I agree with om :)
TBH when my DD came out of school, I spent a while terrified I'd done the wrong thing (in her case, she did actually like some aspects of school). The anxiety, the panic, the anger, the violence got WORSE for a while.
But you know what, it was essential for that to happen. Looking back on it I can see it was basically like detoxing. All the bad stuff she'd been bottling up at school was finally allowed to spill out, and oh boy did it spill out. But it was a good thing, in the end. She is an utterly different child now. She was able to battle through it because she wasn't forced into a place where she felt so unsafe.
I admit we did do a little work - like some other children particularly those on the spectrum, my DCs freaked out a bit at the idea of it not looking ANYTHING like school - they had enjoyed a lot of the learning they'd done at school. Some of my friends have found the same, others have children so utterly traumatised by school that any structure at all is out of the question years later (due to PTSD). I still had the deschooling process in the front of my mind though (thanks in large part to posters on this thread who talked me through it all) and on the days they wanted to 'just' play, I learned to let them (not without a few clashes - DD was definitely finding her voice which had been so heavily silenced at school). We kept it flexible and crucially I became able to accept when something wasn't working (I have AS myself; spontaneity does not come easily to me and honestly I am learning as much as they are in many ways). It was difficult because DD had left a couple of good friends behind and so we made the effort to see them, but she got really upset when they kept saying she had to go back to school etc.
I love the idea of 'just in time' education, we have really been embracing that. We are not unschooling, I'd describe us as semi-semi-structured (or demisemistructured if you're musical) :o but I love how easy it is to follow their interests rather than deciding myself, or using a curriculum to decide what they should learn. They have become so much more curious since they left school, it's wonderful.
A few examples:
We did a project on blood because DS pointed at his veins and asked what those blue things were. They really enjoyed that; DD chose 'phagocytosis' as one of her favourite words for her group writing class the other day (at the time it had also helped her out of her fear of germs - we found a video taken through a microscope of the process actually happening!).
The other week they were talking about those things you use to look out of submarines, so I've got some mirror tiles and we're going to make periscopes with toilet roll tubes, talk about reflection which I guess will involve learning about angles (I bought a protractor anyway in preparation :o).
Due to the weather there's been a lot of wondering about how rain happens and why there are floods (not here, thank goodness, but they saw it on the news) - cue lots of talk about the water cycle, evaporation experiments and talk about the environmental effects of less grass and more paving. Temperature, freezing point etc will also mean negative numbers :o
DH and I do come up with ideas ourselves as we enjoy it (a lot of people have asked me how I manage thinking of things to do... honestly it is a dream come true for me! I'll be taking a group art class soon too) and we take up loads of opportunities from the news (eg doing space because of Principia etc) and I now check the Google Doodle every day in case it's something interesting - but they constantly surprise me with their questions and observations.
I'm learning to step back more and more. For example the other day the DCs were playing outside with the ice shards that had formed in our water butt, and I was listening to them thinking ooh, what question should I ask them to see if they remember what we'd done about the water cycle... while I was silently thinking, they started discussing which bits would melt and then evaporate faster according to where the sun was, that kind of thing. So I was glad I hadn't asked them myself. These are the kind of little conversations that have always happened (thanks to DH especially, he's much better at that kind of chat), but have increased a hundredfold since they came out of school. Learning has become fun again rather than just something they had to do because the teacher told them (and in my DD's case, something they'd no longer discuss with their schoolfriends, as they'd get nothing but scorn in reply). I really think holding back on the structured work helped with that.