The Bible: A Dangerous Book?- How to tackle the more challenging parts of the Bible with children

 A few weeks ago my voice appeared on radio for the first time, this was both exciting and cringe worthy.  Like many people I don't like the sound of my own voice much, but I gritted my teeth and listened to myself chatting about how I approach the tricky bits of the Bible with my four children.  My segment lasted just a few minutes and was edited down from a much longer conversation.  Of course this is necessary for radio, but I felt like I wanted to elaborate on what was presented on the radio because I certainly have further thoughts and reflections on the topic.  

My family motto from my Scottish ancestry is "Never unprepared", so in true Johnson clan style I did a bit of research and wrote a few pages of notes before the conversation.

My research mainly focused on the Utah Bible ban, the news piece which inspired the discussion in the first place.  It was clear from what I read that the whole debacle had been a mockery of the recent ban on explicit literature for children appearing in school libraries.  To be facetious it seems, some parents who objected to the initial ban cited the Bible as being grotesquely violent and "one of the most sex-ridden books around", based on it's "violence and vulgarity", as a result the Bible was temporarily banned in some schools. 

The question I was asked to contemplate in the light of this therefore was, how do we teach the violent and/or difficult bits of the Bible to children, and, should we leave out the more challenging parts?

For me a simple answer to this would be yes, I do think there are parts of the Bible that at certain ages we should leave out.  Young children's brains aren't developed enough to be able to comprehend the meaning behind what they might be  which could lead to short term harm.  The Bible is a complex book with many layers of meaning and depth.  While children can understand a great deal of depth and nuance; a straightforward good verses evil battle, even one which appears pretty gruesome, such as David and Goliath, Joshua and the walls of Jericho, Jael with her tent peg or the Israelites escaping from the Egyptian army through the red sea, are straightforward for children, and easy for them to understand the message, there are other stories in which the good and evil is not always obvious. Stories where an apparently innocent person suffers are much more difficult to present to children.  The rape of Dinah, the dismemberment of the concubine and the death of the first-borns in the plagues of Egypt for example. Children can understand the good verses evil concept, they understand that God is good and God destroys evil.  These stories can be understood by children on quite a superficial level and in spite of their violence, are not traumatising because they know that Good wins in the end. The stories where apparently innocent people suffer or die however can be difficult even for mature Christians to understand, so to expect a child to be able to pick apart how they were parts of God's big plan to show his great love for us would be an inappropriate expectation.  Therefore it is my view that these stories should be saved till a more a child's brain is more mature and ready to understand the message behind them.  The Bible is not meant to make children fearful, our God is not a God of fear "Do not fear, for I am with you; do not be dismayed for I am your God"  Isiah 41:10 tells us. So for this reason when they are little I use children's Bibles to read to my little ones.  

Some of our children's Bibles

There is a time and a place for those more challenging and difficult parts of the Bible.

Utah State Representative Ken Ivory was quoted saying:

"Traditionally in America, the Bible is best taught and best understood in the home, around the hearth as a family."

Now whilst this seems like a rather antiquated scene of the family sat around the fire sharing stories from the ol' family Bible, Ivory does make a good point.  The family is a great place to really get stuck into literature, to ask the hard questions and share thoughts, feelings and opinions in a safe space.  So in the unlikely event that your child should encounter one of the more difficult stories from the Bible, like those mentioned above, if you have created a home environment that encourages curiosity, questioning and honest conversations, children will feel safe to ask about the more shocking stories and you can read through and discuss the verses together, eliminating shock and fear and revealing how the stories show God's great love for us.  You can also pick up a Bible study aid of some sort to help understand the layers of meaning in them as well.  I have learnt a lot myself  reading through the Bible like this with my children, reading age appropriate stories and  finding out about their deeper meaning. 

I think that Ivory doesn't go far enough though, maybe because he sees religion as a private matter, but for Christians raising their children in faith, the church is also a vital place for children to gain understanding and wisdom of more difficult and challenging Bile stories.  It's important for children to hear about the Bible from all sorts of different, knowledgeable and spiritually mature people and not just their parents.

