesson plans for every course,
helping your student successfully complete the school year. A comprehensive selection of home
education courses that cover many academic topics, including  electives; choose up to 6 each
year, creating a customized course of study.  The Grace Academy Teaching Teams are available
on line during school hours for an unlimitednumber of questions.  Teaching teams provide
homeschooling assignments, tests, quizzes, projects and curriculum. We Encourage You to 
Visit The Grace Academy
Online Home School

Our Learning Management System enables us to synthesize all of the branches of our organization so that we can provide an efficient, quality, hassle-free service to you. This on line home schooling system coordinates all of our course material, scheduling, grading, administrative tasks, record-keeping, progress reporting, and other efforts. With this cutting-edge technology, we are able to provide parents with all the information they need for a top-tier on line home schooling experience.

Visit us and make a wise decision for your student today. Select a Learning By Grace Managed Christian Home Academy today for your child's future tomorrow. Click on the banner or link of your choice.

Handling Homeschool Skeptics and Critics

Handling Homeschool Skeptics

By Mimi Rothschild

When you decide to homeschool your child – even if you just consider homeschooling your child – you will immediately see a domino effect of raised eyebrows. The homeschool skeptics will throw a bunch of words at you, like “socialization” and “peers” and “normal.” If these skeptics are strangers, you don't owe them an answer, right? But even strangers can have their hearts changed by the right words from a homeschooler, making it easier for homeschool parents and children who come across this person in the future.

In all stages of life, we come across those who disagree with the decisions that we make. Homeschool is no different. As adults, we are more prepared to handle critics than your child may be. It's important to be open minded when people criticize us and our homeschool choice and we should allow our children to see us practicing a relaxed and open hearted nature in the face of skepticism.

That is the foundation of dealing with skepticism by homeschool critics. The next step is to know your stuff. There is research and statistics that support homeschool as a positive choice for children in all aspects of life. This includes socialization and academics and future prospects: the favorite catch phrases of the skeptics. Facts are the best weapons against prejudices and fears. Having “experts” back up what you know in your heart is the right thing may be the non-emotional incentive that a critic needs to finally understand your position on homeschool.

Being open minded and prepared to discuss homeschool with those who openly disagree is not enough to change anyone's mind. Neither is being armed with an arsenal of pro-homeschool statistics. In fact, nothing that you say or do alone is going to change the mind of the hardcore skeptic. You may be planting the seed for future understanding or watering the seed that another homeschool family planted. Or your words and arguments may fall on deaf ears. The important thing is that you stand by what you believe about raising your children without any investment in whether or not you change anyone's mind.

Opposition comes in many forms. The important thing is that you don't protect your child from the criticism that homeschool receives from skeptics, but show them by example how to handle it: diplomatically and with an open mind. Everyone is different and everyone is allowed to have his or her own opinions. And thank goodness for that. It's this same open mindedness that allows them to be a homeschooler in the first place.

Responding to Critics of Home School

When you decide to take your children out of traditional school and put them in a home school situation, you are likely to run into all sorts of opposition and bizarre questioning from everyone who knows you. Friends, family, even people you barely know may demand explanations and throw in their two cents about your decision to home school your child. However, you know that your reasons for taking your children out of school are correct and your loved ones will eventually come around. Maybe, they will even come to think that your decision to home school your child was a good idea.

That being said, perhaps the best way to deal with a naysayer is directly. If you don't know a person well, or you believe they are just being nosy, you don't really owe them an explanation of your decision to home school your child. Your family and closer friends are another matter. The most common objection to your decision to home school your child might be that your child won't get enough socialization if you home school. To this objection, point out that you are not moving to a deserted island; your child, in addition to home school, will still be participating in music lessons, dance classes, swim teams, girl scouting or whatever other activities she enjoys. Also, point out that lots of people decide to home school their children, and there are a lot of resources for meeting other kids in home school and setting up play dates and group activities.

Another commonly heard objection to home school is that the parent doesn't know enough about a subject to teach it. While your child is young, home schooling in most subjects, with the possible exception of foreign languages, won't be much of a problem. As they get older, point out to critics of your plan to home school that there are all sorts of resources for home school. Tutors and online telecourses can bridge the gap between what you are comfortable teaching in home school and what your child needs to know.

Whatever your reasons for considering home school for your child, there will be people who object for one reason or another. However, if you are confident in your decision and have done your research into home school properly, there should be no reason why you need to get defensive. You may even help convince another person that home school is a better alternative for a child.

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