Does anyone here follow Ruth Beechick way of thinking? I'll get that question answered before I move on to more.
I have the book " You Can Teach Your Child Sucessfully". I have only read the Letter to Teaching Parents so far ( which is only the first page). I picked up the book for a research reference on the English essay I have to write. I picked Homeschooling Children as the topic lol. Anyways, back to your question. I agree with what she wrote so far in the letter. It was just basically about making the curriculum you choose work for you and the student instead of you and the student working for it. Are you looking for specific teaching lessons questions or just what I mentioned above?
I'm not familiar with her "way of thinking," but I do use the parent guide she wrote for Ray's Arithmetic, although I have deviated when we need more time or practice on a concept.
We've also read Adam and his Kin, which she wrote. I THINK she's big into dictation and copywork to start Language, similar to Charlotte Mason, but I really don't know.
So my next questions were going to be: Has anyone tried using her approach to Arithmetic and if it truly is enough until 4th grade? If so, is there a way to impliment it with more structure than what she has in the book?
Hm. IDK if I'm the best person to answer.... My oldest will start 4th next year. Last year (3rd) was supposed to be review of basic operations (+-*/). The problems in the book were just way beyond him, even though he got through the 1st & 2nd grade levels all right. He could tell me the answers to the questions from the book, but he could in no way explain to me why the answers were correct. Without a grasp of why, he's just way too close to starting the terrible cycle of guessing when he doesn't know that answer (BTDT). We ended up just practice, practice, practicing the math facts until I was satisfied he had them. Ironically, we did the final section on fraction as she had it in her book (guide to Ray's), and he was fine doing those. Now, this is a child to whom math does NOT come easily. He just didn't get it. I am seriously considering having him do her 3rd grade year this coming year, now that he seems to really have the facts in hand. On the OTHER hand, my next younger son will start 2nd grade in Jan. This boy, clearly, he was BORED by the first grade math work as she set it out. If he had been my first, I would have been tempted to move forward more quickly, but instead, I just took pains to stretch out the assignments and treat them as fact-practice instead of fact-learning. Computer programs like Sterling Math did not help with him...he was far more entertained by all the noises he could get it to make if he got a problem wrong or timed out. Instead, I would make a worksheet once a week, and color code the problems. On Monday, I'd say, "Do the blue ones." On Tues., "Do the green ones," etc. I quickly abandoned doing all the problems orally - he would zip through them at the beginning of the week, and I really think he needed not only to practice them, but to practice doing them on his own. This was good because he learned that even if you know the answr, if you're distracted, you can give the incorrect response. And yes, grasshopper, place value DOES matter...now go fix it However, he easily fit into her schedule. So...if I had to answer your question, "Is it enough until 4th grade?" for my oldest - honestly, it was too much. For my middle...very close to not being quite enough. One more thought - I taught both of my boys money (mainly coins - those are the challenge!) and analog time telling separate from Ray's/Beechick's schedule. In my mind, they are math skills, but her schedule didn't address them, and my boys were both ready for the skills. Hope this addresses your question.