From the Jesus Storybook Bible

Obviously it's fairly unlikely that a child will pick up a Bible and encounter one of the more difficult stories on their own, one hopes that if they did they would feel they can approach a parent and discuss the story and ask questions.  Occasionally we do encounter a more difficult verse during our Bible reading and study and I will adapt the language to make the story more age appropriate. For example I might say that a woman was attacked, rather than raped. This isn't because I want to pretend to my children that rape doesn't happen or that I am afraid of the subject, it is because I want to maintain my children's innocence.  They encounter the darkness of the world every day and I want to limit it, I want to preserve their innocence and goodness as long as possible.  They will come across the concept of rape sooner than we would like anyway and I would rather discuss it with them then, than introduce the idea to them earlier. 

Likewise the word "adultery" I would probably change for "ran off with..."  Again this isn't because I am a coward and don't want to discuss the idea with them, it's to do with preserving their innocence and preventing them from worrying.  

Another tool I use if we encounter a difficult passage that they may not be mature enough to understand is to allow questions but not necessarily answer them.  So suppose they do encounter the word "rape" and they ask me what this means, I might give an age appropriate description, for example "it's when a man attacks a woman" or I might even say "that's not something you need to know right now".  

The fact is that the Bible does contain some dark stories.  Of course because it is about the world and real people and darkness is a part of the world and is a part of people.   

From the Hosanna Bible

When the Brothers Grimm wrote their fairy tales, they were a lot darker and more sinister than the more sanitised versions we read today.  The purpose was to create moralistic tales for the social good, to give children warnings about the world and how to live.  Although less gruesome the warnings to children still come through the stories today.  The story of Little Red Riding hood warns children not to turn from the path set out for them, to ask questions when you are in doubt and to listen to your gut instinct if something feels wrong.  Snow White taking the juicy red apple teaches children that if something looks too good to be true it probably is, not to accept treats from strangers, it tells us that the true meaning of beauty is more than just physical appearance, and to hold onto hope that you can overcome seemingly hopeless circumstances. 

Children being captured by witches, old ladies being eaten by wolves, being tricked into eating and drinking poison, parents dying, slavery...the writers of fairy tales did not shy away from challenging topics, because, like the Bible they reflect the truths that exist in the world, we live the the same world as the fairy-tale characters, and through them we too learn that there is darkness in the world, that we all make mistakes and that there is hope to overcome challenges.  Themes of good and evil, truth and lies, beauty and ugliness, capture and rescue, life and death, permeate the tales and all end in a happily ever after. 

In this way they reflect the stories of the Bible, we don't worry about sharing these challenging themes with children through fairy-tales, so we should not shy away from them in the Bible. 

From the Ladybird Children's Bible

Likewise, each and every challenging story in the Bible is included because they have an important message about God, ultimately they all lead us back to God's amazing love for us.  They help us to understand that we live in a fallen world, and how we should live in this world. They help us understand that we are all fallen human beings, each one of us flawed and sinful, just like the heroes we see in the Bible and the characters from our beloved fairy-tales.  If God can use those broken people for his glory then he sure as heck can use us too. Unlike Snow White, Cinderella or Hansel and Gretel, in the Bible we see real people over come real human challenges, not made up characters.  This inspires and encourages us, that we too can overcome great challenges that we face in life. We hear about Christians being persecuted and, although it is unlikely that we like John the Baptist will get our heads cut off, it prepares us for the fact that committing our lives to Christ does not mean a ticket to easy street, we will most certainly face persecution at some point in our lives because of our faith. The persecution and death of Jesus himself is completely terrible and gruesome, but it is vital that children learn about it, they need to hear the truth of Jesus being nailed to the cross to understand it's significance and importance for their own lives.  

The big difference between the Fairy-tales of our childhoods and the Bible is that the happily-ever-after that is promised in it is actually true.  We really do have a rescuer who has conquered evil and saved us, and one day we will get to experience this ourselves for real. Through Jesus death, as awful and shocking as it was we are not only saved for an equally devastating death, but we receive the gift of living that truth right now. 

So, although the are some very gruesome and dark stories in the Bible, it will always be safe and right and good to read the Bible with our children because through it they can learn the real truth about good and evil, darkness and light, capture and rescue and life and death, and that it is through Jesus, not magic spells, that we can have a real, true happily ever after. 

You can listen to my little segment here: https://www.bbc.co.uk/programmes/m001nlfw

Joyful Homeschool

I am certain that some British friends would wince at my use of the term "home school".  In the UK the term for teaching your children at home is "Home education".  Some people can become quite pedantic about not using the term "home school" because they say it implies school at home, which is, quite rightly what we are trying to get away from.   However I have found the term "home school" to be very useful.  It certainly rolls off the tongue more easily that "home education", and I have found that it is more easily understood by questioning strangers.  Funnily enough my children have taken to using "home school" to describe what we do in spite of my correcting them in the past. I think they simply find it easier to say and they find they are better understood.  

