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Each issue inspires, informs and invigorates readers.
- So I had my doubts, but, even without knowing all the good that would come out of home education, I had to consider it.
- Beloved wife of the late Alexander Wanagel.
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Log in for unlimited access. Luke Wanagel is walking his puppy Waffles to run errands instead of driving because he doesn't want to lose the prized parking spot he was able to get last night on his street. The top neighborhoods for parking citations included downtown L. Van Nuys and Mid Wilshire also landed in the top Wanagel got a little bit of relief hearing that the city of L. However, that is not good news for the city because the decline in citations also means a decrease in revenue for the city budget.
While parking restrictions are an inconvenience, decreased revenue from citations also means less money in the city budget for services like street improvements and public safety. The decrease in parking citations so far this year can be partially explained by the Los Angeles Department of Transportation being stretched thin.
Log In. LOG IN. The top reasons for parking citations across Los Angeles. Courtesy: Crosstown.
Then there's Joanna. Sure, a teacher can accelerate learning miraculously, but only if the student has asked for the information. Mother And Daughter. A Ride To Remember. Moms Teach Sex - Mom licks jizz from stepdaughters twat. They thought about it, read manuals, brainstormed and talked with friends. They know from experience that schools don't encourage those traits.
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Looking for an obituary for a different person with this name? Add a Memory. Share This Page. Beloved wife of the late Alexander Wanagel. James Amendola and Louise Giglio. A visiting hour will be held on Sat. Interment will follow in Holyhood Cemetery, Brookline. Relatives and friends are kindly invited. In lieu of flowers, donations in Jean's name may be made to the , 30 Speen St. To share a memory of Jean, please visit www.
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So I had my doubts, but, even without knowing all the good that would come out of home education, I had to consider it. I never felt right about sending my kids to school, knowing what it was like there. From the moment that motorized yellow monster came to the end of my driveway and swallowed up my children, I felt guilty and anxious until they were home again. It seemed worth it to try something else. I guess everyone knows that now, but thirteen years ago when we started, it came as news to me.
I was so used to the idea of kids being put into state institutions at the age of five that it hadn't occurred to me that John and I might be allowed to raise our children our own way. I started out very conservatively, setting out a curriculum and directing the kids' education pretty much the way the school does. I ordered standard textbooks and planned to assign them chapter by chapter.
By the fall they'd already lost interest because someone else was still deciding what they should study, and because the books were still school books, after all. It's like being put on hold for long hours every day. The kids bought or checked out whatever they wanted. Josh asked, "You know about klipspringers, European mountain goats that can land with all four hooves on a ledge the size of a quarter? Joanna, experimenting with the piano, asked, "You ever notice that a melody sounds better if you use notes right next to each other or at least two apart?
Jon J explained to me, "For SOME people meaning himself it's just as easy to add large numbers by calculating all the columns at once. It became very clear that every time I started up with my assignments and lectures I was interfering with their education.
Whatever I told them they had to learn, they slowly and painfully memorized, then quickly forgot. Whatever they wanted to learn, they learned instantly and for life. Sure, a teacher can accelerate learning miraculously, but only if the student has asked for the information. Forcing unwanted and questionable data into unwilling heads isn't education, it's indoctrination, and it has no place in children's lives. You can't give them knowledge or force it on them; they have to reach out and take it.
They'll only do that when their own nature and interests command them to, and then only if they don't feel coerced. Another problem with making assignments was that I didn't have a very good idea of what they would need to know in a future I couldn't predict.
Oh sure, I could stick with the traditional school curriculum that my grandparents and my parents and myself and my first two children had all gone through. I could pretend that had something to do with preparing them for the future, but who was I kidding?
Who remembers the causes of the Russo-Japanese War of or the chemical symbol for sugar or how to complete the square to solve a quadratic equation? We all memorized those things in school and promptly forgot them.
And so what? We can look them up any time we're interested. Forgetting all that stuff hasn't interfered with our lives at all. The typical school curriculum is an odd conglomeration of antique bureaucratic agendas anyway. Oh I know what you're thinking. If I'd chosen a different career, something the schools are designed to teach, then I'd have learned something useful. Oh yeah? I got a master of arts in teaching, but realized the moment I stepped in front of a class that I didn't have a single idea about how to teach history to thirty disinterested kids.
I went to law school too, and happened to be taking domestic relations law and New York State procedure at the same time that I was getting divorces for legal aid clients. The courses were in no way related to the reality. So what DO we learn in school that's useful? That's about it. Everything else we just memorize. We all have the impression that school is necessary to make kids learn anything, that they'd never do it if it weren't for school.
