BJU Press Blog

teaching

Learning Together: The Heart of Teaching

by

learning together is the heart of teaching
Go back in time with me. Remember that moment—it may have been 20 years ago, or maybe it was a few months ago—when you started to seriously think about what this crazy homeschooling thing would look like for you. You had a picture in your head of you and your kids learning together. Maybe you saw your children huddled in your arms as you read to them. Maybe you saw books scattered on a table, forgotten, as you talked over the moral implications of the Civil War. Or maybe you saw yourself on a nature walk with your children, looking at birds, flowers, or the shapes of clouds together.

When that image came to you, you probably weren’t thinking about why you homeschool or what you hope to accomplish in the next twelve or more years. It was just a little dream of what your journey might look like day-to-day. And you know what the most important part of your dream was? You and your kids working together to learn something. That’s really all that education has ever been—teachers and students learning together.

But the problem is, there’s usually only one of you. When looking for solutions to their homeschool needs, many parents believe that the best resources are ones that their children can use completely independently. Just give the kids the textbook and let them go. Textbooks can be a key part of your homeschool, but they’re not the most important piece. A textbook just can’t replace what you can offer your children as a personal, involved teacher.

Children miss out when they only have a textbook.

You hear a lot about learning styles and customizing your children’s education to their needs. But the truth of the matter is, there’s no magic formula or combination to tell you how your child learns. No child is strictly a tactile learner, strictly a verbal learner, or strictly an auditory learner. Some kids are genuinely good at learning by reading from a textbook, but not all are. In fact, few can learn well from using only a textbook.

Most kids can’t just sit down with a book and siphon up information. They have to work with it to get it. They need to squish it through their fingers, taste it on their tongues, watch it bounce around, and hear what other people think about it. And a book can’t do all that. A book can present information, ask questions, give assignments, or even suggest activities. But it can’t hold a conversation or let a child really experience the information. Even a well-designed textbook will leave your children wanting if that’s all they have for their education.

If you’re involved in their learning process, you can customize their education. When you’re working one-on-one with your children, you’ll know which activities will help them learn and which won’t. It’s not about assigning every activity and hoping that doing them all will help them learn. It’s about picking the ones that are best for your child.

You can encourage understanding through communication.

When I was in high school, I remember moments when a teacher would misspeak or write the wrong number up on the board. Or there were times when students misheard or misunderstood something. When the class was comfortable and open with the teacher, the misunderstanding was usually something minor to fix. All we had to do was ask a clarifying question and we could move on. But there are some students who don’t feel comfortable asking simple questions. Who don’t want to interrupt no matter how confused they are.

Children need someone guiding them through their lessons to help them through moments of confusion. Someone they trust, who they can communicate with easily. My teachers weren’t always good at recognizing when they’d lost a student, but when you’re working directly with your children, learning together, you can usually tell when they’re following or when they’re still two pages behind.

It’s time for a reality check.

Now, we’ve been talking about an ideal—how things should be, and how things are meant to be. But we need to take a good hard look at how things are. Is this one-on-one teaching really possible for you? How many students are you teaching? How much time do you really have to devote to teaching your children yourself? If you’re going to have to spend 20 to 30 minutes teaching per subject and per child, then there’s no way you’ll have time for much of anything besides teaching, especially if you’re teaching more than 3 children. And that’s why you might want to allow your kids to work independently sometimes.

But remember that this isn’t school at home. You’re not confined to teaching specific subjects to specific children at specific times. You can shape your homeschool so that you can realize that dream you had when you started. And so that you and your children can go forward learning together. What will that look like? That’s up to you. It could mean year-round homeschooling. Or it could mean supplementing your teaching with video courses. Maybe it means forgetting about grade levels and teaching everyone together. The point is, it’s up to you how you make it work.

One-room school houses didn’t work because of government regulations and state standards. Having the right rules in place has never been the thing that makes classrooms work. They work because there’s a teacher invested in the lives of the students. At the end of the day, a textbook is just a tool. What children really need is for someone to direct them and partner with them in learning. And who better than you?

Applying Bloom’s Taxonomy

by

As parents, you want your children to succeed in every area of their lives, and as home educators, you especially want them to succeed in their education. A good way to visualize your goals for your children’s education is through Bloom’s Taxonomy.

Dr. Benjamin Bloom described what he believed to be the best processes for learning. Though he identified three different domains of learning, we are all most familiar with the cognitive domain, which has to do with knowledge. Understanding his process can help you to fulfill the greater purpose of education—education isn’t just about learning facts and figures. It’s a process that continuously encourages children to grow and think critically. Bloom’s Taxonomy verbalizes the process so that we can aim for a clearer goal in education—being able to master concepts so that we can create new concepts.