I think you'll agree that "joyful home school" has much more of a ring to it that "joyful home education".  My argument, like our American friends (who typically use the term "home school" in favour of "home education") is that in actual fact home school is not school-at-home.  The word school has several definitions, one of which is the place which children go to to receive an education,  this could be home could it not?  Similarly the word "schooled" as in "home schooled" simply means to receive an education.  So using the term "home school" certainly does not mean the replication of the institute of "school" at home. 

All that to say,  today I am talking about my word of the year "joyful"  and how I am going to be attempting to apply it to our home school (home education!).  

Before I begin I would like to take a moment to reflect on my February focus which was "Joyful Parenting".  I read "Yell Less, Love More"  By Sheila McCraith, and am about half way through "Calmer, Easier, Happier Boys" by Noel Janis-Norton.  I really enjoyed McCraith's book she is very honest and wears her heart on her sleeve which really helps you to feel a connection to her; it makes her very relatable.  I also enjoyed all her tips for yelling at your children less. She gives lots of ideas for strategies to use to get a handle on your yelling.  It is a fairly gentle approach to parenting and does ask her readers to examine what behaviours can be triggering, and how to manage them,  I like this idea more than the idea of having to spend time in counselling to supposedly overcome your triggers, learning to manage them is much more realistic.  However I have found that what you mostly need is a heck of a lot of self control to stop yourself from yelling, and what I really need more of are strategies to stop my children from doing things that cause me to yell.  This is where "Calmer, Easier, Happier Boys" by Noel Janis-Norton has been really useful.  I absolutely love her no-nonsense way of talking about children's behaviour, no messing about with talking about "big feelings", she quite honestly describers some behaviours as annoying (thank you!)  and gives really practical and achievable ways to help your children become less annoying!  I am about half way through this book and am already putting some of her techniques into practice, for example using praise (shocking!), more specifically descriptive praise ("I noticed you put your plate in the kitchen") rather than hyperbolic praise ("Oooh fantastic plate carrying!"), and reflective listening.  I am finding the reflective listening really helpful with my 6 year old he responds really well to it, but I often forget about the techniques and fall back into old habits of yelling, begging and coercing.  I also realise I also need to get my husband on board so that we can be a united front for things to really change.  There is still much to work on, and I will be continuing to hold "joyful parenting"  in my mind as I move into my March focus of "Joyful Home school".  

When I saw that I had chosen "Home school" to be the focus on this month I wanted to skip it, or switch it with something easier.  How on earth can I make our home school joyful? It really doesn't feel joyful right now.  The main problem is that my boys do not want to do anything that I suggest.  All they want to do is play with their friends or have their eyes on a screen.  Screens have become extremely problematic in our house in spite of me restricting them.  And I do believe strongly in restricting screen time (you can read my blog post about it if you like).  I don't believe children's brains are developed enough to be able to self regulate their screen time when it is, by nature so incredibly stimulating and addictive.  What is more, I do in fact have to give them an education.  I am obligated to by law.  I know that this can look very different to a school education, and I understand that some people who take an "Unschooling" approach to their children's education would encourage me to let them do what they like, (which I hear can include unlimited screen access), but I am just not the right personality to be able to do that.  It would cause me far too much anxiety.  Also I love learning and what I longed for when we decided to home educate was to share my love of learning with them; I want to show them all the beautiful things, all the art, all the music, amazing world history, astonishing geography, mind-blowing science, I want to show them the world, and I want them to share in my excitement about it all and I want to share in theirs.  So how can I do this without the tears, tantrums and repeated chants of "no," or "I'm not doing it," or "it's boring", or "I hate...(insert whatever it is I'm suggesting here...")?  The answer right now is that I don't know!  To be honest I really don't understand it because, as much as I hated school, I loved learning, I loved finding things out, drawing diagrams, writing descriptions, stories, being creative... Is it because I am Female and I'm just wired differently? I don't know, but something needs to change.

I have seen some people suggest that I could grab one of their interests and run with it.  For example, my boys are quite into Minecraft, and I have seen products online such as Minecraft Maths books for example.  Unfortunately my boys know from a mile away when I am trying to make something "educational", they're not that easily tricked!  

