OFTP member Sarah Wall was interviewed on The HomeSchool CEO podcast, in an episode titled “Leaving Abuse and Homeschooling Six Kids as a Single Homeschool CEO.”
How does a single work-at-home mom homeschool six kids including two with special needs? Read More »
The Ontario Federation of Teaching Parents stands in solidarity with homeschooling families in Quebec in opposition to the proposed changes to the regulation of home education in that province. Here is the letter we sent to the Quebec Minister of Education: https://ontariohomeschool.org/OFTP-letter-Quebec.pdf
Solidarity with Quebec Homeschoolers Read More »
May is Homeschooling Awareness Month!
May is Homeschooling Awareness Month Read More »
In an article titled The Curriculum of Necessity or What Must an Educated Person Know?, John Taylor Gatto quoted Harvard University’s list of ten qualities it suggests are essential to successfully adapting to the rapidly changing world of work: The ability to define problems without a guide. The ability to ask hard questions which challenge prevailing assumptions. The ability to work in teams without guidance. The ability to work absolutely alone. The ability to persuade others that your course is the right one. The ability to discuss issues and techniques in public with an eye to reaching decisions about policy. The ability to conceptualize and reorganize information into new patterns. The ability to pull what you need quickly from masses of irrelevant data. The ability to think inductively, deductively, and dialectically. The ability to attack problems heuristically. Gatto challenged the reader to “See how many of those you think are regularly taught in the schools of your city or state” and declared, “from where I sit, and I sat around schools for nearly 30 years, I don’t think we teach any of these things as a matter of school policy.” A blog post by Josh Kaufman, titled What Must an Educated Person Know?, made reference to the Harvard list and the Gatto article that quotes it. Kaufman then expanded upon the list to display Princeton’s list and George Wythe University’s list as well as Kaufman’s own list of “Core Human Skills.” He concluded with four major lessons to learn from these lists. What would your list be?
What Must an Educated Person Know? Read More »
Different approaches to homeschooling offer different benefits to some degree, but there are also major benefits that all approaches share in common. Parental choice The freedom to choose their homeschooling approach in the first place allows parents to avail themselves of the specific homeschooling benefits they want, based on their own values and philosophies of living. For instance, an unschooling approach may lead to greater benefits of freedom and creativity, while a structured approach may lead to greater benefits of accelerated academic performance. The point is that, either way, the parent gets to decide which path to take and therefore which approach-specific benefits to receive. Academic flexibility Academically, the main benefit of homeschooling is that each child can receive individual attention that is tailored to their own abilities and readiness to progress. Each child can therefore learn at their own pace. Even in a curriculum-based or grade-based approach to learning, in the home setting there is no need to push a child through to a certain lesson by a certain date. When a child isn’t understanding what is presented or is having difficulty retaining the information given, the parent can continue working with the child until the lesson is assimilated before moving on to later lessons that build on it. In this way, homeschooling children are never left behind if they’re having difficulties, which makes homeschooling ideally suited to those with learning differences (“learning disabilities”). By the same token, neither are they held back if they’re ready to advance, which makes homeschooling ideal as well for gifted children. The “average” child benefits in a similar way, since there really is no such thing as an “average” child — each child is a unique individual with a unique set of talents and interests that make some things harder for them to learn and others quite easy. The flexibility afforded by being able to set your own timetable is another advantage, both in terms of the logistics of family life and in terms of children’s readiness to learn. Positive socialization Another major benefit is positive socialization. From the point of view of both social and psychological development, there have been a number of studies that confirm what homeschooling families witness firsthand, which is that homeschooled children tend to have more developed, positive social skills than their schooled counterparts. Homeschooled children learn their social skills from their parents rather than their peers, so they’re