A Summer-time Collage ...

I call him "Chimmi-changa" - makes my little guy giggle that I can't remember his real name.

Pikachu needs sustenance, too!

Summer-time hair

Summer-time bounty

Returning to the Daily Grind ...

It is back to school for us in our little one-room schoolhouse. Actually, we have 45 days in already for our Summer Term, but we took a much needed four-week break. So we will pick up tomorrow for the second half of our first term. There was definitely a need for a break, especially on my part. I spent a good deal of time cleaning, re-organizing, second-guessing my decisions for this academic year. There were even times I thought, "Ugh, do I really want to keep doing this? All the responsibility to make sure they are learning what they need to know, all the books and papers that take over every surface in the house, every day dedicated first and foremost to school work?" I guess my answer is "Yes", because I am getting up tomorrow with the intention of educating my children. The lesson plans are done, the pencils are sharpened, the kids know they need to report to the table by a certain hour. I guess the break was like a nap that went too long - it is so hard to get up and motivated again.

We are starting on a Friday because I have found it works to our advantage to have the weekend to accomplish some of the assigned readings. Especially for my two upper grammar/dialectic students, who have a great deal more work this year, the extra time is very helpful and makes for a less hectic Monday through Thursday, when we have extra-curricular activities. The key for me this year is my master schedule and the individual schedule I made for each child. My master schedule is so I know who needs to be taught what, and how much "Mom" time I expect with each student on a daily basis. The individual schedule is for the student to know what they are expected to work on for the week. It details a daily listing in their "core" subjects, such as Math, LA, Latin, and Bible. This year, however, I did not box myself in with specific lessons on the schedule. Rather, I listed my lessons separately in HST and printed them out to be checked off as they are accomplished. I want to make sure we do quality work, not quantity. If a lesson requires more time, we will take it. I have three full-time students this year, and one little guy who wants to "concentrate on Latin, Math, and Reading" (his words). Of course, he generally listens in on our History lessons, too, and anything else the little bugger picks up. At his request, we are going to begin Lord of the Rings on audio, once again. (We have the BBC, fully-dramatized version - it is wonderful.) It amazes me that he can follow along with the story line, identify characters, and discuss the plot with us. His learning is definitely delight-driven, and his delight drives me. Onward we go!