Archive for February, 2011

February 25, 2011

Internet Dating Tips

This is a column that I wrote for the Barrow Journal, and it was printed two days after Valentine’s Day.  Not many people know that my husband and I met on the Internet.  In this column, I give a few tips I learned after using for a year before I met my husband.  Click here to read the column.
February 17, 2011

Homeschooling: A Look At Our Hammerhead Shark Project (Part 2 of Project-based learning)

This is a column that I wrote for The Barrow Journal, and it’s the second part of a two-part series on project-based learning.  In it I describe the hammerhead shark project that I did with my 4-year-old son.  You can read the first part here.  Above is a photo of the poster board we made during this fun project.

Last week I wrote what I learned about project-based learning from Lori Pickert’s blog at  This week I’m going to tell you about my son’s first project.  When I asked him what he might want to learn about, he told me, “hammerhead sharks.”  He loves ocean animals, so this wasn’t a surprise to me.

In project-based learning, the emphasis is to teach children how to acquire information.  It also emphasizes letting them have as much control over the project as possible.  Asking children questions instead of supplying them with quick answers engages them in problem solving.

At age four, however, my son doesn’t have a lot of ideas on how to proceed with projects.  He either says an emphatic yes or no to my suggestions.  At this point project-based learning is more for me to learn and think about ways in which I can get him to take the lead and learn where to go for information.

In the past if my son asked me about hammerhead sharks, I would have gone straight to the Internet and looked up a video about hammerhead sharks to show him.  This time, I asked him where he thought we might look for information about them.  I expected him to say the computer, but he surprised me by saying a hammerhead shark was on one of his “cards.”

A while back, he received for a gift a stack of cards about oceans animals, bound together with a large ring.  On the back of each card, there are two or three basic facts about the animal.  I had forgotten about these cards, but he didn’t, and it was a good starting point.  For example, we learned there are nine species of hammerhead sharks. Though he might not always have an answer for me when I ask him where we should go for information, I could certainly see the benefit in giving him the chance.

Later in the day while his little brother was napping, we made a poster about hammerhead sharks.  I was surprised at how interested and attentive he was.   He was willing to copy the words “hammerhead shark” on the top, and we colored a picture we found on the Internet.  We also reviewed the sound “SH” as in “shark.”  It was much more fun than the preschool workbooks that we often do together during this time.

The most fun we had was when we got a long string and measured it to 18 feet, which is as long as a hammerhead shark can grow.  Then we rolled up the string and taped it to the poster board.  After that, my son wanted to measure how long a humpback whale would be, so we looked it up and found out that they grow between 39-53 feet.  It was a good lesson in numbers and measurement, and we were both delighted and surprised to find out that a humpback could grow longer than our house!

The next day we went to the library, and my son said he wanted books about hammerhead sharks and humpback whales.  Usually I ask the librarian, or I look up the books on the computer, but this time I thought I would encourage my son to ask the librarian himself.  Sometimes he’s shy, so I wasn’t sure if he would.  Again, my son surprised me by speaking up when we were in front of the librarian, and he was very happy with the books she found for him.

By the next day, my son seemed satisfied with our work on hammerhead sharks and didn’t want to pursue it anymore.  This was fine with me, although I admit I would have happily delved further into the subject.

When I contacted Lori by e-mail, she told me that I don’t have to worry too much about projects at this age.  Right now it’s important to create an environment where materials are accessible to him, and it’s helpful if I begin to keep notes about the questions he asks and the things he does.  I don’t know if we will always used a project-based approach to homeschooling, but I have learned some valuable tools that will help me help him.

Have you used project-based learning?  Please tell me about it.

February 13, 2011

Homeschooling: A Fun Sight Word Game

{learning sight words : a fun sight word activity}

Every child learns at a different pace, so I do not want to push my children to learn anything before they are ready.  But that doesn’t mean I can’t figure out fun ways to try to get them to learn.  If they think it’s fun, they want to do it!

My four-year-old learned his alphabet very early and easily, and after that, learning the sounds of the letters seemed like a piece of cake.  Some people I know suggested I might try teaching him the sight words.  These are common words that we see everyday, and some educators feel it’s easier for kids to learn them by sight instead of trying to sound them out.  You can buy a pack of word cards for under $4.

I was told that I could introduce about three words each week to my son.  I could hang them somewhere like the refrigerator and just point them out to him each day until he became familiar with them.  The first time I tried this, I could see that he wasn’t ready for them, so I put them away and didn’t worry about it for several weeks.  The next time I tried it, I found out that not only was he disinterested in looking at the words, I was too.  I never remembered to point them out to him!  It’s kind of a boring exercise, if you ask me.

