Sunday, December 13, 2009

The Best Places to Play in Greater Victoria

I was recently browsing through the Free Range Kids blog and I thought it would be great to put together a list of wonderful outdoor (and local) destinations for kids.

I put my query to the hotline and here are some of the suggestion passed on by other home learning parents.

* * *

Jennifer's contribution:

Anderson Hill Park (can access from Central Ave & Newport Ave, but can't remember the actual lane you take to get to the entrance). It overlooks the Victoria Golf Course & Gonzales Hill, not to mention the strait & mountains! It's a beautiful spot, and you can play hide and seek in the brush by the trail. Ottavio's cafe has great gelato on Oak Bay Avenue...our family outings are usually connected to a treat!

Walking the Breakwater out to the "lighthouse". You can also go onto the large blocks below the walkway for a more exciting run along the ocean. You will likely see some scuba action in this area too. The cafe awaits you when you return ;)

Beacon Hill...all through the park. There are bridges & great trees to climb & you can even meander down to Cook Street to follow your way to Ogden Point. At different times of year you can see anything from people with kites to windsurfers (& those interesting gliding contraptions that float around the cliffs there, taking advantage of the upsurge of wind)

Mt. Tolmie has some trails behind it and what a view from the top.

Fort Rodd Hill is a beautiful area, from the manicured lawns to the ocean, with trails around the edge. Esquimalt Lagoon is close by.

Saxe Point Park has a trail that starts on Bewdley Avenue & leads down to a rocky beach area...you can then carry on up to the main park area for the view. By the beach area there are great rock walls to climb.

Closeby there is Flemming Beach and at various times of year you'll see seals, rock climbers, and people putting their boats into the water. The area past the beach holds lots of hide and seek spots.

The Galloping Goose offers loads of park and ride areas if you don't live close enough to hop on anywhere near your home. We've ridden out in Saanich, starting at the parking lot close to McMoran's (?) Golf Course and riding out to the Heritage Museum for a peek around there. Also from Metchosin to Matheson Lake (you can park by the entrance to the trail at Lombard. Behind the Monkey Tree Pub is another spot to park and ride (near McKenzie/Quadra).

Taylor Beach & Devonian Park in Metchosin are nice too. Devonian Park has a trail leading down to the rocky ocean...smooth rocks, great for throwing in the water. (like a good wine pairing, MyChosin Cafe has good hot chocolate/milkshakes!)

Walking downtown can't be ignored, after all it's "outdoors"! Chinatown interesting nooks & crannies, and Market Square will sometimes have bands or entertainment in the courtyard. Although this might not fit into the "let kids be kids" if you're thinking of not watching for traffic etc.

Some golden oldies:

Willows Beach
Mount Doug
Elk/Beaver Lakes
Glass Beach in Sidney
Witty's Beach - 3 different accesses, & lots of trails around the falls
At one of Witty's accesses, off Olympic View Drive, there is a trail leading around the point. Beautiful walk, and one I've done hundreds of times with my grandparents growing up.


* * *

Mary suggested:

There is a great website called swingsandroundabouts.ca where the woman reviews local playgrounds. I like her reviews and have tried a number of the playgrounds based on her recommendations.


* * *

Margaretha passed on these great Westshore suggestions:

(Westshore) 12 Days of Outdoor Christmas:
1. For RC helicopter adn airplane flying and soccer-- neighbourhood school yards and Metchosin Municipal Hall grounds (cricket pitch) or old Metchosin School Grounds (OK during school hours, and relatively unused single tennis court on property)
2. Sooke Skateboard Park (not as rough as Westshore, less crowded, lots of fun)
3. Mini BMX park beside Metchosin Firehall with adjacent flat area for soccer/ field games
4. Fishing off the dock at Pedder Bay-- or just boat/ otter watching!
5. The wooded trails of Royal Roads-- and kayak and canoe center there (in summer)
6. Beaches at: Witty's Laggoon, East Sooke Park, Taylor Beach (end of Taylor Rd, Metchosin), Devonian, Mathesson Lake beach, Thetis Lake Beach, Albert Head Beach and Lagoon
7. Geocaching anywhere (check out main website at www.geocaching.com)
8. Sledding at Juan de Fuca Rec Center's Hill, and playground there excellent
9. Sooke Potholes for swimming, and also riding on the Goose-- beautiful bridges
10. BMX park at JdF (need helmet and gloves, long sleeve pants and shirt)
11. Ditto for previous comment about the wonders of Fisgard Lighthouse and Ft Rodd Hill
12. Pearson College is very visitor friendly and has a whale skeleton on the deck beside their pool. Beautiful scenery too! There are paths into the woods, along from the their tennis courts.

