One of my unofficial goals for this year is to read more - YOU can read about that
here. And not just to read more, but to share what I am reading. I like to read all kind of books; fiction, historical fiction, non-fiction, self- help and the occasional light-hearted novel.
So here is My First Book Review of 2016!
The Boy Who Played with Fusion by Tom Clynes . . . sounds exciting doesn't it?! Ok, well maybe not at first glance, unless you are a big science buff, which I am not. What did attract me was the "Extreme Science, Extreme Parenting and How to Make a Star" part. I don't even recall if is saw it on FB, Goodreads or at a bookstore, but I added to my own Goodreads account and let is sit there. Since February is a great time for reading in Indiana, I placed a variety of books on hold at our local library and waited to for them to come in . . . and this was one of them.
First off, no, I am not raising geniuses (though every parent thinks their kid(s) are at one time or another) and no, I don't encourage my kids to play with fusion! But what this book did challenge me to do was to really watch my children and see what interests them and encourage them in those interests.
This book tells the story of
Taylor Wilson. A boy with a very strong interest in all things science; rockets, space, fusion, fission, etc. It begins with a 9 year old version and ends shortly after his high school graduation. The story of Taylor is a fun one, mostly because he is an energetic, gregarious boy and does everything with all that is in him. In amongst the story of Taylor, we find information on parenting, science, fusion, fission (do you know the difference?), gifted and talented kids, science, the history and future of gifted and talented programs, science, difficulties with inclusive education and more science.
As a homeschool mother, there were many things I could glean from this book. One, was how Taylor's parents, Kenneth and Tiffany provided and encouraged their son, even when they were unsure about his path. "Most significant, Kenneth and Tiffany adapted by opening up opportunities that were outside the mainstream of what's available to most kids in southern Arkansas. Plenty of parents support their offspring's interests by buying things for them or dropping them off at the best schools or art centers that money can buy;
far fewer put real time and effort into creating customized, hands-on opportunities that meaningful expand their children's - and often their own - range of experiences." (Emphasis added) Hmmm, how often do I look for experiences for my children? I am challenged to find actual experiences for us as individuals and as a family that will enhance my children's learning.
Another thing I gleaned was to continue on in our decision that I have the ability to decide how/when/if/where/what kind of testing my children need. It was encouraging to know that I try to "put the value of learning above the value of not failing" What I try to do in our home, is not to dictate to my children what they need to know, but to ask them to tell (or narrate) to me what they have learned from a lesson. This not only encourages participation, but also allows absorption of material. Over the past few years, the mainstream culture has issued high-pressure testing for many children. This is high-stakes for not only the students, but for the teachers also. While I fondly recall testing as a child (I was one of the few, I am sure), I learned quickly how to absorb and regurgitate the information without really learning anything. "When students have a growth mindset," says Dweck, (Stanford University psychologist Carol Dweck) "they understand that intelligence can be developed. Students focus on improvement instead of worrying about how smart they are and hungering for approval. They work hard to learn more and get smarter." When we have done testing, it is to gauge and see if there are any areas that they may need some more time, a different approach or specific focus on. How can I continue to create an environment that fosters real learning and engages my children to become active participants in their education?
When I was in Jr High, I was part of the new gifted and talented program. I don't really see myself as gifted or talented, except that I was gifted, by my father particularly, with the value to THINK. And I feel strongly that the capacity to think for oneself has gone out of style, not just for the gifted and talented, but for the education of all students. "Acquiring knowledge for its own sake has gone out of fashion, replaced by a high-pressure talent track onto which promising, prosperous children are pushed. . . Maybe that's not what education for the gifted should be all about. Maybe it should be about (1) encouraging supersmart kids to discover who they really are and who they want to become and giving them the support and freedom to pursue their passions; (2) developing talents into suitable and fulfilling careers that enhance interesting, rewarding live; and(3) encourage curiosity and intellectual risk-taking that might lead to original, useful ideas that propel a field - or even a civilization - forward." How do I, even if my children aren't "gifted & talented", try to do this every day?
There is a LOT of science talk in this book. Some (read: MOST) that I did not understand. Micah is learning the elements on the Periodic Table this year, so that was fun to come across one we have studied. I also learned the
difference between fission and fusion!
Overall, this book was an encouragement to me, as a homeschool mom, particularly. I have the privilege to step out of the "norms", the bureaucracy, the testing and the "this is how we have to do it" attitudes and create for each child of mine an environment, education and experience tailored just for them. So, maybe an encouragement and a challenge?!