learning from adult role models. Because they don’t spend much time in peer-intensive environments like school, but do interact with other children in smaller or more supervised groups, homeschooled children don’t experience too much peer pressure or bullying, so they don’t tend to develop dysfunctional bully-survival strategies nor the excessive peer orientation that is of such concern these days. As Vancouver psychologist Dr. Gordon Neufeld warns, excessive peer orientation undermines the natural authority of parents and thus impedes the natural course of the child’s psychological development. By contrast, not having excessive peer orientation to contend with, homeschooling parents retain the ability to guide their children gradually to a connected type of independence by way of the natural dependency of childhood, which is what children are developmentally supposed to have in relation to their parents, in whose care Nature/God has placed them. Which leads us to another one of the main benefits of homeschooling: Developing and nurturing strong family bonds As family members —parents, children, siblings— spend time together, sharing their lives, learning and playing and working together, they develop close ties with each other and a secure emotional base from which children can venture out into the world as they grow older and more independent. In point form: The short-version list of benefits of homeschooling include: closer family bonds course of study can be tailored to the child’s individual interests and abilities the learning environment is more relaxed and natural children can learn free from physical and psychological bullying diminished influence of peers and “peer pressure” more positive and broader socialization experiences with children of various ages as well as adults
FAQ: What are some of the benefits of homeschooling? Read More »
Dear Home Rules, I really enjoyed the March issue of Home Rules, especially the articles detailing contacts with the government, and what their view of deschoolers, homeschoolers, and independent schools are. I would like to comment on the now-fashionable notion of education vouchers and tax credits for homeschoolers, referred to in the March issue (page 10). I used to support these ideas, but have come to change my mind. If homeschoolers were to take tax credits, that would open the door to our being subject to the standards and curricula set by the Ministry of Education, and the intrusive monitoring that that entails. (He that pays the piper, calls the tune). The same for the charter schools and tax voucher systems. People are not going to accept tax-funded programmes without some form of accountability to the taxpayers, and that will involve some form of government intervention. Frankly, as a taxpayer myself, I would find that kind of intrusion justifiable. Where does that leave us? I think that the less government has to do with education, the better. Getting government out of our pockets and reducing funding to the schools as much as possible is the route to go. If some people are unable to look after their children’s education, then perhaps subsidies could be made available, just as rental assistance is or welfare payments. We don’t have government-run grocery stores because some people can’t afford food; we ought not to have state-run and regulated schools just because some people can’t afford schools. I think the notion of liberty takes a real beating in our society. The private schools will become much more accountable to the general public and to government, if they are funded with tax dollars in the form of vouchers. Their liberty to be what the schools and the parents want will be diminished. Our apparent choices won’t be as wide as we may think. Homeschoolers are in a wonderful position to tell the government to get out of our lives in this one little area. We are self-financing, and most of us receive little or no assistance from the schools by way of books or equipment. Let us please not give up our liberty to teach how, what, when and where we want to for the sake of some monetary benefits. We shouldn’t be selling out our freedom of choice. If people want government funded education, they should send their kids to school, not try to get benefits for the rest of us that will prove to be a curse. It is not the government nor society who bore our children; nor is it their responsibility to educate them. If we find that the cost for us is too high, we need to press for reductions in expenditures by reducing education funding, not by increasing it. Yours very truly, Betty Cerar
An Opinion on Education Vouchers and Tax Credits Read More »
Article on a New Study of Homeschool Adults, written by Keith Middleton and published in the February 2004 issue of Home Rules, the newsletter of the Ontario Federation of Teaching Parents.