Saturday, September 19, 2009

Where To Go For... Books

Here are favourite online resource haunts suggested by VHLN members.

Off the Beaten Track


Has a bigger stock than Amazon Canada or Chapters; prices are good; worldwide free shipping.

Chinaberry Books

Lovely selection of gentle books & other delights for children.

Fire the Imagination

Canadian suppliers of Children's Books, music, and more.


Reprint Publishers: “oldies but goodies” - publishers who reprint fabulous, classic children’s books.

New York Review of Books

Jane Nissen Books

Purple House Books

Bethlehem Books (science books)

David Godine Books

Faber Finds

Overlook Press

Fidra Books

Persephone Books (mainly adult literature, but some children's selections)


Book Related Sites you may find useful

Amanda Craig's Children's Book Reviews

Dovegreyreader blog

Building a Children's Library (Guardian, UK)

Boys into Books (UK)/

Madison Public Library - Book Lists

(Thank you to Sylvia, Gillian, Jane, and Anna for their contributions to this post.)

Friday, August 28, 2009

FIRST LEGO League “Creating a world where science and technology are celebrated.”

submitted by Christine N.

The partnership between FIRST (For Inspiration and Recognition of Science and Technology) and the LEGO Group has created a powerful program that helps young people discover the fun in science and technology while building self-confidence, knowledge and life skills.

First Lego League Teams:
Investigate, strategize, design, build, program and test robots to complete missions related to this year’s theme,. In early September the details of the challenge are announced. About 10,000 teams from all over the world will find out exactly what their robot will need to do this year.

Each team builds a robot using LEGO Mindstorms to compete on a tournament table. The robot has to complete missions worth different points within 2.5 minutes. Teams spend a lot of time thinking about which missions are easiest, and which one will get them the most points in a short amount of time.

On competition day, the kids love watching the robots designed by other teams and finding out how they solved the challenges.














As part of the competition, the teams have to prepare and present a research project related to the theme. They can search the web, talk to scientists, visit the library and develop compelling research presentations which relate to a problem or opportunity facing the world today. Teams often go on interesting field trips as part of the research project.

Most teams create amusing skits for their research presentations. They often have interesting costumes and unique props. The focus is on fun, but there’s lot of good science too.

At the regional tournament, teams compete with in high energy, sports-like tournament. They get three tries to see how many points their robot can score, go through a technical interview to answer questions about their robot, take part in a team work interview, and present their research project, which is often a skit.


It’s amazing how much they pack into a few short hours. Tournament day an exciting, nervous time. Some kids find it challenging to talk with the judges during the technical interview, while others are nervous about their lines for the presentation. They are all learning lots of new skills, and by the end of the day, it’s the fun they remember.

At the end of the day, each team is recognized for their participation. A few teams receive awards for being the top team in a specific category, or the best overall.

The top teams at three regional tournaments held around BC get an invitation to compete in the BC provincial tournament that is held in Vancouver in early January.

2009 Challenge - Smart Moves
Can FLL teams transform the way we look at transportation?

The key to the 2009 “Smart Move” Challenge is accessing people, places, goods and services in the safest, most efficient way possible. In this journey, teams will consider many modes of transportation beyond their daily routine and streamline their options by making smart moves!

Costs
Teams pay a registration fee, tournament fee, and purchase the missions for the tournament table. There are some additional costs like team t-shirts or props for the research presentation skit. The cost for a 2nd or 3rd year team averages $500. A new team needs a LEGO Mindstorms kit and additional LEGO. The FLL set costs about $500 with shipping and taxes.

Some teams find a sponsor to help with the costs. Other teams have a club bank account that allows them to pay their fees using the learning investment if they are enrolled with a distance education program. Other teams just split the fees between the team members.

Unfortunately, local teams don’t always have space for additional members. But you can get together a group of kids and start a new team! All teams have a rookie year when everything is new for both the kids and the coaches (often their parents!). The year we started, I knew nothing about building and programming robots. That meant the kids really did have to do it themselves!

FLL Season
May - August
pre-season activities like robotics clubs, workshops, summer camps, forming teams

September 3, 2009
2009 Smart Moves Challenge details released

Late November
Victoria Regional FLL Tournament

Early January 2010
BC Provincial FLL Tournament held in Vancouver

April
World Festival in Atlanta

What do the kids say about FIRST LEGO League?

“ I like designing the robot and attachments for the different missions and trying them out and if they don't work, build, build, build again! Yay, it's lots of fun! ”

“ I like the field trips where we get to see state-of-the-art research. Last year we visited a fuel cell lab and saw a new design for a wave energy converter. ”

“ When you are planning the research project, you are only limited by your imagination. Often we have fun dreaming up creative skits that involve lots of acting. ”

“ What I like about FLL is that you can build SERIOUS robots that you use in competition and you can build FUN robots like a golfing robot or a robot that throws broccoli! The really neat part is that you can design the robot yourself or with your team (not with an instruction booklet). ”

“ When you are programming robots you can make the robot do anything you want it to, with a bit of practice! ”

“ Running the robots requires multiple skills; speed to change attachments, accuracy in positioning and running the robot, and split second decision making for changes on missions. ”

Find out more here.

