The Power of the Positive

by Doreen Blanding

I hate math. My husband who is very gifted in logical math thinking just doesn’t understand me and I just don’t understand him.  How can a negative plus a negative be a positive? I just don’t get it!  But I do understand how destructive a negative can be and how powerful a positive can be. I also understand that if you add enough positive to a negative that you come out with more positive.

I coach a soccer team and the other day we were in a very tight game and trying desperately to hold on to a tie.  As I watched these girls defend their goal I noticed my assistant coach barking orders and telling them everything they were doing wrong.

“Megan, you didn’t drop back far enough.”

“Jessie, you can’t let number 15 get the ball.”

“KC, you have got to stay goal side.”

“MaKayla, don’t kick the ball out the end line, go side line. You know better.”

I watched these girls drop their heads and look at the ground. I noticed that my goalie started barking and yelling orders at her defense.   It wasn’t looking good. It looked like in the last five minutes of the game we were playing a totally different game than what we had practiced all week long.  The girls were frustrated and it was showing.  Thankfully the ball was kicked out of bounds and my assistant coach was busy shaking his head.  I yelled at my girls to look at me. When I had their eyes I told them to take a deep breath, shake it off, put a smile on their face and just play our game. “Soccer’s fun after all.”
  
I noticed an immediate change in my girls as well as the opposing team.  First my girls had their spirits lifted and their confidence boosted.  Shoulders went up, down and then back. Chins came up and smiles appeared on their faces.  The opposing team noticed the change too and one girl actually looked at me with a bit of fear in her face.  

What happened next was what happens when you believe in yourself, your team, your abilities and when you add more positive than negative. In a game that we had spent more time playing defense than offense, things turned around in literally minutes. We were finally on the attack.  We went down the pitch and in the very last minutes of the game scored the only goal of the game. 

Now how does this relate to math and homeschooling?

I’ve noticed that when my children are negative about their school work they start a negative spiral going and it is hard for them to stop. Pretty soon it isn’t geometry that is hard, but simple arithmetic. But worse, sometimes I am the cause of all this negative. 

“I’ve told you a thousand times, i before e except after c.”

“You are holding your pencil wrong AGAIN! How will you ever have pretty handwriting?”

“We do this every morning. You know the drill. Now get to the table!”

“Why don’t you know your four times tables; we’ve been over it every day now for years!”

Here is where as the teacher/parent we step in and tell them to, “take a deep breath, shake it off, play your game and make it fun.”  It is amazing to see the difference in a child’s work when they take a moment to slow down and think positively. It’s amazing how much more they can accomplish and accomplish it correctly.  By adding more positive to the negative we can eventually stop the downward spiral and begin to have positive experiences and eventually win.

We need to teach our children how to add that positive so that when they do face the negative, they don’t just keep adding to the negative, but add positive and eventually pull themselves out of that spiral. Positive plus a positive is always a positive!

You can leave your thoughts, comments or suggestions here on my feedback page. Thanks!

- Doreen

Just Begin

Kari has written a wonderful book on teaching writing... It is eleven chapters long and this is installment ten. We hope you enjoy it as much as we have!

Editor

In the process of writing this book there were times when I didn’t want to write.  My ideas were there, but my enthusiasm gone.  

Yet as I followed my own “Writing Traffic Light” steps, I just WROTE! WROTE! WROTE!  My ideas were clumsy and unorganized.  Still I wrote.

Then I walked away from it.  I planted in the garden, added a stitch to a quilt, and fed the fish.  I came back to it in the morning when I was fresh.  I started to EDIT.  Thank goodness for spell-check!  I was able to look at my ideas.  I added new and took away old.  I read it to my family first, and then let others edit and critique it.  They helped organize my ideas and helped them flow.

Then, when the ideas were in the right place and in order, we made it SPARKLE!  We added illustrations and arranged it on the page.
  
The process is the same for me as it is for the 2nd grader who is writing a story, the 9th grader who is writing a report, or the college student who is preparing a thesis.  I have used the process over and over with every chapter and article I have written and every activity in his book.  With each, I used the “Writing Traffic Light” process.

This process is nothing new.  We see it every day.  When my oldest daughter started soccer for the first time she just got out there and ran and kicked the ball when it came to her.  (KICK! KICK! KICK!)