Likewise,  some have suggested that by letting them really get into the thing they are interested in, I might be facilitating for them to be then next amazing xbox game designer or coding expert.  However I would argue that in order to be a producer of something that requires creativity, a game designer for example, one needs to have a bank of experiences, images, sensations, art, understanding about the world etc in their hearts and minds to draw from in order to create something new and exciting.  I don't believe anyone ever created anything extraordinary from simply playing the old games day in day out.

What is more I quite simply don't want them glued to a screen every day.  I do not believe it is healthy, I do not believe it is nourishing or enriching and I do not believe it will help them to turn into good men who give something positive to the world.  I want to spend time with them, get to know them, share experiences with them and have opportunities for expanding their hearts and minds with new ideas and knowledge.  And I want them to experience all the good and beautiful things first hand. 

Talking to the boys, what they do seem to enjoy is field trips, though there is still a degree of resistance in leaving the house.  Unfortunately field trips can be expensive, they're tiring, and some things just can't be learnt through field trips alone.  They enjoy doing experiments, but again not everything can be learnt or experienced through an experiment.  

I want them to be free to enjoy their childhoods without the pressure that comes with a school education, but I also need to teach them maths, and how to write and spell and at the moment, this part is like pulling teeth! Help! I really have no clue what the answer is at the moment, so of course I am doing what any sensible person does in an unknown situation, I am going to buy books!  (My husband will be thrilled!) As March unfolds I will see how I can inject more joy into our home learning, and I'll report back here so you can find out how it went! 

I really believe home education can be a joyful experience for both me and my children, at least 90% of the time, that's the goal.  Joyful home school here we come!

So What Do You Actually Do All Day?

Home education has been on the public radar quite a lot over the past two years with parents across the country being plunged head first into trying to educate their children from home back in March 2020.  Many parents found this experience excruciating and couldn’t wait for schools to re-open, still others loved in and decided to embark on home educating their children full time.  I had a really hard time during lock down in spite of regularly being told that nothing much must have changed for me.  Clearly there was a pre-conceived idea that home education took place entirely in the home in isolation from the wider world.  This could not be further from the truth and I struggled so much not being able to attend our groups, see friend and visit museums, libraries and other educational places.  These were a huge part of my educational provision, just being home all day everyday was not part of the plan!

Two years on and many families have decided to continue home educating their children; as a result, numbers have risen and the government are starting to get concerned.  They don’t really want children being home educated because that means one parent not working (at least not full time) and therefore contributing less tax revenue than that of a full time working parent. I think the government would also prefer every British citizen to have the same educational experience as each other (except for the rich ones of course), it doesn’t really want too many free thinkers walking about.  So, in a small part as a result of the rise in numbers of home educating families over the last two years, the government have pressed on with their plan to introduce a home education register, along with their “schools bill” which all parents should be concerned about, home educating or otherwise. There is a lot of information on the internet about it, so I won’t harp on here, but needless to say the government’s claims that they will “level up standards” and be providing educational “excellence” are pretty laughable. 

The Government claim that there are children “under the radar”; parents who are keeping their children locked up at home, neglected, with no socialisation and likely abuse under the guise of “home education, or else are indoctrinating children with illegal schools.  The Government claim that a register will make sure that no children are missed (won’t those parents abusing their children just not sign the register seeing as they are already doing something illegal?!)  in spite of the fact that every single child who was abused under the guise of home education were already know to local authorities.   It seems to me a lot of parents, even those in the home ed community think the Governments plan is a good idea, “if it saves just one child from abuse it’s worth it” they say “nothing to hide, nothing to fear” they say.  But the reality is that sadly it won’t save any children from abuse.  More children are abused in school than in home education.  It’s never really about the children.

Maybe because of lockdown and how parents were forced into home learning in isolation, there are a lot of misconceptions about home education, and the image of all children sat at the kitchen table receiving drills in maths an English, churning out a generation of, at best, maladjusted weirdos, and at worst illiterate criminals, continues to permeate the minds of the general public. This perception was further ingrained after the lockdown as parents assumed what they were doing at home with their schooled children was the same as what we were doing with our home educated children (all at home, not going out, not seeing anyone).  And that, as I have said, couldn’t be further from the truth. 

One question I get asked a lot is “so what do you actually do?”.  So I thought I would take this opportunity to dispel some myths and to give an insight into our daily life.  This is in part inspired by a friend of mine who did the same recently on Facebook (so thanks for that Amy).  I’ll tell you what the average week looks like, but I will also tell you about some of the interactions and spontaneous learning opportunities that take place that simply cannot be substantiated. 