Or check out local team website here.

As a FIRST LEGO League coach, I’ve been amazed at what the kids are able to do. Things that seemed impossible a few weeks before, suddenly look easy by tournament day. The kids gain a lot of self-confidence from working as part of team and really be challenged to do their best.

If you have questions about FIRST LEGO League, please send me an email at Christine(at)creativekidsathome(dot)com

Junior FIRST LEGO League

submitted by Christine N.

Junior FIRST LEGO League (JFLL) is for the youngest scientists. Teams are comprised of up to six kids, aged 6 to 9 years old, an adult coach, mentors, and any other volunteers who want to help! There are JFLL teams from all over the United States and in some Canadian provinces.

The Jr.FLL Challenge is a two-part activity based on the same real-world topic as the FLL Challenge. Details of challenge are released in Sept. The kids complete a project and build models with LEGO. The kids can choose the topic of the project within the challenge theme. Then they create some type of LEGO model that uses a motor and other moving parts.

The year my son was on a JFLL team, the challenge theme was nanotechnology. His team decided to focus on snakes. For their LEGO project, they had to show the same item at different scales. They showed a snake in a tree. The head of a snake that used a motor so the snake could have venom (LEGO bricks) coming out of it’s mouth, and the final part of the model showed what a venom molecule would look like. For their field trip, they had a guest who brought her pet snakes! The boys had a great time!

The teams can meet as often as they wish, but an average would be 4 two hour meetings and a field trip. Often the kids have lots of fun together and want to get together each week and just build LEGO.

JFLL teams display their projects at the FIRST LEGO League tournament that is held in Victoria around the end of November. In 2008, there were 2-3 JFLL teams of homelearners.

All teams pay a registration fee in September and then a tournament fee if they choose to participate in a local tournament. Teams can choose to order a special JFLL kit, or work with their own LEGO. The kit is not required.

JFLL is definitely about the kids having fun with science. It is not a competition and no group is declared the winner. It is all about the kids having fun, working together, and getting a chance to show what they’ve been doing.

You can find out more about JFLL here.

Tuesday, September 2, 2008

North Island Wildlife Recovery Centre














The NIWRA runs a fascinating recovery centre located in Errington. Here is a map of how to get there from Nanaiomo (and essentially from Victoria, once you have gotten to Nanaimo)










My boys and I have visited this centre, regularly since moving here. It is well set up for self guided tours. There is a peek hole in to an eagle flight room, where rehabilitated birds are stretching their wings before being released. As well, they have a resident black bear and several other un-releasable critters. The signage does a great job of explaining how the animals came to live in this place.

You can also request a tour guide for a group. We have done this and though the information was well presented, I think the tour is just as rewarding done solo. There is a hands on room amongst the exhibits, where folks can guess about fur, skulls and other interesting artifacts. There is also a lovely trail that leads to a turtle filled pond, and many labelled trees.














The centre also hosts at least two events a year where the public can watch an eagle be released, truly inspiring. I am most impressed by just how much wildlife circles the area, as if to say "thank you for returning us to our natural place." A must see on anyones Up Island Journey.

Saturday, August 9, 2008

Day Tripping Up Island




















This past year has brought my family to a new residence in Parksville. I came to thinking that perhaps others with in the VHLN might enjoying hearing of some of the treasures we have discovered. As we head for September, this may add some inspirations for Field Trips, or Day Trips.

The first treasure we uncovered (quite by accident) was Little Qualicum Cheeseworks. Perhaps you have come across some of their cheeses in local shops? The set up they have is quite impressive. They have maps for self guided tours where you can wander about a variety of animals, pet a few of those retired from work and even catch a glimpse of the cheese making in progress.

Then step in to their shop where you can test a variety of cheeses (really my favorite part). They also have farm fresh eggs and some home grown pork and beef. Here are directions to the farm

My boys ask again and again to visit this spot. They enjoy the care free way they can wander about the farm. I have heard you can also organize a group trip that takes you even deeper in to the farm and cheese making process. The owners are kind, generous and full of good humor.

Stay tuned for more info. on Day Trips Up Island .. I suspect a few of these could be combined for a jam packed day. For ease of reading I choose to separate them out.

Thursday, July 31, 2008

A Homeschooler is a Homeschooler is a...