 

BloomsTax

Since the best way to learn something is to see it applied, here is Bloom’s process for the cognitive domain applied to learning nouns. (To keep it simple, we’ll focus on the rule that says nouns are words that refer to persons, places, or things.)

Level One: Knowledge/Remembering

The first level focuses on facts and recall. It has nothing to do with what the rule means, implies, or suggests, it only focuses on knowing what the rule says. Our rule is “Nouns are words that refer to persons, places, or things.”

Level Two: Comprehension/Understanding

Comprehension is one step beyond simple recall. It demonstrates that you not only know what the rule is word for word, but you also know what those words mean and you can put the rule into your own words to express the same concept. To understand the “noun as a person, place, or thing” rule, you have to know what a person is, what a place is, and so on. Putting the rule into my own words, I might say that people’s names, specific or general locations, and objects are all referred to with nouns.

Level Three: Application/Applying

Level three begins the step where textbook practices and exercises come in. Here we take our rule and look at something it applies to. That means taking a sample sentence and finding and labeling all the nouns, based on our rule.

For example, “Amy (person) wanted to move back to Scotland (place), but her aunt (person) didn’t have enough money (thing) for the move (thing).”

Level Four: Analysis/Analyzing

Analysis involves grouping information into parts. It’s a question-and-answer process that might reveal more about our rule. When I put the rule into my own words, I changed things to objects because I felt that objects better indicates the tangible nature of things. But in the example sentence above, I’ve identified the second move as a noun, not a verb. Why is it a noun and not a verb? When we’re analyzing, we need to recognize that some words may be nouns that refer to persons, places, or things even if they’re normally used as a different part of speech. While we’re thinking about it, we may notice that we can classify the second move as a noun, but not the first one.

Levels Five and Six: Evaluation/Evaluating and Synthesis/Creating

Originally, Bloom’s fifth level was synthesis, and his sixth was evaluation. But a group of Bloom’s former students revised his original process in the 1990s. Under the revised version, evaluating became the fifth level, and creating became the sixth.

Evaluating involves forming conclusions based on new and prior knowledge and being able to support those conclusions with that knowledge. Here we should be able to look at what we discovered in our analysis step and explain why we came to the conclusion that we did. In the example sentence above, we know that move usually indicates an action, like when we first used it, but the second time it’s used in a tangible, countable sense, not as an action.

This step marks the end of most forms of practice exercises in many textbooks. But we need to go on to the last level in order to demonstrate true knowledge of a concept.

The final level in the revised model is creating. Creating requires using all prior knowledge in order to form a new idea. It goes beyond reading a new sentence and identifying parts of speech. Creation demonstrating a mastery of nouns would require putting together a new sentence using nouns intentionally and naturally. For example, in the following sentence, I’ve created a situation to use words that would often act as verbs (love and traveling) as nouns in order to show what we discovered about things.

“Amy decided that her love of traveling was more important to her than her love of Scotland.”

Bloom’s process relies on a widening foundation of knowledge, and BJU Press homeschool curriculum references the Revised Bloom’s Taxonomy, especially in math and vocabulary. Check out our math curriculum or vocabulary curriculum to see how we do it!

Why Do You Homeschool? Customizing to Fit Your Child

by

Why do you homeschool? Part 2Why should you homeschool your child? At the beginning of this blog series, you met Deborah, a homeschool mom of four. Through these posts, we’ve been exploring the five reasons she had for taking charge of her kids’ education. This week we’ll look at her second reason: customizing to fit your child.

Every child learns differently. The learning method that works for one student may not work for another. If you have children, you probably know this. One child might sit and complete his schoolwork without having to be asked twice, while another might be constantly distracted.

As a parent, you know your child’s learning needs better than anyone. You know his favorite subjects, which ones he struggles with, and what teaching style he responds to the best. That’s where homeschooling comes in. Suddenly, there are no longer the fifty- to sixty-minute daily time-slots that bind you to a particular subject.

Deborah sums it up this way: “Homeschooling made more in-depth studies of certain areas much easier.” You have the power to customize the learning to support your child’s strengths and coach him through his weaknesses. If he’s a Civil War buff, spend a little more time on the Civil War. If he wants to take on more subjects, empower him to do that.

Likewise, if he’s having trouble grasping the fundamentals of a subject, you can hone in on problem spots before moving on to more challenging concepts. One of Deborah’s favorite parts of homeschooling was seeing the “light come on” in her kids’ eyes when they finally understood a concept they had struggled with.

Deborah also notes that homeschooling “stretches the parents as well to grow, mature, and be more disciplined.” Even if you’re not a teacher by trade, there are worlds of resources available to you today. You can easily get teaching tips, diagrams, and activities to help you in your quest to enhance your child’s learning.

