If this got covered before, sorry to rehash it. I went back over all the threads and couldn't find anything. I've been looking at CM as a possibility for Jeannie. However, the more I read the less I think it's for us. Do any of you use this? What concerns me is the list of books suggested. Is there room for different choices? This seems like a very high standard program, which is what I like about it. On the other hand, if I'm seeing it correctly, I'd be like Archie Bunker trying to bumble through it!!
Becky, My computer is working for now. I do enjoy using the CM approach. Choose any books you want. Keep the lessons short, read aloud to her, have her re-tell the story back to you by asking questions or just listening. I like to type out the what they say (dictation) and then have them illustrate it. They make wonederful keepsakes. Also great for determining "reading comprehension." I'm sloppy and not proofing anything as most of my post get lost on the preview. No matter how or where you choose to educate your child CM can eaisly be incorporated. hth Tammy
But everything suggested in what I have read so far is..... I don't know.... Like something from a very elite private school. Am I seeing that right?
Becky, Are you looking at the web sites or reading books? If you haven't read any books, try your library. Most people think this is a relaxed approach, especially while the children are young. You do most everything through hands on discovery and reading to them. hth Tammy
Let's see, I have a CM homeschool how to book, and two books that give anoverview of the program. Am I 'getting' what CM is about, based on what I've already posted? I don't want to misread the material.
Try looking at this site: www.tanglewoodeducation.com/index.htm I just found it tonight. It is a CM/classical combination. There are kits you can get as well as ideas for creating your own. There is a reading schedule and a lot of book lists. It seemed like a good reference even if you don't buy from them.
Mariann, That is a nice site. Becky, I'm one of those people who will not completely "buy" anything. I just always pick and choose what works for us. My first year of hsing was so stressful. I had a complete curriculum, My poor baby girl, (Yours is adorable.) ok she had just turned 5, was up to her neck in workbooks. I always felt behind the schedule, and my nearly two year old needed a mommy. I began taking Friday nature walks. (NO WORKBOOKS ON FRIDAY, WE CALLED IT FRIDAY FREE DAY, AND STILL DO.) Both kids brought notebooks and colored pencils. I couldn't believe how that sparked so much interest in both kids. Now my 2 yr old is almost 8 and his notebook is a treasure. One day we were looking at a field of dandy lions, running around in them, and then drawing them into our notebook. Dd wrote out the flower name (with spelling help) and my little guy put a huge D on his page. He said it spelled dandylion! This just added so much joy into our learning. We kept watch on the field and a pond for nearly three years. We studied flowers, grass, every kind of bug and spider, the life of tad poles and frogs, fish, the seasons, weather...... We followed our nature walks with lunch and a library trip Later I began to see the wisdom is shorter lessons. I'm not a truly CM hser or anything else. I just like the narration, and joy some of her philosopy free in me and the kids. Use what you like and ignore the rest of it. My kids love twaddle books by the way. I'm just smile and enjoy the fact that they love reading. Based on Ambelside on-line here is a short overview: Today, parents and educators will differ widely in how they apply Charlotte Mason's philosophy; however, those adaptations may be more successful if one has a thorough knowledge of Miss Mason's methods. Based on Miss Mason's writings, a CM education would include: 1. - Narration, which consists of the child telling back a story.This takes the place of composition in the early years 2. - Copywork, or the transcribing of a well-written piece of literature as handwriting practice. 3. - Nature study with an emphasis on close, focused observation of creation as a means to knowledge of God. 4. - Outdoor life is necessary to teach nature first-hand, which means plenty of time spent out of doors each day in all weather and in different environments for students of all ages. "School" for children younger than six consisted almost entirely of time spent outdoors. 5. - Habit training as a discipline of the child's will and behavior. Children are trained to develop the will, which is manifested in a strong resolve to act in a right manner. 6. - Living Books rather than textbooks to convey ideas. Living books, whether fiction or non-fiction, are more than just interesting books that make a topic come alive. A true Living Book has the best material, from the best minds, or at least the real story from someone who was there or has a real interest in their subject.There is a high standard in literary excellence and, while she advocated the use of many books, quality is to be preferred over quantity. 7. - First-hand exposure to great and noble ideas through books in each school subject, rather than rote memorization of dry facts. Besides books, children are exposed to great minds through art, music and poetry, which was read to the child daily. 8. - Memorization was used, not to assimilate facts, but as a means to have material to meditate on, so her students memorized scripture and poetry. 9. - History is taught with primary sources and well-written history books. 10. - Literature is taught along with history. For example, if one is studing the Civil War, one would at the same time read works of American literature written at that time. 11. - Once children are able to read fluently, they read the lessons themselves, except for books that need editing like Plutarch's Lives. 12. - Reading instruction was primarily based on sight vocabulary, but did include use and teaching of phonics. Even beginning readers, she thought, ought to have something interesting to read, like nursery rhymes, rather than dull first readers, so she taught the sight words necessary to allow them to read real books. 13. - Schooling is teacher-directed, not child-led, though the child can pursue any number of personal interests during their free time (and her students had all afternoon free. 14. - Short lessons with an emphasis on excellent execution and focused attention and variation in the day's scheduled activities so as not to over-stress the brain on one task. 15. - In the teaching of mathematics, the ability to reason is emphasized over "working sums", so emphasis is placed on story problems and working with numbers that are within the child's comprehension, therefore, a manipulative-based instruction is desirable. 16. - CM encouraged proficiency in at least one other language, specifically French, as well as study in Latin. 17. - Charlotte Mason set aside time each day for some form of physical fitness routine which included daily walks and a "drill" which included stretching, breathing exercises, calisthenics, dancing, singing, and games. 18. - The knowledge of God, as found in the Bible, is the primary knowledge and the most important.
Becky and Mariann, That was me, Tammy up there. I never seem to be signed in right lately. I'm happy to be able to access the site. Happy Homeschooling :wink:
CM Hi! I remember all of you, though I don't know if you remember me. Leah-I used to post a lot on abc teach. I wanted to respond to this, because I love CM. Do try it. "A Charlotte Mason Education" , (book), is an overview. Short lessons, love of nature, we don't do it all, but we work the ideas in. Leah
credits with CM I can see this being great when they are young. What about when they need credits to graduate high school? How does the accountablity groups look at that?