By Mary Griffith, Author of "The Homeschooling Handbook" and "The Unschooling Handbook". In light of the BCHLAs recent decision to only support Section 12/13 Registered Homeschoolers, this piece provides an interesting and relevant perspective on our current situation in BC. Mary has graciously given us her permission to post this here.



There's a small sermon of sorts floating around the homeschooling community these days. After seeing a couple of variants in recent months on websites and mailing lists, I've come to think of it as the "Woe Unto Thee, O Homeschoolers" homily.

The basic message goes something like this:

Homeschooling is more and more popular these days, which is a threat to government schooling. The public schools have responded to this threat by creating their own homeschooling programs, complete with resources, teachers, extracurricular activities, meeting facilities, and cash reimbursement for "approved educational expenses." Independent homeschoolers, unable to resist such seductive goodies, will flock to government sponsored homeschooling programs. Successful, long-existing homeschool support groups will find their membership dwindling and private homeschooling programs will lose students to the unfair competition of the "tuition-free" public programs. Once enough homeschoolers have enrolled in government-run homeschooling programs, educrats, with the eager cooperation of legislators, will drop the other shoe and make independent homeschooling illegal, bringing all homeschoolers under direct government control.

There is a moral to this disquisition, of course: Real Homeschoolers Don't Use Government Homeschooling Programs.

It's a nice little sermon, isn't it? Makes us independent homeschoolers feel all virtuous and upright—stalwart individualists standing firm in defense of our rights against a fearsome Other. There's that bit of bureaucratic conspiracy to give us a thrill of foreboding, and the prophecy of a dire outcome to keep us uneasy in our sleep.

It makes such a good story I almost wish it had some connection to reality. But it doesn't take much analysis to realize that there are a few holes in the progression from enticement to disaster and that the whole question is considerably more complicated than this clean Good Guys vs. Bad Guys scenario makes it appear.

Unwarranted Assumption #1: All public homeschooling programs are alike.

Currently, there are many public homeschooling programs available, and new ones all the time. In California, homeschooling families can choose from a huge variety: traditional workbook-and-a-weekly-test programs to study for the GED, long-existing home study programs designed especially for homeschoolers, newer homeschooling charter schools, and even online homeschooling charter schools. These programs run the gamut from wonderful through merely adequate to abysmal. Each—regardless of its quality—has its own personality and style, which varies according to its administrative and teaching staff. For some, their enrolled families exist to follow their rules and regulations; others work indefatigably to make their rules and regulations serve the needs of their families.

Some public homeschooling programs are created by school districts or county education offices in order to reach populations they believe they are missing or neglecting. Others are the result of years of effort on the part of parents to create the sort of program they've been unable to find elsewhere, either within or outside the public school system.

Some public homeschooling programs are extremely attractive to homeschoolers. Others are not. Some programs draw enrollment mainly from existing homeschooling families, others draw heavily from conventional school students looking for alternatives. Many attract a complicated mix of families and students from both conventional and alternative education.

Unwarranted Assumption #2: All homeschooling families are alike.

Homeschoolers have a variety of reasons for choosing among various educational alternatives. Money is certainly one factor, usually one of the more important. But there are also issues of program quality, access to materials, location and convenience, evaluation and assessment, along with those more intangible factors of style and atmosphere.

Some families believe firmly in public education and choose to support it by enrolling in public homeschooling programs.

Some families oppose the very idea of public education and refuse any alternative which might contribute to its continued existence.

Some families lack confidence in their own ability to help their children learn effectively and find suitable support in public homeschooling programs. Often such families use public programs for a year or two as a transition between conventional schooling and independent homeschooling.

Some families have one or two children who they feel are better suited to a public homeschooling program than to learning independently with their family. It's not at all rare to find a single family with some children homeschooling independently and others each enrolled in different public homeschooling programs (or even one enrolled in a conventional public or private school).

Some families use public homeschooling programs for a year or two, opt for independent homeschooling for the next couple of years, and return again to public programs as their circumstances and interests change.

For every homeschooling family, the point is choice in education. Families know their own needs and wishes and are capable of choosing alternatives which best serve those needs.

Unwarranted Assumption #3: Private homeschooling programs cannot compete with public homeschooling programs.

At first glance, it may seem obvious that private homeschooling programs can never compete successfully with public programs because they must charge tuition in order to stay solvent. But this assumes that money inevitably outweighs any other reason for choosing an educational program. If this were truly the case, none of us would be homeschooling: public school programs are always "free" and less expensive (monetarily, anyway) than any form of independent homeschooling.

Private homeschooling programs vary just as much as public programs, both in their offerings and in their quality. Good programs survive because they are able to provide services that families want at prices they are willing to pay. Some otherwise good programs may not succeed because their administrators are not effective managers, but the same is true of public homeschooling programs: some fail because of administrative or financial problems unrelated to the content of their programs.