Well I'm here to tell you that that notion is complete superstition. It's a superstition I shared until we tried home education and began to see the truth of things.
I also had the superstitious feeling that we need school to become informed adults and to get jobs. My first two children, David and Rebecca, are ten years older than the rest and that's how they did it. But the truth is, people are naturally inquisitive, especially children. They're born achievers. Nobody has to force a child to learn to walk and talk. Anyone with a toddler knows they're way too interested in everything around them.
They're also determined to try everything they see anyone else doing along with a bunch of other stuff no one else would even think of doing. Their interest and motivation are instinctive. When they see a book or a bike or a computer, they automatically feel a need to master it and to know all about it, especially if some other kid is using it at the time.
I already told you that when I started home schooling I didn't know how to teach a child how to read. I still don't, but all nine of my homeschooled children learned how to read anyway, badgering me and everyone else in the house for help until they could read as well as anyone.
The insistent inquisitiveness of toddlers continues forever. IF you don't send them to school. Because it's coercive, school interferes with the motivation to learn, depriving students of the chance to find out what they want to know when they want to know it. Kids hate school not because they HAVE to learn things there but because they CAN'T learn things there, because so much of the time they're put on hold and the rest of the time they're forced to memorize things that have no place in their lives.
Beyond the basic skills, what should kids be learning all those years? Here's my answer: Whatever they want. The whole point of education is to offer opportunities to think and become aware, not to indoctrinate and certify.
So let their curiosity lead. Whatever they get interested in will draw them into giving themselves a well-rounded education no matter how narrow the initial interest might have been. A major portion of my kids' education began with an interest in video games. Ten years ago, for entertainment only, we got an Atari computer and PacMan game cartridge.
The system incidentally came with an operating manual and a book on programming. I didn't know how to set the thing up but the kids figured it out in short order. Right off the bat they became computer adept, confident with all those wires and devices and very quick on a keyboard. They also developed astonishing mental skills, remembering the complex, three-dimensional mazes with endless hazards and rewards in hidden corners, planning many levels ahead, keeping a number of parallel factors in mind, calculating how much gold could be spent on potions and still leave enough for the magic sword three levels away.
All of the games inspired animated conversations and frequently were won with pooled information and cooperative efforts. Instantly they learned to speed read and to type like the wind, because logging onto a BBS gave them access to a huge crowd of other computer uses and a whole world of information.
In a flash they developed remarkable skill in written communication, expressing themselves, giving and getting information. Pretty soon they set up their own BBSes, teaching themselves how to design a system and how to keep it up and running.
Where did they learn all that stuff? I'm not entirely sure. They thought about it, read manuals, brainstormed and talked with friends. One way and another they figured things out. How come I'm left out of so many dinner table conversations while they discuss their latest computer upgrades and the funny thing that happened on the Internet?
How come they're correcting me on the use of an ellipsis when I'm supposed to be the resident expert on grammar and punctuation? So that's how education goes in our home. John and I keep our home an information-rich environment.
We pay attention and feed their interests. We make sure they have whatever books and equipment they think they need. We answer what questions we can and guide them to sources for answers to the rest. We applaud and encourage and enjoy, but we seldom assign and rarely lead.
Justified or not, I insist that Jonah do algebra before he goes off to finish his latest graphics animation, and Luke may have to figure out negative exponents before he goes upstairs to play drums. They all have other texts in their school book slots too, and sometimes they actually read them. At 11 he built a barn and put up horse fences. By 14 he'd put siding on the gym and built an attic room to earn the money for an IBM personal system 2.
At 16 he'd saved enough from his job to buy a brand new red truck. At 18 he got his pilot's license. At 19 he bought a house. By twenty, the age he is now, he had initiated and developed a plastics division at my husband's materials testing lab, and it is already the fastest growing part of the business.
Then there's Joanna. She's a blond, so becoming a hairdresser was asking for double- barreled ridicule. She was hired the second she got her license and in two months was asked to be manager of the salon because, of her own accord, she had developed promotional programs, handled inventory, coordinated personnel and figured out the payroll each week. Being home schooled, it never occurred to her to sit back and wait for orders and instructions.
Now she's 19 and has decided to develop her knowledge of bookkeeping and business tax forms and become office manager in a technical company. Jon J, at 17, has an established career in computers. He's the man to call when you want to know anything about state-of-the-art computer technology.