New Study of Homeschool Adults Read More »
Many homeschooling parents are concerned as to whether or not their children are working at the same grade level as their “public schooled” counterparts and want to know where and how they can have their children tested. If you are concerned about how your homeschooled children are doing academically – or are just curious – here are some options: Grade 3, 6, 9 Assessments and the Ontario Secondary School Literacy Test (given in Grade 10) As stated in Policy/Program Memorandum No. 131 homeschooled students can access the standardized assessments/tests that are given to students in the public school system which are administered by the Education Quality and Accountability Office (EQAO). Parents must contact their local school board for information about the dates, times and locations of these assessments/tests. There is no fee for homeschooling children to take these assessments/tests. The results will be sent by the EQAO to the school where the test was taken and the school, in turn, will send the results directly to the parents. These results will not be included in the school and board reports generated by the EQAO or by the schools and boards. To view samples of the various assessments/tests, visit the EQAO website at: http://www.eqao.com a) Sample Units for Grade 3 and 6 Assessments of Reading, Writing and Mathematics; b) Sample Items for Assessment Preparation for Grade 9 Assessment of Mathematics; c) Example Test Booklet for the Ontario Secondary School Literacy Test. Canadian Test Centre (CTC) Educational Assessment Services The CTC is a wholly Canadian-owned and operated educational assessment service and publisher. CTC has developed three nationally standardized tests: Canadian Achievement Tests (CAT), Canadian Test of Cognitive Skills (CTCS) and Canadian Achievement Survey Tests for Adults. These tests are used by schools and colleges across Canada. On the website there is a specific link entitled “Information for Home- schoolers”. Homeschooling parents can purchase the CAT and the CTCS tests to administer to their children. The CAT (for grade placement between end of Grade 1 through to Grade 12) indicates how the child is doing in comparison with others at the same grade level across Canada and provides a profile of strengths and needs in reading, language, spelling, mathematics and writing. The CTCS (for grade placement from mid Grade 2 through to Grade 12) compares the learning abilities or cognitive skills of the child with others at the same age and grade across Canada and assesses learning skills in sequences, analogies, memory and verbal reasoning. Contact Information: Canadian Test Centre 85 Citizen Court, Suites 7 & 8 Markham, Ontario, L6G 1A8 Telephone: (905) 513-6636 or 1-800-668-1006 Fax: (905) 513-6639 Email: info@canadiantestcentre.com, Website: http://www.canadiantestcentre.com Educational Consultants There are consultants who provide testing among many other educational services. Please check in your local area to determine if a educational consultant is located near you. Here are two that I am aware of: Wise Choice Educational Services 29 Albert St. Barrie, Ont., L4M 3S7 Telephone: (705) 726-5971 Fax: (705) 726-5958 Email: wces@bconnex.net Website: http://wisechoiceeducationalservices.com Provides services such as professional assessments, reading therapy and tutoring, teacher and parent training, and standardized testing. Scholastic Testing Services Eleanor Davis, 7047 Jura Line, R.R. #1 Forest, Ontario, N0N 1J0 Telephone: (519) 786-5838 Email: davisfam@xcelco.on.ca Provides testing in the following areas: reading readiness, reading, spelling, language, mathematics, reference skills, diagnostic tests for learning gaps. The test is mailed to your home; the parent administers the test to their child following the instructions given; the parent returns the test(s) to be processed; a report with recommendations plus the test results will be mailed back to the parent. Nelson Thomson Learning 1120 Birchmount Road, Toronto, Ontario M1K 5G4 Telephone: 1-800-268-2222 or (416) 752-9448 Fax: 1-800-430-4445 or (416) 752-8101 Email: inquire@nelson.com Website: http://www.nelson.com Thomson Nelson carries the Canadian Achievement Tests (CAT) and the Canadian Test of Basic Skills (CTBS). The CTBS can be given to the child by the parent who would then interpret the results. The CTBS is a comprehensive test of academic achievement and is a Canadian revision of the widely used U.S. Iowa Test of Basic Skills (ITBS). The CTBS tests in the following areas: Reading, Language Skills and Math Concepts. The CTBS can be used for grade levels 3 to 12. Please note that Thomson Nelson will not sell these tests to individual families. They would have to be purchased by a group such as a homeschooling support organization. For example, I was made aware of a support group in Eastern Ontario that purchases a quantity of these tests and they, in turn, sell them to their members at a small fee to cover the cost of purchasing this test. Curriculum Packages There are a wide variety of curriculum packages available for the various grade levels. Most of these curriculum packages contain tests that the child can take to determine if they are competent in the material they have been working on. Please visit the OFTP website under the heading “Resources” for more information on the variety of curriculum that is available. Educational Stores Some educational stores stock sample tests, along with other curriculum material, that a homeschooling parent can purchase and administer to their children. For example, there is an educational store in my area that carries prep tests for the Grade 3 and 6 assessments that are administered in the public schools on a yearly basis. Web Surfing A variety of sample tests can be downloaded from the Internet.