Because public programs are often subject to rules and regulations which do not apply to private programs, those private programs-with greater flexibility to meet their families' needs-can actually be more attractive to homeschoolers and out-compete the "free" public programs.

Unwarranted Assumption #4: Public homeschooling programs are a serious threat to homeschool support groups.

Homeschool support groups, like individuals and families and every organized group involving humans, each have their own personalities. Some are comfortable with a wildly variegated mix of homeschoolers; others find a more homogeneous membership more congenial. Support groups whose members fear government encroachment into homeschooling are not likely to welcome families enrolled in public homeschooling programs warmly; those families will end up looking elsewhere for support and community.

Groups which view public school programs as simply one option among many tend to welcome families who choose such programs. Independent homeschoolers can offer advice for families who eventually decide to seek other alternatives for homeschooling, just as the families in public programs can offer useful advice about the programs they are familiar with.

Unwarranted Assumption #5: Public homeschooling programs are guaranteed survival simply because they are publicly supported.

Many public homeschooling programs face serious challenges within the public education system, especially as they become more successful. Since the average daily attendance (ADA) funds which finance public programs go with the child's enrollment within the system, these programs are not quite the "cash cows" many assume them to be for the district or other agency which creates them. Even where ADA funds help support such amenities as libraries that can be used by conventional programs as well as by homeschool programs, the overhead for homeschooling programs is so much lower that friction between homeschooling and conventional programs is quite common.

Parents of classroom students often cry foul when they see that public homeschooling students in the same district—sometimes even under the umbrella of the same school—have access to newer and better equipment and a wider variety of books and other materials. District administrators often find themselves torn between conventional classroom-based and successful, growing homeschooling constituencies. Conflicts over financing and other issues have resulted in lawsuits, denial of ADA funds by state auditors, and the demise of once-popular and successful public homeschooling programs.

As the Charter Public Schools Act of 1998 ballot initiative proposed for California's November general election illustrated, public homeschooling options are perhaps more endangered than independent homeschooling. This initiative, while increasing the number of charter schools allowed under state law, also proposed that all charter school students have daily contact with a charter school teacher, and specified that ADA funding be denied to programs in which more than a third of the students are close relatives (child, grandchild, niece or nephew, legal ward, or foster child) of the teacher.

A Homeschooler Is a Homeschooler Is a Homeschooler, or Unwarranted Assumption #6: Homeschoolers Are Too Passive, Lazy, or Stupid to Defend Against Threats to Their Choices in Education

There's no question about it: this is the most farfetched, strained, and downright infuriating assumption of the whole argument. In order for the creation and relative success of public homeschooling programs to lead to the demise of independent homeschooling, homeschoolers would have to lie down, roll over, and play dead so completely that one would have to wonder how we ever got the gumption to homeschool in the first place.

I've been observing and participating in the politics of homeschooling for close to ten years now, and over that period I've seen very little sign of homeschoolers sitting back and letting anyone get away with abridging our right to homeschool. Within California, we've seen homeschoolers persuade a district administration which attempted to require independent homeschoolers to enroll in their public homeschooling program back off and apologize within ten days. We've seen independent homeschoolers support public program homeschoolers in their fights to save their programs from "bad-faith" (as the judge in the eventual court decision called them) state audits. We've seen truancy proceedings involving homeschooling issues become more and more rare (and in those few cases which do arise, we see homeschooling organizations quick to assist the affected families). We see attendance officers and other school district officials referring homeschooling inquiries to independent local and state homeschool organizations.

Homeschoolers are homeschoolers, no matter what legal option they use to pursue their own vision of home education. We don't need to divide ourselves into yet another Us and Them, Real Homeschoolers and Pretend Homeschoolers. Independent homeschoolers and public program homeschoolers complement each other: However much we independent sorts may dislike the fact, public program homeschoolers give independent homeschoolers credibility—it's difficult for school officials to promote the idea that homeschooling does not work when the public education system runs homeschooling programs of its own. However much they may distinguish their own programs on the basis of "professionalism" and "accountability," the general public does not make such nice distinctions.

Public program homeschoolers need independent homeschoolers as well—for the leverage they provide. Independent homeschoolers give them the ability to walk away from a program that ceases to meet their needs. That ability to leave gives them power to keep public school homeschooling programs focused on the families enrolled in them, which is what most of us want from whichever homeschooling options we choose.