My step-mother gave him a sight word video, and he likes to watch it.  To me, it’s a boring video of words going across the screen and lackluster animations — but I’m not 4 years old.  He likes it, and he has started to learn some words from it.

I realized that part of the reason that hanging the sight words on the refrigerator didn’t work is because he would never really look at them.  I wondered how I could get him to see the whole word.  That’s when I invented this game:

I wrote some sight words on post-it notes (five seems to be the right amount for my son), and then I posted them around our living room — on the wall, hearth, T.V., sofa.  I made sure they were at my son’s eye level.  Then I gave him one card with a sight word on it.  I told him what it was, and I asked him to look for it around the room.  As he looked for it, I repeated the word over and over.  I told him if he brought the word’s “match” back to me, he’d get a sticker.  We have a special piece of paper that he gets to stick his sight word stickers to.

This game has been a success.  Now he’s really seeing the word – he has to study it in order to find the match.  At first I thought giving him a sticker for each word might be a little excessive, but after playing this game with him a few times, I realized he needed the incentive, and I want the game to just be fun for him.

As with everything we do, he can lose interest in it.  He doesn’t want to play it everyday, but even if we do it every once in a while, I think it will help.  This game and his sight word video has helped him learn a few words, and now he gets excited if he identifies a word while I’m reading a book to him!

February 7, 2011

Experimenting with Project-based Homeschooling, Part 1

Note: This is a column I wrote for The Barrow Journal.  For a list of all our projects, see the Table of Contents for Project-based learning.

Now that the holidays are over, visiting relatives are gone, and we are overcoming two back-to-back illnesses, I think (I hope) I can finally begin to think about a regular routine.  One thing I have been intending to do is think more about how I want to homeschool.  After reading a website I bookmarked several months ago, I’ve decided to experiment with project-based homeschooling.

Lori Pickert is a homeschooling mom of two boys, but before her days at home, she was the director of a private preschool for several years.  Her school used a project-based curriculum in multi-aged classrooms.  Now she writes extensively about this approach to teaching on her Camp Creek Blog, which you can find at

I think project-based learning can be useful for kids whether they attend school or not, so if this peaks your interest, be sure to read through Lori’s blog.  I am not an expert on the subject, and I’ll only be sharing the highlights of what interested me about this approach and how I hope to apply them when working with my son.

In project-based learning, a child gets to choose a project that interests him or her and then study it in depth.  Then they chose who they might want to share their information with and in what format:  a book, video, poster, etc.  The teacher or parent is there to offer support and help the child find the materials he needs to fulfill his projects, but the parent should not take over the project or push her agenda on the child. 

I am guilty of this myself.  Sometimes when I sit down with my son to work on a craft, I have a hard time letting go of control.  I want that fish we’re creating to look like a real fish, so I volunteer to glue the eyes on for him or cut the paper just so.  I’m getting better at sitting back and letting him do the work, and Lori’s website was a good reminder why this is so important.  Kids learn by doing.

After reading her posts, I realized that it’s important for me to ask my son more questions instead of always offering the answer right away.  Project-based learning emphasizes that it’s less important for children to memorize facts than it is for them to learn how to acquire information.  Isn’t that the most useful thing we can teach children?  Children learn the most when they are engaged in an activity that makes them problem solve and search for the answers themselves.

There was one post on her site where Lori shared a comment from a teacher, and the teacher gave this story.  She said that one of her second grade boys once asked her whether the Loch Ness monster was real or not.  She told him she didn’t know, but she’d help him find out.  Over the next few days, this little boy visited the library, and he also interviewed his classmates to see what they thought.  She said he was having a lot of fun, and obviously he was learning valuable skills along the way.

After a few days, the teacher said the boy dropped the subject altogether.  When she asked him why, he told her that he asked his dad, and his dad told him there was no such thing as the Loch Ness monster, so that was it.  My feeling is that even though the boy may have dropped the subject eventually when he felt satisfied with his research, parents can do a disservice by supplying quick answers.

When children are truly interested in a subject, they have much longer attention spans than many adults give them credit for.  I know that my son has wanted to read the same books over and over again, and he can also watch the same television programs night after night.  There is something about these things that are captivating to him.

Another tip I learned from this site was that I should write down the questions my son asks me.  This was a light bulb moment for me because he has been asking me off the wall questions for several weeks now, and usually he asks them when we’re driving in the car, or I’m dealing with the baby or some other chore, and I can’t always engage him at that moment.  So now, I’m jotting down the questions he asks, such as, “What is a lighthouse?”  “What does fire burn?”  …Two questions he asked me out of the blue yesterday!  When we have more time, I’ll ask him if wants to me to help him find the answers.