I dislike the use of the word routine and lean more towards rhythm in describing our days,  routine feels strict and unbending, but our rhythms change and move and flow with the seasons, the moods and the weather.  So please see this as less of a timetable of events and more of a flow of predictable rituals, traditions and habits interspersed with spontaneous learning opportunities, space for exploration, play and time with friends.

We begin each day at the dining table with breakfast and a story.  At the moment I am reading Bible stories to the children from a big old Hamlyn Children’s Bible with lots of colourful illustrations.  I like this book as it sounds a bit more like the Bible than some other children’s editions, so prepares their minds a little bit for the style of writing in the Bible.  I read a few chapters then summarise what has been read at the end and ask the children to narrate what they remembered.  After this we do a morning devotional.  At the moment this is “Our 24 Family Ways” by Clay Clarkson.  A devotional is usually something a bit like a discussion or Bible study around a certain topic.  This devotional is about character and values.  It begins with some thought provoking questions, followed by a bible verse, some discussion questions surrounding the verse and then a prayer.  After this we read some poetry.  Currently we are reading from Collins “Treasury of Poetry” illustrated by Hilda Boswell. I love Hilda Boswells illustrations and I also have “A Child’s Garden of Verses” illustrated by her. We discuss the poems as we go. 

Once the boys are dressed and teeth brushed and chores done (I will do another blog post about chores soon)  we usually sit down to do some Maths and English.  For Maths we are following the curriculum “Maths no Problem”.  Maths is my weak area so I feel much more confident using a curriculum which I know will take the boys through everything they need to know for Maths.  I like Maths no Problem as it uses The Singapore Maths approach, but also the traditional approach which I learnt at school, so it given children different ways of working things out.  I wouldn’t say this is necessarily the best Maths curriculum out there, but it is good value for money. For English we use workbooks for reading, spelling, punctuation and handwriting, the skills they need to decipher and understand texts and to write their own.  But they are free to do their own writing whenever they want, both hand written and typed on the computer, story and letter writing happens fairly regularly, on its own in our house.  On an average day this rhythm takes most of the morning.

We do a variety of things in the afternoons, at the moment on Mondays our afternoons are free so we usually do some work on our current topics.  Often this is listening to a story which we might do round the table with a cup of tea, sat on the sofa with biscuits, on a picnic bench in the garden or even on the trampoline!  Currently we are reading about Alexander the Great. We also do crafts, art,  baking, or science experiments in this time, then the boys play.   In the evening my two eldest go to Cubs.

On Tuesdays, after our usual morning rhythms, I take my eldest to drama, one of the home ed mums is putting on a performance of Mary Poppins 2.  While he is there I take my other three boys to a park and we usually do a nature walk.  After I collect my eldest from drama we go home and do stories, then the boys are free to play outside or with their friends or our neighbours.  In the evening all three boys do Jujitsu class.

Wednesday afternoons are a meet with a group of our Christian Home education friends in the afternoon.  We usually do some sort of activity or social.  On Wednesday evening my 6 year old goes to Beavers.

Thursdays are another free day. The afternoons are often spent with friends or doing activities at home.

Fridays are a social day, we do nature group in the morning, always with a different topic, usually following the “Exploring Nature with Children” curriculum.  This involves a walk in nature, be that a meadow, field or pond, a story and sometimes an activity.  We do this with a group of friends.  In the afternoon we do park meet with a big group of home educators from all over the Forest.  Friday evenings are a treat night, so the boys have a snack and dinner on the sofa whilst watching a film.

This is the general rhythm of our week, but what you don’t see from this description are the many spontaneous activities that take place.  The comic book strip writing, the engineering structures in the garden, the team work, the podcast one of them wants to make, the random questions that require an exploration in an encyclopaedia,  the board game playing, the spontaneous piano lesson, or French lesson on Duo Lingo, the story writing, the YouTube video inspired by something we read in a book, the lego building, the coding session, the stop motion animation, the nature walks, the excursions to castles, museums, libraries and shops,  the list goes on.  All these things happen spontaneously and without them being timetabled or planned in.  Making sure there is plenty of free time allows for this sort of exploration and genuine learning experiences.