So now I'm working up a mini-sermon of my own. It's probably just as much a fantasy as the one I dislike so much, but it's a lot more fun (and considerably closer to the world I find myself in):

Homeschooling is more and more popular these days, which is a threat to government schooling. The public schools have responded to this threat by creating their own homeschooling programs, complete with resources, teachers, extracurricular activities, meeting facilities, and cash reimbursement for "approved educational expenses." Many independent homeschoolers, as well as quite a few families from conventional classroom programs, enroll in these public homeschooling programs. Some stay for years; others choose to try independent homeschooling within only a year or two. Successful, long-existing homeschool support groups carry on much as they have for years, welcoming those interested in their services, as do private homeschooling programs. School administrators and other government officials, unable to avoid recognizing the obvious success of homeschooling, in whichever form it takes, begin to look more closely at the ideas which make homeschooling work so well, and toy with introducing some of those ideas into conventional public school classrooms. (Well, it could happen.) Gradually, all forms of homeschooling-public, private, and independent-become part of a growing array of educational choices.

And the moral to my fable? Real Homeschoolers Use Whichever Program They Think Works Best for Them.


© 1998 Mary Griffith. Originally published as a letter to the editor in the May/June 1998 issue of Home Education Magazine. Reprinted by permission of the author.

Friday, June 13, 2008

Melany Asks and Nicole Answers: What are you reading?

Nichole G. gave a wonderful and full response to Melany's most recent question, "What are you reading?".

* * *


I am *so* glad this question was asked! It's always a (secret) burning question of mine - what are other people feeding their brains with?! I typically have several books or general topics on the go, and I usually read in the bath after the kids are asleep, or in the middle of the night when I can't sleep. Oh, and I nearly exclusively read non-fiction, and nearly always get my books from the local library; I hardly ever buy books anymore.

On my bookshelf at the moment (in no particular order):

Silent Spring (Carson, Rachel) - I'm actually finding this book a little gloomy, but I know I will feel even more strongly towards organics and protecting the environment once I'm done.







Vegan Planet (Robertson, Robin) - okay, it's a vegan cookbook, but I do love looking for simple, quick, wholesome recipes. I've been vegan for nearly 2 yrs now, and I am still as committed today as the day I dropped meat and dairy from my diet (Earth Day 2006).






Another favourite vegan cookbook is by local author Laura Matthias, whom some local homeschoolers may know, Extra-Vegan-Za. Even if you're not vegan, you'll enjoy it - especially the cookies!!






Easy Composting (Ortho Books) - a good basic overall book about composting, including plans for a 3-bin pallet system, which you can see in action down at the Greater Victoria Compost Education Center on Northpark St. in Fernwood.







The Power of Intention (Dyer, Wayne) - I am really enjoying this book! It is about how we have the ability to create our lives, and reminds us to be conscious of our intentions in every moment.







To Have or To Be? (Fromm, Erich) - questions consumerism in our society and in our lives. Are you someone who defines yourself on what you have, or on who you are? Do you show your love by buying a new toy, or by "being loving"? It's a very interesting read.






Light, Radiation, and You: how to stay healthy (Ott, John Nash) - I've read a couple books on EMF (electromagnetic fields) lately. When you consider technology such as microwaves, cell phones, cordless phones, GPS, MP3s and IPODs (just to name a few) are recent technologies - what DON'T we know about how they affect the body?






Home by Design: transforming your house into home (Susanka, Sarah) - Sarah is the author of "The Not So Big House" - the idea that we are building houses that are way too big, and we need to rethink the McMansion concept. A well-designed house need not be large.






A Pattern Language: towns, buildings, construction (Alexander, Christopher et. al) - A large (1100+ pg) book, used as a textbook for planning students - the basic premise is that we need to build our lives and the buildings and towns we live in to reflect the interconnectedness of all life (at least that's what I got out of it). For example, there is clustered housing which backs onto green space (moving from 'usable' greenspace like shared backyards, towards wildlife corridors); there are a majority of pedestrian and cyclist friendly roads, with main by-passes for cars. Basically, we have built our cities and suburbs, etc., around the use of cars, but for sustainability, we need to make some changes. The book starts very general (on the 'town' level) and gets very specific (to the rooms of our houses, to the paths leading to our front doors, etc.) as you progress. Each chapter is linked with many others so you can see the interconnectedness between all the levels.

I guess you could say that overall, I'm reading about choices in life - our food choices, or housing choices, lifestyle choices - basically I think I'm trying to answer, "What is important to you?" What do you value so much that you're willing to defend, to stand up for? What do you truly believe in? I'm continually trying to answer that for myself, while remaining open to possibility.

* * *


Would you like to share what's on your current book pile? Please send your submission to editor(at)vhln.org and we'll add your post!

Tuesday, March 11, 2008

Sandra Dodd - A Loud Peaceful Home

Sandra has kindly given us permission to post this article on the VHLN blog (Thanks so much, Sandra!). These words are from a longer presentation Sandra gave at the 2006 "Live and Learn" conference in Albuquerque, New Mexico. Sandra is an advocate and practitioner of Radical Unschooling... and her ideas about what it takes to support learning in a busy family are relevant to any homeschooling family, regardless of philosophy. The original article is here.


