It All Begins With Motivation
by Gail Withrow
Motivation does not translate into threats and coercion to get the child to learn. Nor does it mean that parents must string him along with little goodies and promises as rewards for learning. Motivation entails presenting the topic so as to make it interesting and relevant to the child’s life so that he wants to learn it.
The key to motivation is communication. The homeschooling parent must be able to explain how learning about a particular subject will be of real value to the child. By value, I don’t mean that the topic is necessarily something that the child has immediate use for. Real value to the child means showing how the new topic will be (or currently is) applicable to the child’s life and future goals. The child needs a reason to expend the mental energy necessary to learn. No-one can force a mind to function; it’s up to the learner to do the learning.
Motivation works both ways. Not only does the child need to be motivated to learn a subject, the parent needs to be motivated to teach it. Parents must truly enjoy the process of educating if homeschooling is to be satisfying and successful for all concerned. Your attitude is critical. If you think that teaching from a prepackaged curriculum is boring, then you’ve got to spice it up to make it interesting to both your children and yourself. You’re in this together: If you’re bored, so are they.
Spicing It Up
One way to keep motivation high is to encourage your children to be involved in the curriculum planning process. Although there will be certain topics that you deem essential to study, there are other optional subjects that your children may want to include. Ask them if there is anything in particular they’d like to learn and include their suggestions whenever possible. If the children have a say in planning and shaping the curriculum, they’ll feel like their interests matter, and consequently, they’ll be more committed to learning.
Dealing With Resistance
The first year of homeschooling is an adjustment period for both “teacher” and “student.” It’s a new role for each of you, so be as flexible and responsive as possible. Keep a loose structure, encourage discussion about what reasonable expectations you each have, and listen to your kids. The more you communicate and come to understand each other, the more respect you’ll have for one another. Be honest about your mistakes (you will make them); fine tune your expectations as you go along, and keep talking and listening to your children. Soon you will all understand what’s expected: You’ll be more confident and the kids’ resistance will fade. You’ll be relaxed and ready to enjoy your homeschool adventure.
Even when you have the expectations all ironed out, there will still be times when you select a particular subject to study only to hear your child balk and declare that he isn’t at all interested in learning about that. What then? How do you get beyond the stiff-lipped resistance?
Listen to your child and try to understand where he/she is coming from. Maybe he has a misconception about the subject that you can help clear up. Hear his concerns. Discuss why you think the topic has value, and how learning about it can enhance his life. If you can convince him that there is a real value to be gained, you will have begun to motivate him. If not, then your decision to study the subject will depend on whether or not you consider it to be essential or optional to the curriculum.
Resistance To Optional Subjects
Last year, for example, I suggested to my daughters that we study bacteria. We had all been to the dentist and the kids had seen how bacteria could eat through their teeth and cause cavities. I thought a study of the topic would motivate them to have better dental hygiene. Their response to my suggestion was, “Yuck! Who wants to study gross stuff like that?!”
Here’s where good communication comes in. I let them know that bacteria can be harmful in some ways, but they can also be extremely useful to people. The girls were surprised to hear that scientific research of bacteria (the oldest form of life on earth) was the basis of modern life-saving medicine. Even then they still weren’t enthusiastic, but I encouraged them to trust my judgment and give it a chance before they made up their minds.
We began our study with an audio tape overview on microbes and bacteria and an illustrative booklet that went with the tape. From time to time we paused the tape to discuss our impressions of what we were hearing. The most fascinating thing to my daughters was the fact that bacteria are invisible and all over everything — everywhere! They had not contemplated that possibility before and were intrigued by it. Once we got into the topic, the girls became interested and motivated to learn more.
The core of our unit study came from library books, current magazine articles, the Internet, and our encyclopedias. We watched a wonderful old movie about Louis Pasteur, we had discussions about medicine and scientific uses of bacteria, we grew and looked at molds through our microscope, and each girl wrote a final report. So, what began as a motivational challenge turned into a three-way success: We learned some amazing things about bacteria. Since the study turned out well, the girls are more likely to trust my recommendations in the future and they had better dental habits… for a while, anyway.
Bacteria is an optional topic. It can stand alone as a separate study, or it can be scaled down and studied as an adjunct to another topic. Since it is not part of what I considered the essential core curriculum, we could even drop it if we had to.
Resistance To Essential Subjects
My eldest daughter is a whiz at math—she has a better grasp of numbers than I do. Kira didn’t need much external motivation from me to get her rolling in the subject. My youngest, though, didn’t initially have much of an interest. She felt mathematics was her sister’s specialty -Emily couldn’t hope to master it as well.
We worked on math daily, doing the hard stuff (drill and practice) first, then we’d play some math games. We read children’s books about how math is useful, how number systems were invented, and we made our own abacus and calculated with it. To show the meaning of equations we used colored snap-together cubes, and we played around with building blocks and pattern block puzzles. Sometimes Emily was the “teacher” and she’d drill me in the facts and then have me illustrate the hard problems with blocks or cubes; other times her older sister was the teacher and they’d play math games together.
Essential subjects can’t be ignored, but with a creative effort to show how they are relevant—and even fun—you can replace your child’s early resistance with real desire to learn.
Although most home-schoolers don’t go to the trouble to use grades, curiously enough, my daughters enjoy “the appearance” of being graded on occasion. To them, grades are a symbol of success in learning — never failure — because they correct their own work and make sure it’s all right before they ask me to grade it. Then they lavishly adorn their papers with stickers and hang them up for all to see. Their “graded” papers are a symbol of their achievement and serve as motivation for them to “Keep up the good work.”
Outings As Rewards
Gail Withrow is a veteran homeschooling mom and freelance writer living in Austin, TX. Visit her extensive website, HomeTaught, to read more about Gail’s insights on homeschooling. ■
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