Monday, March 19, 2012

An Inside Look into Scholar Phase

My daughter Cailynn and I
My eldest daughter, who is 16, is knee deep into scholar phase. I'm so pleased with trusting the process of TJED.

When we first pulled her out of school we went through a two year "detox". She had such a difficult time with school and her self esteem was shot. By the time I pulled her out, I put her into Core phase and my only goal with her at that time was to nurture and build her self esteem. The other children were going through similar experiences but not to the extent that she was. She was also diagnosed with autism: Aspergers with high anxiety.  She could barely read and hated learning and hated school.

As I read, I mentored and we did {do} a LOT of reading aloud. This post isn't to go over our long journey, but if there is interest in that I can post more on it later.

She is blossoming, happy, centered, and I'm very pleased to say you can barely tell she has anything going on with autism.

This is what has been working best for her now...

Here is what she has read so far this year {2012}:

Religious Books
  • Finished the Book of Mormon
  • A Marvelous Work and A Wonder by LeGrand Richards
  • The Miracle of Forgiveness by Spencer W. Kimball
  • The Last Days by Avraham Gileadi
  • A Witness and a Warning by Ezra Taft Benson
Classic Literature
  • Song of Roland ~Unknown
  • The Confessions ~ St. Augustine
  • Julius Caesar by Shakespeare
  • Hamlet by Shakespeare
  • All's Well That Ends Well by Shakespeare
  • The Merchant of Venice by Shakespeare
  • Othello by Shakespeare
  • The City of God {book 8} by St. Augustine
  • The Virginian by Owen Wister
  • The Consolation of Philosophy by Boethius
  • The Call of the Wild by Jack London
  • The Koran {The Cows}
  • Kidnapped by Robert Louis Stevenson
  • Old Yeller by Fred Gipson
  • Beowulf ~Unknown
  • To Kill a Mockingbird by Harper Lee
  • The Ecclesiastical History of the English People by the Venerable Bede

Other Literature:
  •  Catherine Called Birdy by Karen Cushman
  • Ten Peas in a Pod by Arnold Pent III
  • Nancy Drew and the Sky Phantom {She loves Nancy Drew, but only gets to read them every now and then or on her own time}
  • Nancy Drew and the Mysterious Mannequin
  • Toby Tyler or Ten Weeks with the Circus by James Otis
  • ABC Murders by Agatha Christie
  • Homesick: My Own Story by Jean Fritz
  • Island of the Blue Dolphins by Scott O'Dell

Science:
  • Astronomy: A Self-Teaching Guide
  •  On the Revolution of Heavenly Spheres by Nicolas Copernicus

Reading for Educational Subjects:
  • A Rulebook for Arguments by Anthony Weston
  • Lives of the Musicians by Kathleen Krull {We all agree this was kind of negative}
  • The Annotated Mona Lisa {Art History}

This Week

We have our mentor meetings each Sunday evening or Monday morning.  Here's this week's list of things to do that we prepare together.  She sets the goals and sometimes does more and I encourage and mentor where needed.

History Timeline: 400 AD-1600 AD

Book Report: The Ecclesiastical History of the English People by the Venerable Bede

History:

Begin the Inferno by Dante.  Get to at least page 213 by Sat.  (Our copy has Italian on one side and English on the other so it's half of that first #)

The History of the Ancient World: From the Earliest Accounts to the Fall of Rome by Susan Wise Bauer read to page 777.  {Pretty sure she is finishing the book}

Spiritual: 

Daily Scripture readings for seminary.
Whom the Lord Loveth by Neal A. Maxwell ~ finish


Literature:

Julie of the Wolves ~finish
Candleford by Gaskill ~ finish

Read one storybook a day to the little kids.

Journal: 3 times this week.

Copywork: 100 words a day in 20 minutes.

Lost Tools of Writing Workbook ~ get to page 102 by Friday.


Science:  {Astronomy}

Dialogue Concerning the Two Chief World Systems by Galileo Galilei ~ finish

2 experiments.  Write a paper on one.

Foreign Language:

5 Lessons in French {Rosetta Stone}

Latin: {Henly} get to lesson 31  {Almost finished with year 2}

Greek: to lesson 5


Personal Improvement:

Run: Tuesday and Thursday
50 crunches/15 pushes every other day
Work on Personal Progress.  {She just earned her Honor Bee}
Help brother with his Duty to God and Scout Merit Badge


Music:

30 min. Piano, 30 min. viola daily
Spiritual Lives of the Great Composers {book} ~finish
Listen to 10 minutes a day of Classical music, composer of your choice.

She checks in often with me and we have seen our daughter blossom into a confident, happy, and progressing young lady.   I love Leadership Education!

10 comments:

The Chamberlain Family said...

Thank you for sharing this! This is very inspiring. I am interested in home schooling, but not sure how my oldest will respond to such a change. Can you please share with me how old your daughter was when you pulled her out of school? I am hoping my son would have enough time to detox before he should normally be getting into scholar phase. He is 11 right now. thank you!

Shiloah Baker said...

Hi there! She was 9 when I pulled her out of school. She actually didn't begin scholar phase until last year--she was 15. She had a very long core and love of learning phase and each of my other kids are too. Once they hit scholar, they fill in the important blanks. :) Hope this helps! :)

Anonymous said...

What is copywords?

Shiloah Baker said...

Copywork is for penmanship practice. Basically, my kids choose poems and scriptures to copy onto paper practicing good penmanship/cursive. They are required 100 words a day. It helps tremendously.

Melanie said...

Thank you for sharing this! My son is nine, also on the high functioning end of the autism spectrum with anxiety. It gives me real pleasure to read how great your daughter is doing!

Helena said...

Thank you for sharing! Are there other phases about which you have written? I would love to read more about a day in the life of a child in each phase!

Anonymous said...

Re: LRT station designs wow councillors, Dec. 13.

In their infatuation with station concepts, one is left with the impression that many on city council have forgotten that the most important criterion by far when considering the suitability of a transit project is not the elegance of its stations, but whether the plan itself makes rational sense from a transit planning perspective.

This "most important criterion" is certainly true, and planners who emphasise transit stations at the expense of the plan itself fail to see the forest through the trees. But I don't believe that's the case here; the transit plan was the first step, and has been heavily researched by staff, architects, planners, and others. Only once the plan was in place were the stations designed, and they have been designed very well.

I also think that the opposite of what Taylor is saying is true: Even the most sensible transit plan will be limited in its effectiveness if it's not something people will want to ride. Comfort is a huge factor in building effective public transit, and well-designed stations can transform the area around them, moving from transit hubs to lifestyle hubs. Will that happen in Ottawa? It could, if fostered well through planning decisions and local input. Without good transit stations, though, it almost certainly would not happen.

The foreshortened light-rail line ending at Tunney's and Blair (without, in all likelihood, the prospect of the necessary financing from senior levels of government for line extensions for the foreseeable future) will simply inconvenience legions of transit riders with time-consuming transfers at those points, and at Hurdman, and actually discourage transit ridership. It does not make rational sense.

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