homeschooling, homemaking, homesteading...home.

Thursday, October 2, 2014

So, about that field trip...

It turns out that the Internet is angry with the Carnegie Science Center today, because *Sparkly Science*. I won't rehash the controversy here; if you don't know the details, a search will certainly give you an idea.&nbsp

Why I'm posting is because I meant to do this *yesterday*. Before I saw the image or read the story. See, we went to the Science Center earlier this week, and after a very full day of experiences there, this was my strongest impression.

EVERY staff member who took extra time to interact with, explain things to, or answer questions from my sons (and there were many!) was female. Every. One. I am utterly geeked that this has given them a frame of reference to think of *women* as experts in robotics, electrical engineering, etc.

I'm sad to see the story that's getting viral attention...but I suspect that it may be a matter of enrollment/interest on the part of participants. The Science Center is heavily staffed by knowledgeable and engaging women, and as both a mother of sons and someone who self-identifies as a feminist, I'm encouraged by their visibility as STEM spokespeople.


The woman in this photo is (boy I hope my memory is right on this) Ali. She gave a presentation on voltage & electricity and stuck around afterward to address C's *many* questions and provide advice and suggestions for continuing his own investigations. She was an instant Science Hero, and I'm sure that the impact she made on his life will last far beyond yesterday afternoon.

Wednesday, October 1, 2014

In Which I Feel Guilty* for Not Feeling Guilty

I did it. I had an opportunity this week to leave J at home (Daddy's on staycation) and take a field-trip day (to the Carnegie Science Center) with just T and C, and I did it. I almost felt guilty, because one of the homeschooling moms we met up with had her toddler along. But then we attended a lecture/show, and toured a submarine, and I remember how our outings usually go, with the bigger kids fending for themselves as I spend my time managing or chasing their not-particularly-engaged little brother. No. This was good. I got to actually be part of the experience instead of just delivering them there and being physically nearby but not actually *present*.

And J survived.



*not really. I am totally at peace with this, but there was the potential for guilt early on and besides, it made a catchy title. ;)

Sunday, September 14, 2014

Learning vs. Gaming the System

In addition to my lovely offspring whom I home-educate, I also have two stepsons. One is grown-and-gone, and the younger is currently a senior at the local public high school. This kid is scary-smart and has a strong work ethic. Last year he balanced a full load of academic classes (many AP, and two math courses), a job, a girlfriend, and a band (not just jammin'-in-a-basement, but legit public gigs), and excelled at everything. I hold him in pretty high regard, and trust that he is someone who carefully considers his education.

When the current term began, he came home flustered by Calculus. Unsurprising. Calculus is hard stuff. Not beyond his ability, but enough to be at least a bit of a struggle. He wanted to drop the class.

His father--my husband--counseled him to stick it out. There were good reasons for this. I could possibly argue with the "don't be a quitter" angle (it took me a long time to let go of the perfectionist inner voice that advised me to ignore my limits to the point of over-committing and struggling) but his other arguments were sound. The kid is intellectually capable of the work. Help is certainly available (hubby was a math major before switching to Computer Science; his father was a math teacher and his sister still is a math teacher). And the skills will benefit him, both in the esoteric sense and the practical.

The kid's counterargument hit home, though, and made me both sad and discouraged. Since the class would be a struggle, he is concerned about a bad grade dropping his GPA, and fearful that a lower number will hurt his chances at college admission.

And he has a point. Despite the *knowledge* and *skills* that could help him with his education, the truth is that he may have a better chance getting his foot in the collegiate door with a lack of that experience than with it.

These are the choices that students make every day. Instead of pursuing what will enlighten them, or inspire them, or make them more skilled, they often weigh the options and choose instead based on what will look best on a transcript or a resume. What's better: straight A's easily handed out in low-demand classes, or hard-earned straight B's in challenging courses? If you're only looking at the bottom line, you're missing a big part of the picture.

And if you're looking at your education based on the bottom line, it's a sad commentary on what our educational system is.

I'm not naive enough to think that there's a workable solution for quick-referencing a student's potential, knowledge, or motivation. I get that there needs to be a standard shorthand, and quantitative assessments, while flawed, seem to be a reasonable way to meet this need. But we lose so much when we do it that way. I can speak from experience about knowing how to test very well without ever having a firm (or at all lasting) grasp of the content. Students who plan to get from point A to point B in their academic journey learn how to take shortcuts, use loopholes, and play to the system's expectations. They learn how to carefully manage things to look good on the final report card, regardless of what sacrifices they make along the way.

The upshot is that my stepson ultimately decided to keep the class on his schedule. I think it was a good decision. But given the overall picture, I'm relatively certain that I could have supported the opposite decision. I think it comes down to a question of goals vs. risks. Maybe he will make it through the class with high marks and the gamble will pay off. He'll have the knowledge AND the grades. I wish that we didn't have a system where sometimes kids have to choose between the two. Because either option comes with a loss.

Tuesday, September 9, 2014

I'm not dead!

Dear hypothetical reader (mostly just my future-self and possibly my mom):

I've been absent for blogging for Reasons. Some of them are circumstantial (just too damn busy/distracted) and some of them are guilt-emotional (Does blogging make one a narcissist? An exhibitionist?) and some of them are reflective (How can one truly embrace living in the moment if constantly mentally drafting witty recaps of events?) and some of them are just plain *meh*. (Apathy. Ennui. Boredom. Laziness!)

So, there's all of that.

But I need it again. Because above and beyond anything else that blogging might accomplish (entertainment? popularity? attention?), I truly did start this for *me*. (And, as a dear friend once suggested, for *them* to someday read through.) To track our journey. To articulate my thoughts so I can process whatever-it-is that's busying my brain that day. And of COURSE, like the blog title reminds me, to celebrate the little moments.

So, okay. I am going through a paradigm-shift period and I might as well use this tool to deal. I think best by getting my ideas verbalized so I can "see" what's going on. 

*cracks knuckles*

*clears throat*

Here we go (again)...