Peace is necessary for learning. Abraham Maslow, who studied learning and human development in the 1930's and 1940's, in his work on the "hierarchy of needs," said that learning just isn't going to happen until some other things happen.

First level, humans need food, water, air and sleep. Without those, they just can't concern themselves with anything else.

The second level of human needs, according to Maslow, is safety and security. If they don't feel safe and trusting, they can't concern themselves with other things.

Third level is the need for love and belonging—friends, supportive family, some kind of feeling of being part of a social unit.

So for learning to happen in ANY situation, safety and some peace are required.

Can there be too much peace? For learning, yes. Learning requires mental arousal. If an environment is so still and barren that one's curiosity isn't sparked, then people might be closer to a state of sleep than of excited curiosity. Life can be too dull and quiet for learning to spontaneously happen.

Can there be too little peace? Yes, and in many ways. There can be too much noise, stimulation and chaos. So finding the balance place and the comfort level is part of creating a peaceful home.

Peace is a prerequisite to natural, curious, intellectual exploration.

What is peace, then, in a home with children? Contentment is peace.

Is a child happy to be where he is? That is a kind of peace. If he wakes up disappointed, that is not peace, no matter how quiet the house is or how clean and "feng shuid" his room is.

Peace, like learning, is largely internal.

Mother Teresa could have found a more peaceful place than Calcutta, but she was helping people find peace in non-peaceful surroundings.

Back to Maslow for just a minute, though—if my focus is helping my children learn, Maslow's ideas can help. If a hungry child can't learn, I should feed him. He can learn better. If a child can't learn if he's thirsty, I need to make sure there's always water or juice or something for him to drink. If a child needs to feel safe, he won't learn by someone yelling, "Learn now, or I'll hit you."

Children's needs must be met for natural learning to blossom. Part of that learning can be learning about how to keep their own needs fulfilled. Helping children consider whether they're comfortable, hungry, thirsty, sleepy or restless helps them be whole and healthy people.

To have peace in your house, be more peaceful.

In English there's a phrase, an idiom, a lump of words: "peace and quiet." People speak wistfully of "peace and quiet" as though one requires the other, but I haven't found that to be true in practice.

Is quiet always peace? I can think of lots of times of holding my breath to be quiet, out of fear. I've seen families where people passed through the house quietly, out of habitual fear and avoidance. Some quiet can be very scary and dangerous. Some families live in fear and quiet, not peace and quiet. Quiet fear is not peace at all!

Some parents wear their compassion on the outside and say we need peace in the whole world first. That's a little like saying the ocean should be drained before we take the water out of the basement. Does every war have to stop before we can stop hitting our kids? Does every bit of urban violence need to end before we can stop yelling at our kids? Do lions have to stop eating gazelles before we stop harassing our kids? To think in those terms is to justify our own lack of peace. It seems to me that a child who has known strife at home won't blink at it outside.

The more local and personal peace there is, the more peace there will be in the world. That doesn’t mean that if Holly's sleeping quietly there will be less violence in the Sudan, but it does mean that there is more peace in the world. And it means that when she's grown, she will be more unhappy to see or hear of neglect and abuse than she would be if she herself had been neglected and abused and thought it was normal.

If we raise the level of peace our children expect, they will know what peace feels like.

Adults need to know what peace feels like too, though, and some feel it for the first time when they really start to understand unschooling.

What Progress Looks Like

How did I come to make progress on peace in my own life? After I was grown and married, friends persuaded me to attend meetings of Adult Children of Alcoholics, an al-Anon group, which involved itself with healing the inner child. From them, I learned ideas like

HALT (hungry? angry? lonely? tired?)
"How Important Is it?"
"If you have one foot in the past and one foot in the future, you're pissing all over today," an indelicate but memorable way of saying "live now" and "pay attention to today."

During the time I was active in those meetings, I had Kirby, and then Marty.

When Kirby was a baby, I started going to La Leche League meetings. I wish I had gone before he was born. From LLL, I learned that a mother and baby should be partners, not adversaries. I read, heard about and saw attachment parenting, child-led weaning and separation from babies when the babies indicate a desire to get down and go.

From my teen years, I had learned meditation and breathing exercises and knew how to calm and center myself quickly. More than that, though, I knew what it felt like to be calm.

How might others make progress now? Inner child work was common when I was a new mother, but now cognitive therapy tends to replace that. If we avoid thoughts that are negative or non-productive or illogical, we move toward a better, lighter place. People can work on thinking and on being.