We are very flexible with our week, we do not do Maths and English every day if there is a day out planned, or perhaps, some days things are just different, maybe we slept in one day because we were late to bed after staying late with a friend the previous day, or maybe the mood just isn’t right for table work and we decide to do some baking or painting instead.  I don’t like to be too strict with our days.  I like to present my children with new ideas and experiences as much as possible to allow their brains to think and grow.

So that is our life at the moment, it changes and flows throughout the year as different groups or classes start or end and the seasons roll on, it’s working well for us and is unique to our family, but might not be right for another family. Some families will do fewer groups, be home more, others will have online classes and group lessons and be at home even less. That is the beauty of home education, it is tailored, personalised and unique to each family. 

Most importantly we are doing life together, learning to love and care for each other, to be responsible, to be kind and make life good as a family.  We see the good and the bad together and work through big feelings.  We don’t live a complicate life and I try not to be too busy, I like to be calm and have as little stress as possible.

I hope this dispels any myths you may have and satisfies your curiosities, I hope it gives an understanding of what home ed life might be like, not to persuade you to make your life like mine but to gain understanding, because with understanding come acceptance.

Let's go fly a kite

 This week we had one lovely, blustery day.  I took the boys up to the local playing field with a few kites and the intention to fly them.   After a rather dodgy start with one kite whose string frayed through and another that refused to fly at all, we finally got one up in the air and flying beautifully.  The boys eventually lost interest and went off to play in the playground whilst I continued to hold meditatively onto the handle of the kite, enjoying the sensation of the gentle tugging, the feeling of being connected to the wind high above me and the sight of the coloured kite swirling and twirling in the air like a party streamer.  I imagined the kite was trying to free itself from the tether of the string and fly free across the sky.

This idea got me thinking.  Am I like a kite that feels tethered and wants to be free?  What is tying me down and stopping me from swooping and flying?  It would be easy to imagine that when I committed my life to God as a Christian, to following Him only, I tethered myself like the kite.  Initially this thought felt awkward and restricting and I had to wrestle with it for a moment, but then came a divine flash of insight.  I imagined myself letting go of the kite to allow it to fly free, I imagined what would happen to that kite....

It would be blown chaotically across the sky, it would no longer hold its shape, it would swoop off in random directions, we wouldn't be able to see it's beautiful colours, the string would get tangled and wrapped around itself, it would likely get stuck in a tree or else drop to the floor still and lifeless, tumbling across the playing field like an abandoned crisp packet.  The kite was free, but was it able to show its best?  Could the kite live it's best life untethered?  I realised with clarity that no, it couldn't. 

For me in that moment this was very much an analogy of life with God. When we tether ourselves to God, it can appear like we are no longer free, like we are restricted, tied down, but in fact when we tether ourselves we can become the best version of ourselves possible.  With God holding the string our beautiful colours show, we can swoop and twirl in the wind in a beautiful and intentional display as the wind fills us and allows us to fly as high as possible, bold and bright against the sky, tail and ribbons dancing joyfully in the wind. This is not the chaos and collapse of life without a tether. What's more, with God we are protected, he keeps us safe from blowing away, we cannot get lost and are less likely to get stuck in a tree, he tucks us under his wing during a storm. Of course sometimes the wind drops and we flop, but we can always trust that God is holding us in the low times and if we do get tangled in branches, when we are tethered to God we can trust that he is going to climb that tree to us and get us down when we call for help. 

I am so thankful to live a life tethered to God, I am thankful that because I have asked him to, and invited him into my life, He has hold tight of me and won't let me go.  I am thankful that I can be my best self when I trust in His word and love and I am thankful that He is my protector in times of trouble, the one who is always there for me, whom I can always turn to, who shares in my joys and sadness and cares for me as a perfect father who cares for His child. The exquisite freedom that is granted when I am being tethered to God is far more beautiful, joyful and satisfying that any supposed freedom the world has to offer.  

But the amazing thing about God is that he doesn't force us to be tethered, he doesn't make us be held, he gives us ultimate freedom to choose to be tied to him or not.  And there is one thing that I am coming to learn, not just from flying kites but from understanding God and it is as Thomas Watson says: "To serve God, to love God, to enjoy God, is the sweetest freedom in the world."

So you're thinking about home educating?

(This post includes affiliate links)

Hi friends.
As we approach the summer holidays I am getting word that many parents who have been doing lockdown schooling/distance learning at home with their children are considering taking the leap and opting out of the school system and home educating for real.  How exciting!  I thought I'd put together a little blog post to help parents with the decision making process of whether to choose full time home education or not as there is a good deal to consider before making the change.