Testing Your Children Read More »
This article was originally printed in the Ontario Natural Food Co-op (ONFC) newsletter, “Food For Thought”, June 2002, Issue No. 35. ONFC is a wholesale distributor of natural and organic foods and other products. Parents of homeschooled children are always seeking ways to provide educational experiences for their children. I have found that operating a food buying club offers so many valuable and useful learning opportunities. Many concepts such as reading, math, computer skills, environmentalism and food issues, geography, finances, physical education, socialization, cooperation, volunteerism, networking and organizational skills can be learned from a buying club. Here are just some of the ways that this is accomplished: READING ~ My 11 year old daughter assists with inputting food orders which requires reading skills in different formats -typed or written. Also, when sorting the food she will read ingredient labels to determine if Mom and Dad will order this product….especially if it is an interesting looking cereal or snack food item (e.g. chocolate bars). She will comment, “Mom, this does not have too much sugar in it” or “all the ingredients look O.K. to eat!!” She also assists with sorting the food into boxes which requires reading the member’s food order and finding that item on the table. MATH ~ Children can learn what is meant by singles or cases, what 946 ml or 1 litre looks like by seeing and comparing the actual item when it is delivered. Also, calculating the invoices for each member’s food order provides for math skills in a) totalling the order, b) learning what a 1% discount is and how it is calculated and c) learning what PST and GST are and why they are charged. COMPUTER SKILLS ~ My 11 year old recently inputted approximately 18 orders into the Excel Macro program. In checking her work I only needed to make a couple of revisions. She was persistent and didn’t walk away from the task after a couple of orders. This is great for learning a computer program and enhancing computer and keyboarding skills on top of improved reading skills. ENVIRONMENTALISM AND FOOD ISSUES ~ ONFC’s mission statement – “Our mission is to support a sustainable food system by providing, with integrity, quality service in the distribution of organic and natural foods and products within a socially responsible, co-operative network.” Ordering through ONFC provides many opportunities to discuss a) how our food purchases affect the environment and our health, b) why we don’t shop at the local grocery store like everyone else, c) how we can contribute to a sustainable food system and what does sustainable mean, d) what is fair trade and why this is important to support and promote which leads nicely into discussions of social justice and economic fairness for all. GEOGRAPHY ~ Discussing where our food comes from and how my coffee purchase (I know, I keep trying to give it up!!) affects the livelihood and environment of those in other countries where it is grown. Learning “the lay of the land” so to speak when delivering specials and catalogues to members who are located in several different communities in our area. FINANCES ~ Learning about a) adjustments (credits and debits), b) what cheques are and how that relates to cash, c) identifying and understanding paper money and coins and what each is worth, d) totalling up the cheques and cash, determining what is owed to ONFC and submitting payment within the proper time frame. PHYSICAL EDUCATION ~ My children seem to enjoy assisting with bringing the boxes into the house and helping members take their food orders to their cars. This provides great exercise and strength training. However, I also find this a bit perplexing since I hear many complaints when I ask them to clean their room!! SOCIALIZATION ~ Children can enjoy natural experiences in meeting and talking to others when buying club members help sort or pick up their food. They get to know our ONFC driver as well. This provides “real life” socialization experiences where they can meet and talk with people from various age groups and backgrounds as well as play with other children at food pickup time. COOPERATION ~ Operating a buying club requires cooperation on everyone’s part. Children can learn how this is crucial to the club’s success and that it contributes to goodwill and solidarity among its members. Parents can also educate their children with respects to how ONFC operates differently from other businesses and how the cooperative approach contributes to choice and personal empowerment. VOLUNTEERISM ~ Children can learn first hand how volunteering is important and valuable in a buying club. Hopefully this will instill in them the desire, in the future, to volunteer their time towards worthwhile endeavours in order to gain a wonderful sense of well being. They can learn to contribute to the greater good without expecting monetary reward. NETWORKING ~ A bonus to getting great food delivered to your door is the wonderful networking opportunities that arise with members of the buying club. Our children get to interact and learn from people such as the following: social activists, naturalists, educators, other homeschoolers, CSA organic farmers and nutritional consultants. Members can gain access to sources of organic produce, gluten free baked goods and free range, organic eggs from members within the club or from outside sources through networking. The children learn a more holistic approach to living their lives and how real communities should and can work. ORGANIZATIONAL SKILLS ~ Many useful organizational skills can be learned when operating a buying club such as: a) setting up an ordering schedule, b) getting information to members, c) receiving and inputting orders, d) sending orders to ONFC, e) receiving and sorting food orders and f) quality control checks (i.e. verifying that what you ordered is what you have received from ONFC and ensuring that the each member’s order is sorted correctly). So, there you have it. Sounds like a pretty intensive curriculum to me. I also came to the