When I told my son about working on a project and asked him what he might be interested in learning about, he came up with “hammerhead shark.”  This didn’t surprise me because he loves ocean animals.  Next week, I’ll write about our project and let you know what we came up with.

Click here to go to Part 2.  UPDATE: Now my son is older, and I’m much wiser! To learn more about project-based learning, see my Project-based Homeschooling page.

February 3, 2011

Think I’ll Sit Here A Spell…

Welcome to my new home on WordPress!  I’m very excited about changing over.  I will be focusing this blog more on homeschooling, and I’ll also be linking my newspaper columns to this site.  As you can see, I’ve already moved over many past blog posts relating to homeschooling.  I want to use the site as a way to chronicle my sons’ homeschooling.  A record-keeper of sorts.  Sometimes I’ll link to interesting to articles I find about homeschooling too.  I will write off-topic from time to time, but you’ll be able to locate whatever you are interested in by clicking on one of the categories to the right.  There are also many more tags you can chose from which you can find at the bottom of the page.

Please subscribe to my blog!  By entering your e-mail in the box to the right, you’ll receive each post I write in your inbox as soon as I publish it!  Or you can subscribe via RSS feed.  (Don’t worry.  I don’t have time to write everyday.)  Okay, so maybe you’ll only do this if you’re very interested in homeschooling.  I hope I can make some friends through this blog with like-minded souls.

Thank you & take care!

February 3, 2011

Homeschooling: Article on African Americans Who Homeschool

On one of the homeschooling e-mail lists I belong, someone posted a link to this interesting article about African Americans who homeschool.  As I have always said, homeschoolers homeschool for many different reasons, and this is another good example of that.


February 2, 2011

Life Lessons Learned While Living Abroad

This is a column I wrote for the Barrow Journal.  It’s about my first days traveling to London, England when I was fresh out of college and had not spent much time away from my family.  It was through the little things that happened to me that I learned the most about living life on my own.  Click here to read the full column.

February 2, 2011

Interview with Homeschooled Student Rachel Foy

Note: This is a column I wrote for the Barrow Journal.  

Every once in a while my husband will have a student in one of his college history courses that was homeschooled. Usually they are dual enrollment students, which means they are taking college courses during their high school years for early college credit. He has always said good things about these students, which is one of the reasons we know homeschooling can be a good thing. He usually comments that the homeschooled students want to be in his class, and they want to learn.

Recently he came home to tell me about such a student named Rachel Foy. He was impressed with her academic ability and her conduct, and he told me I ought to interview her, so I did.

I found out that Rachel was homeschooled from Kindergarten through the 12th grade. Her older brother, Christopher, was homeschooled beginning in the fourth grade. Rachel said that her brother had a slight case of dyslexia, and while he was in public school, he didn’t get the extra attention he needed, which is one of the main reasons her parents decided to homeschool their children. Like many homeschoolers, they also felt it was important to instill their beliefs and values in their children without the negative peer pressure that so many young people can face today.

During the early years, Rachel’s parents used a variety of sources to homeschool, including such curriculums as A Beka, Learning at Home, Saxon, Math-U-See and Bob Jones, but they decided to use an accredited high school program called Light House Christian Academy for high school. Both Rachel and her brother were sent official high school diplomas upon completion.

When I asked Rachel if she liked being homeschooled, she said she loved it. “I got to sleep until 10:00. I would get up and finish my school before all my friends came home from school. I also had more free time to do stuff I enjoyed.”

Her dad was in the military, so they lived many different places, and she says they were able to take some amazing field trips. They visited Carlsbad Caverns, White Sands, the Grand Canyon, James Town, and many aquariums, zoos and museums.

There was a time during her middle school years that she wished she went to public school. She said her friends would come home talking about their teachers and classes, and she felt left out. Her parents tried to understand how she felt, but they reminded her that they were doing what they felt was best.

She says during this period her mother allowed her to pretend she was going to public school. “I would get up, pack my back pack, say bye to my mom, walk to the end of my driveway and then turn around and walk to ‘school.’ This only lasted a few months before I realized that I really did enjoy being homeschooled.”

She says she also grew up knowing a lot of other homeschoolers, though most of her friends went to public school. She says her homeschooled friends all enjoyed their experiences and are doing well now. A lot of her friends who went to public school told her they wished they could be homeschooled.

Rachel says she has dreamed of becoming a veterinarian ever since she was five years old, so she’s planning to transfer to UGA and major in Animal Science. She hopes that eventually she’ll be accepted into vet school at either UGA or Auburn.

As I have written before, there are many different kinds of homeschooling families, and there are many different reasons that parents chose to homeschool their children.