How will you be, as a parent, and why? What's keeping you from being the way you want to be?

Inventory your own tools. What do you already know that can make you a more peaceful parent? What tricks and skills can you bring into your relationships with members of your family?

Below are several things can help you move toward peace, and each will help the others develop: breathing, understanding, choices, awareness and principles.

Breathing


There are physiological and emotional advantages of breathing. One way to learn this is with meditation. The "meditation" most think of in this country came from Hindu practices. The Buddhist style meditation is referred to often as "breathing" or "sitting." Christian meditation is sitting or kneeling or walking. It involves contemplation while the Eastern versions involve trying to avoid contemplation in favor of blankness.

Moms with little children cannot easily do these things.

Other ways to work on breath and breathing might be yoga, maybe running, bicycling, walks or swimming laps.

Moms with little children cannot easily do these things.

What those moms can do is find other things involving breathing and rhythm. They can sing, walk, rock or bounce babies, go to the park and push a swing. How and why they do those things will make a difference. If they're done sweetly and patiently and mindfully, both mother and child will benefit. Done merrily and generously, they will create peace.

Peace is not an element "that can neither be created nor destroyed." Peace is entirely a condition and a mood. It's very, very fragile. It has to be created and maintained and protected.

Counting to ten only works if you're breathing slowly and deeply and looking at (or thinking of) the sky or something else airy and big and peaceful. The purpose of counting to ten is to let the adrenaline pass and to think of some good options from which you can choose. If you count to ten holding your breath, holding your frustration, with a roaring anger in your ears, the adrenaline isn't dissipating—it's just being focused into a beam of extraordinarily dangerous power.

While you're breathing, you might want to think, "I love these people," or "whatever I say could last forever." Think of what you want to be and what you want to create. See what you want, and what you don't want.

As you move toward peace, remember you can't have all of anything in one move. Each thought or action can move you nearer, though (or further).

You know the game of finding something in which other players will say, "You're getting warm," or "You're getting cold"? You need to get warmer and nearer and closer. You don't need absolute peace; you need more peace. You don't need to live in perpetual peace; you need to live with more peace.

You can't be absolutely safe from strife, but you can be safer.

Understanding

Nothing has ever made me feel better about me than the feeling that I was being a good mom.

If you work on understanding what you want, you will have more peace within yourself. Understanding takes inquiry, observation, reading and a lot of thought. These will help to understand yourself as well as you can too, but that can come gradually. Online unschooling sites and discussions are excellent opportunities to increase one's understanding of natural learning and peaceful parenting.

Choices

Unless you considered two or three courses of actions, you didn't really make a choice at all. Consciously think of two choices before you act—then make the better choice. Your range of choices will get better as you do this. While you're helping your child learn to choose, you can also learn to choose.

Awareness

Look directly at your child. Practice watching your child without expectations. Try to see what he is really doing, rather than seeing what he’s NOT doing. Just look.

Smell your child's hair. They say dogs can smell fear, but moms can smell love, or something, when they smell the top of a young child's head. Something biochemical happens, and something intellectual can happen.

BE AWARE of who this child is and of your potential to help or to harm.

What is the opposite of peace here? Lack of awareness. In cases of violent crime or crazed fit what do people often cite? "I was unaware; I forgot where I was; I didn't think…" If you can choose to be more aware over less aware, that will help.

One aspect of awareness is working on your ability to be quietly alert, like a mother hawk, aware of the location of your child, her mood and your surroundings.

Principles

So what's the "rule" about peace?
There's not a rule about peace.

There will never be perfect peace. We can't even define "peace."
There can be a closer approximation to ideal peace. People can come nearer to the way they would like to be, but only incrementally, choice by choice.

If you want to live peacefully, make the more peaceful choice.

Peace is all about choices.

Choose to breathe consciously sometimes.
Choose understanding over ignoring and ignorance.
Choose to make choices.
Choose awareness over oblivion, when you can.
Make choices based on your principles.

To have peace in your house, be more peaceful.

Sunday, March 9, 2008

lifelong learning

I recently downloaded a trial copy of Adobe Photoshop with more bells and whistles than the program I have. I found it quite interesting to see how much I rely on what I've already learned when I'm using a new program to do a familiar task. My fingers want to move in certain ways to various placings that were there in the old program but have moved in the new one. Same thing for mouse moves.

I found it fascinating to see how much I knew that I didn't even know I knew and how difficult it was to do an old task in a new way. As I worked with the program, it became more familiar and intuitive.

This experience illustrated for me the tenants of learning theory that

Learning is
a process of knowledge construction
not of knowledge recording or absorption

Learning is
knowledge dependent;
people use their existing knowledge to construct new knowledge

What do you think?

Submitted by Marty Layne, previously posted on Marty's blog