The Well Trained Mind by Susan Bauer

[catnipkitty]

Hi All
Just wondering, if you've read this, what do you think? Have you or anyone you know tried to follow it? I found there were some interesting ideas to think about, but....how could anyone realistically stick to the timetable?? Reminded me a bit of Gina Ford for 'training' babies

C x

We use some of her books, which are fab, and follow the idea of 'classical' education up to a point. But I don't follow everything exactly. I really like The Story of the World history course and we followed it up with History Odyssey (Pandia Press) for Logic stage. We are currently using Writing with Skill and have, until this year, used First Language Lessons for the WTM.

I love it. It is one of my all time favourite H.E. books. I don't stick to it rigidly however. I use the resources that work and leave the others out, or substitute with my own stuff and British textbooks like those from Galore Park, and additional stuff/unit studies, lapbooks that are more hands on. My H.E. is an eclectic fusion of Charlotte Mason, classical trivium, and unit studies based around their interests.

Tinuvel and shiney thanks for your replies. I'm enjoying reading the book. Do you find your children are happy to sit down and learn/study what you've got planned?

'Do you find your children are happy to sit down and learn/study what you've got planned?'

Not always! Like everyone there are certain sections of knowledge my children would rather leave out and other things (history and writing for DS1, science and drawing for DS2 that they could do all day) But my personal view is that there are some things - mostly the basics or core knowledge that has to be covered.

When I first started home ed, my children out and out refused to do any sit down formal 'work'. Initially this was because I tried to take a sort of 'Teacher' role i.e., telling them what to do. I realised my mistake and now find that my children work best with me working with and alongside them. It is perfectly possible to plan a formal set activity from a book or unit study and yet work through the material together (and in my experience you nearly always find out something new yourself) co-operately and make it fun and interesting without it being 'dry'. I strive to explain the relevance of anything specific I wish them to learn beforehand so they know I'm not just trying to push things which have no purpose in their lives. Planning some other hands-on game or art work or other activity or craft related to the subject helps to make what they're doing fun. Breaking it up every so happens helps - We often end up going off tangent and exploring other things. We do lapbooks projects, as well as plenty of reading and nature observation.

There are also bad days when I'm not so involved, busy, tired, and nothing gets done (and i'm tearing out my hair), or they would rather do what they want all day. Personally I find that as we home ed they have much more time than other children to pursue their own interests, and loads of outings and outdoor time, so I don't think I am being unreasonable to expect them to do what I ask for a couple of hours.

Overall to be honest once the routine is established they gradually become more independent and don't wait to be asked to get their books out etc. My Aunt who is a teacher came round the other day and was amazed to see DS12 working through his math book completely independently and DS9 checking his spelling with the dictionary whilst we chatted in the kitchen and made tea. If you have certain expectations they will reach them I think.

Shiney your post has just given me an enormous amount of comfort, thank you! I've just started HE, and while the first couple of weeks went really well, this week has been hell on earth. Thanks for describing what I'm aiming for and making it sound achievable.

I agree on the independence - my three just get on with a lot of their work. We've ended up with a timetable (not that I wanted one/planned to have one) simply to support DS1 as he has organisationprocessing problems. But it does make it all a lot easier - they know what they need to get done but within each subject/project they can choose what order to do their work - but have a sheet with what they need to do each week. DD is only just 10 and needs more input from me but DSs mostly just get on with it!

My 5yo wants independence but needs a lot of overseeing. Some days are good and some not so good. I have TWTM and I am trying to implement most of it, but not all. I am not doing Zaner-Bloser handwriting but something closer to what they are doing in the UK. I have my own secular science curriculum. So basically I am following the idea, rather than the suggestions for materials.

I read WTM with great interest, though we didn't completely adopt it. Well, with both my dcs we've always had a timetable. It's quite rigid, and they mostly find it a comfort. Ds is now at the FE college doing 3 AS levels there and working for 2 pre-Us at home - (Greek and Latin) - while DD is also learning Greek and Latin, so that's quite Well Trained Mind, and we argue a lot and use MindGenius to map ideas and plans. While I like WTM, I actually think we're shooting for stronger language skills than it provides. Ds already has A* at GCSE in Latin and Greek - and in French and Mandarin.... We aim to get dd to CE Scholarship level by her 13th birthday. She does Kumon Maths and English, with lots of extra reading (she's now Gold in both, for Kumon fans). THEY are the ones who complain if we abandon the timetable! And yet they are nothing like as stressed or pressured as when they both went to the 'friendly' prep school. They stop work at 5 most days - dd always does, and ds does except in the runup to exams - and play/do music/read leisure stuff/do household stuff. They also do lots of activities - fencing, ballet, riding, village stuff - dd is off to paint the scenery for a play tomorrow.

Sorry, have wandered a bit. Had a fun day with my scowling in-laws yesterday, in which MIL asked three times when dd was going 'back' to school. Groan.