The last three months have been a very strange time, parents have been plunged into a home schooling situation with no previous experience, time to read and research or organise resources.  I hugely admire the hard work you have all done with your children, it must have been a huge and unexpected challenge and one that I do not envy.  I spent many years reading and researching before embarking on home education but you have all done superbly with only a few days notice, it really is remarkable, even more so those parents who have been tying to work from home at the same time, phew!  I don't now how you have done it, home educating your children is a full time job!

Of course actual home education is a little different from what you all have been doing, so here are a couple of things to ponder:

Do you like spending time with your children?

When you opt to home educate you are opting to spend a large amount of your time with your children.  Home educating usually calls for some sort of personal sacrifice.  It is not possible to do an out-of-the-home Monday to Friday 9-5 job if you are home educating your children, (so it is likely you will have a drop in income as well) You will not have your children's teachers popping onto your laptop screen for hours of teaching each day, you will be their main teacher.  You may decide to send your children to some groups and private part time schools for part of the week, and do some online learning, but you will still be spending the bulk of your time with them so it is important that you enjoy their company most of the time.  There will of course be times when your children drive you insane, it's not going to be perfect all the time, but if you really find spending time with your children tedious then home education probably isn't for you.  It's a big commitment and not something you can always undo very easily, they may lose their place in their school and be behind on the school curriculum if you decide they should go back, remember that they will likely be with you when you need to pop to the shops, visit friends, and even to the Doctors!  These can all be learning experiences, but having your children with you does change the way you run errands and do your chores.
Educating your children though school makes life easier in so many ways, they are exposed to many different learning and social experiences through school and it is important that we fulfill these essential experiences through our home education.  Unlike lockdown schooling/distance learning, where we have been stuck in our homes not seeing anyone, you will have to take responsibility for providing opportunities for your children to interact socially. Of course there will be everyday interactions with other adults, at the library, the shops, church and the leisure centre for example and family get togethers, and you may continue sending your children to after school activities such as Scouts, sports groups and holiday clubs.  But you will also probably want to seek out other home educators and groups where your child can get to know other home educated children.

What will it be like to home educate when school aren't sending you all the lessons and resources?

Once you fully opt out of the school system you are on your own.  This is both wonderfully freeing and terrifying in equal measure!  The local authority do not offer much in the way of advice on where to go for resources (nothing you can't get from a Facebook group or knowledgeable home-ed parent anyway) or how to begin planning your own curriculum and schemes of work, there is no set curriculum you must follow, no targets set, no deadlines to meet. The world is your oyster, but when the options are endless we can become paralysed by choice. How will you approach home education now you are not constrained by the national curriculum? There are many theories of education that you can opt or buy into which range from buying a big box curriculum to un-schooling with no plans or curriculum at all. There are free curriculum, expensive curriculum, ones with testing, ones without, online plans, free websites and those with subscriptions.  It is worth having a good old think about how you will approach home education now that you are free. Here are a few popular approaches that you might consider:

Unschooling - https://happinessishereblog.com/what-is-unschooling/
Charlotte Mason - https://www.amblesideonline.org/WhatIsCM.shtml
Semi-structured - https://educationalfreedom.org.uk/school-at-home/
Classical - https://www.design-your-homeschool.com/classical-home-schooling.html
Montessori - https://fearlesshomeschool.com/montessori-homeschool/
Waldorf/Steiner - http://www.ahomeeducation.co.uk/home-education-steiner.html
Eclectic - https://www.homeschool.com/homeschooling-methods/#relaxed-eclectic-homeschooling

This is not an exhaustive list but will give you an idea of some of the ways other home educators approach their children's education.  I have tried to direct you to resources that do not require you to invest huge amounts of money on educating your children, as this simply isn't necessary.  A big box curriculum may make you feel secure and take away decision making but it is not essential to successful home schooling.

So there are a couple of aspects to consider in the next few weeks if you think home ed might be for you.  If you decide it is (and your child is registered with a school) then all you need to do is send your school a letter declaring your intention to home educate and requesting them to remove your child's name from the school roll.  That's it! Then you are free!  Over the next few weeks I will do some more posts on home education to help new home educators with the decision making and options.  In the mean time you might like to take a look at some of these books that could help you on your journey.  These include my affiliate links.