Buying Club + Homeschooling = Many Educational Experiences Read More »
In 1998 The National Research Network on New Approaches to Lifelong Learning (NALL) at OISE/UT conducted the first Canadian survey on informal learning of 1500 Canadian adults. The research was funded by the Social Sciences and Humanities Research Council of Canada. The purpose of NALL was to identify the extent of adult learning, the existence of social barriers to learning and more effective means of linking learning with work. Informal learning includes anything that is done outside of organized courses to gain significant knowledge, skill or understanding and can occur on one’s own or with other people. Four aspects of informal learning were assessed: employment related, community volunteer work related, household work related and other general interest related. Some interesting findings from the research: The survey showed that informal learning was immense. On average approximately 15 hours per week was spent on informal learning. What was interesting to note was the fact that lower schooling and income levels did not appear to reduce the hours of informal learning. Individuals with a diploma spent approximately 16 hours per week and those with university degrees spent 14 hours per week on informal learning. As the report states, “Contrast this with an average of 3 hours per week spent on formal learning activities and you get a good picture of how extensive informal learning can be!” Approximately 70% of Canadians say that their most important job-related knowledge comes from other workers or learning on their own rather than employment-related courses. The principal investigator of the survey, David Livingstone, summarized the results as follows: “The major conclusion from this survey is that our organized systems of schooling and continuing education and training are like big ships floating in a sea of informal learning. If these education and training ships do not pay increasing attention to the massive amount of outside informal learning, many of them are likely to sink into Titanic irrelevancy.” What are the implications for educators? Educators have a new role to play in the life-long learning paradigm. Traditional education (quantifying, qualifying, standardizing) constrains thinking by compartmentalizing issues, students, institutions and subject matter into separate, tidy, closed boxes which obscure the big picture. Therefore, not only do educators need to learn to think outside the box, they must also open the boxes themselves. Please see a summary of the survey results [below]. NALL Informal Learning Survey Results Hours spent in informal learning each week: over 90% of us are engaged in some kind of informal learning activity that can be broken down into various categories. Overall hours spent on informal learning: 4% of Canadians surveyed said they did not engage in any informal learning 21% spent 1-5 hours in informal learning per week 25% spent 6-10 hours 25% spent 11-20 hours 25% spent 25+ hours in informal learning each week Level of Schooling and Informal Learning: average hours per week of Informal Learning: No diploma – average 16 hours per week High School Diploma – average 15 hours per week Community College – average 15 hours per week University Degree – average 14 hours per week General Interest Related Informal Learning: 90% spend about 6 hours a week on informal learning related to their general interests. 75% learn about health and well being 60% learn about environmental issues 60% learn about finances 50% learn activities such as hobby skills; social skills; public issues; computers; sports and recreation Employment Related Informal Learning: 66% of those employed, or expecting employment, average 6 hours a week in informal learning related to their employment. 75% conduct projects to keep up with new general knowledge in job/career 66% learn computer 66% learn new job tasks 66% learn problem solving/communication skills 50% learn occupational health and safety 50% learn other new technologies Community Volunteer Work-related Informal Learning: 40% are involved in community work they average 4 hours a week on informal learning related to their service. 66% learn interpersonal skills 60% learn communication skills 50% learn about social issues 40% learn organizational/managerial skills Household Work-related Informal Learning: 80% of those involved in household work average 5 hours per week in informal learning related to their household work. 60% learn about home renovations and gardening 60% learn home cooking 50% learn home maintenance For more information on NALL, informal learning and this research, please visit the following link: http://nall.oise.utoronto.ca/