What are your thoughts on or experiences with homeschooling? Let us know!

• • • • •

A Creative Writing graduate of Bob Jones University, Hannah worked for BJU Press for almost nine years as a writer and proofreader. Currently a coffee barista and freelance writer, she also tutors one student in French. While Hannah herself was not homeschooled, her experience in tutoring and teaching violin have shown her how beneficial one-on-one education can be. She hopes to homeschool her own kids someday.

Why Do You Homeschool? Teaching from the Heart

by

Why do you homeschool? Part 1Last week we introduced you to homeschool mom Deborah and told you that in the coming weeks we would be revealing her top five reasons to homeschool. Today, let’s take a look at the first of those reasons—teaching from the heart.

Think back to when you were a student, however close or far away that might seem. If I asked you to give me the name of a teacher who really taught from the heart, could you do it?

What are some qualities that teacher possessed? Did he really make learning “come alive”? Did she inspire you to be what you are today? Did he encourage you to follow God? No matter what your reasons are, I think we could probably all agree on one thing in particular: that teacher cared.

As a parent, you know more about your children than any other teacher could. Not only do you care about their education, but you also care about their hearts, their futures, and their walk with the Lord. In Deborah’s words, “The ability to guide a child’s heart is precious. I looked at homeschooling not just as a time of learning academics but a time of teaching life skills and strong character traits based on biblical truths.”

It’s no secret that secular ideas have pushed the Bible out of many schools. As a result, spirituality is no longer a goal worth striving for; morality will do. In some cases, “what is best for me” is even substituted for what’s moral. As a parent, you want your kids to do the right thing, but more than that, you want them to do it for the right reasons. All parents hope their children will become productive members of society, but as Christians, that’s not enough. We should pray for them and guide them to become champions for God’s kingdom.

Homeschooling your children allows you to address issues of the heart on your own terms. There’s no competition between what you teach at home and what’s taught in the classroom since they are one and the same.

As a parent, you are the ultimate caring teacher.

What are your reasons for homeschooling? We would love to hear from you!

Read more of Deborah’s motivations for homeschooling.

• • • • •

A Creative Writing graduate of Bob Jones University, Hannah worked for BJU Press for almost nine years as a writer and proofreader. Currently a coffee barista and freelance writer, she also tutors one student in French. While Hannah herself was not homeschooled, her experience in tutoring and teaching violin have shown her how beneficial one-on-one education can be. She hopes to homeschool her own kids someday.

It Is God That Teaches

by

daffodil in the grass

“For his God doth instruct him to discretion, and doth teach him” (Isaiah 28:26).

My family recently received some flower bulbs to plant. The package told us to plant them in early spring. Of course, our children wanted to plant the bulbs right away and asked why we needed to wait.

“Because the package says to wait or the flowers will die in the ground.”

“How does [the package] know when to plant?”

I really didn’t have a good answer for my daughter. Actually, I myself don’t know how farmers figured out when to plant different bulbs. But the Lord knows. In Isaiah 28, He asks the people of Israel a rhetorical question. To paraphrase the question, God asks the people of Israel if farmers prepare the earth by plowing and then plant different seeds in their appointed places (Isaiah 28:24–25). The answer is, of course, yes. That’s what good famers do.

If you asked those farmers who taught them to carefully prepare for harvest, they would probably say, “My father and his father before him.” But God declares that He is the one who instructs the farmers how to plant their crops (Isaiah 28:26).

Careful Attention to Creation

So how exactly did farmers learn how to effectively grow crops? The Lord didn’t reveal these methods in the Bible. In the beginning, God created the world to function in certain ways. Even after the Fall, God’s world works in predictable ways. When farmers pay careful attention to creation, they learn to use it to serve their needs. So every farmer who discovered an effective way to produce crops learned from God’s good creation.  Or in the words of Isaiah 28:29, every one of these advances “cometh forth from the Lord of hosts, which is wonderful in counsel, and excellent in working.” Yes, the farmers learned from their fathers, but that knowledge ultimately came from God.

God Teaches in Education 

The instructions for planting and caring for my family’s new bulbs come from skilled horticulturalists, who have learned from God by studying His world. If we follow their instructions in the spring, we’ll enjoy beautiful flowers.

And the same principle applies to other knowledge. When we open a science book or math worktext, we’re beginning to learn about how God has ordered creation. Have you learned about gravity and long division? Have you mastered an algebraic formula or dissected a fish? When we do, we’re learning from God.

When Christians, including children, study with faith in the Creator, they’re worshiping Him. For it is God that teaches.