As a parent who is planning to attempt this road for her children, it does me good to meet a young adult who values her experience and who is working hard to succeed in her future. I can only hope that my boys will feel the same way.

February 2, 2011

Homeschooling Is Not the Right Choice for Everyone

This is a column that I wrote for the Barrow Journal.  It’s my response to a comment left on my column in which I interviewed a former homeschool student.  I don’t think that every child should be homeschooled.  Different children and families have different needs, but I do think when it’s done with the child’s best interest in mind, most of the criticism toward homeschooling is unfounded.  Click here to read the full column.

February 1, 2011

Interview with a Former Homeschool Student

Note: This is a column I wrote for the Barrow Journal about a former homeschool student who is now a graduate student at the University of Georgia.  Click here to read the column on the Barrow Journal’s website.

For other interviews with homeschoolers, be sure to click on the “Interviews with Homeschoolers” in the margin.


I think that almost every homeschooling parent has moments of doubt when they wonder if the road they’ve chosen is going to hurt their kids. I know I do.

That’s why I was glad to meet Bethany Battig, a graduate student at UGA, who was homeschooled from the very beginning through the 7th grade. If anyone thinks that every homeschooled student will be at a disadvantage, they should talk to Bethany. She is articulate and well mannered with a professional appearance.

I asked Bethany if I could interview her, and she said yes. I was happy to learn more about her experiences and why her parents decided to homeschool her and her four younger siblings.

Bethany was homeschooled in the early part of her life in Jackson, Mississippi, but when her father took a job as a computer science professor, they moved to Vermont. She was homeschooled there for a few more years before attending public school, starting in the eighth grade.

Bethany’s mother, Heather A. Battig, told her, “We, like all intentional parents, wanted to give our children the best possible education that would benefit their lives and souls. We thought homeschooling was the wisest road to take toward that end.”

Like many homeschoolers, Bethany’s parents wanted their worldview and beliefs to permeate their children’s education in a way that they didn’t feel the public school system could do. She says they wanted to give their children the “big picture” approach to the world and to education, and they wanted to choose areas of emphasis specific to the strengths and weaknesses of each child.

Bethany says, “One main emphasis for my parents was history and the belief that the public school history is taught in a manner that is too ethnocentric in the United States.” Bethany and her siblings studied history from the beginning, exploring Ancient Egypt and Ancient Rome, and it wasn’t until their upper elementary grades that they studied American history in depth.

She also says, “My parents’ intentional exposure to international experiences through field trips and befriending of families from other cultures is something that I’ll always appreciate and admire greatly with regards to my upbringing through homeschooling.” Later, her parents encouraged Bethany and her siblings to travel abroad and gave them opportunities to volunteer in countries such as Cameroon, Cambodia, Mexico, Peru, Argentina and others.

Another reason her parents wanted to homeschool their children was that it gave the family more time together. Bethany’s father attended classes to get his PhD while also teaching full-time to support the family. Homeschooling allowed them the flexibility to spend more time together, and they could take family vacations when he had time off.

Bethany’s parents didn’t use any one curriculum because they wanted to thoughtfully consider what would work best for each course of study. They used a variety of resources, such as McGuffey readers, Saxon Math, Greenleaf Press history, and A Beka Book for English and others. Because of the flexibility, homeschooling allowed them to focus on more subjects than they may have studied in public school, and they were also involved in a number of homeschool co-ops.

Bethany remembers one co-op in which they were doing a unit study on the solar system, and each child had to represent one planet in the solar system and present findings on that particular planet. Bethany’s sister was Saturn, so she made a costume using a hula-hoop for the rings and a papiermâché ball for the planet (with holes in it so that her legs could fit through). She says a project like this incorporates arts and crafts and motivates kids to research, learn and present their findings.

When I asked Bethany what her personal feelings were toward her education, she said, “Homeschooling to me was natural and fun and never something that I considered a chore. My siblings and I soaked up information like a sponge, and I have many fond memories of being taught together (albeit, in different levels) at our kitchen or dining room tables. I feel privileged and blessed to have been homeschooled, and truly believe that it gave me an edge when I went into high school and even college, since I had had such an eclectic background in so many subjects.”

She also said, “I don’t think I realized that other children were schooled differently until I was much, much older!”

Bethany received a bachelor of arts with honors from Berry College in Rome, Georgia, where she graduated with a double major in Spanish and Government. She is currently attending the University of Georgia and pursuing a masters in Spanish Literature. She says that her future goals are to use her passion in the Spanish language to help others in some way, though she’s not sure whether it will be as a teacher, business professional, translator or something else.


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