Then her coach pulled her aside one day and said, “I can see that you are kicking the ball a lot.  Let me teach you how to kick with the side of your foot.  You can control it better.  She listened and she practiced. (EDIT)

She practiced her kick until she was so good that she could kick it right where she wanted. (SPARKLE)
  
The process is nearly everywhere.  It’s how we get better at anything.  We try it, we stop and edit to make things better, and then we make it uniquely ours… we make it SPARKLE.

Two things I have learned about writing to have success:

1. Stick to the “Writing Traffic Light” process, it works.
2. Just begin.

Now that you have learned how to help yourself and your children become better writers, we can get on to all the fun stuff — the Activities! 
 

Next week: "Begin with the End in Mind"

You can leave your thoughts, comments or suggestions here on my feedback page. Thanks!

- Kari

Halloween Math Art

Real life math applications are so much better than worksheets, and anytime you can find one project to employ multiple subjects you’ve got yourself a deal.  Give it seasonal appeal and it’s a bonus project with extra purpose.  Additionally, combining art and math is a fantastic whole-brained exercise that draws on and develops the strengths of both cerebral hemispheres.*

This past week I presented just such a project to my children.  I spent less than $3.00 for all 5 kids to complete an assignment that qualified as both math and art, and which also added to festive Halloween decorations.  Even better:  it got them excited.  This was a developmental pursuit in geometry, measurement, creativity, aesthetics, association, and coordination.  It took right-brained thinking to have an imaginative vision of the whole, and left-brained mathematics, logical analysis, and attention to detail to make it.  It was hands-on, 3D, and real.

The mission was to make Halloween Houses.  I purchased several 12”x12” pieces of Halloween scrapbook paper at a discount, put it in the middle of the table, and told the kids they were using this paper and Scotch tape to make small model houses.  Helping my youngest, who was concentrating on cutting, taping, choosing paper, naming shapes, and learning to use a ruler, I showed everyone a basic format of 4 main walls of squares of equal sizes, rectangle pieces for the pitch of the roof, attached to triangles whose bases were the same length as the square walls.   The kids were free to use whatever measurements they wanted (within reason, considering there was only so much paper, and also to be considerate as to not use all of one particular pattern) as well as whatever building design and/or embellishments they wanted. 

The project isn’t going to end with math and art, however.  Each of the kids had a different vision.  For some, I sensed a story behind the creation—that the artistic and architectural vision came from thoughts of plots and characters that might as yet be subconscious but nonetheless there. One child did a half-open creepy door cutout.  One child put holes in his roof and added sinister stairs inside that could be seen through a doorway under the ominous porch.  One child added an attic, and his triangles did not match his squares, giving the house a more traditional aged and threatening look. Because we have a theme in our homeschool this year of “Everyone Has a Story,” in the next week the children will each be writing “the story” of their Halloween House.

If you don’t like Halloween, you can adopt the idea simply for autumn, or you could do something similar at Christmas time.  Since this was my kids’ first go at it, and we were on a bit of a time schedule when we did it, most of the kids kept it simple to get it finished.  I suspect if given another opportunity and more time they’ll be faster at the fundamentals and want to add on to and enhance the basic concept.  Maybe it’ll become a new October tradition. 

Whatever you do this week, try to find some creative, real-world applications for newfound knowledge and skills.  Take notice of left- and right-brained thinking and see how many activities you can find to employ both.

*For a quick test of hemispheric dominance, go here.
 

You can leave your thoughts, comments or suggestions here on my feedback page. Thanks!

- Sasha

Where Do I Start?

Kari has written a wonderful book on teaching writing... It is ten chapters long and this is installment nine. We hope you enjoy it as much as we have!

Editor

So you’re excited about writing, but not sure where to start?  Here is a 6-week plan to get you going! 

Week 1:  Get ready for successful writing! 

• Set up your family writing area. (see "Set Up Your writing Area" chapter)
• Make your own “Writing Traffic Light” out of construction paper.  Hang it where everyone can see it.
• Go shopping for a writing journal for yourself.
• Start writing in your journal:  make lists, copy quotes, and write entries about ideas, ponderings, or things that are happening in your life.
• Write in your journal each day.  (remember that your journal is a place to catch ideas, that each idea is a seed being planted.)
• Buy each person a writing folder for current projects and a writing portfolio for all completed projects.

Week 2: Introduce your family or students to successful writing.

• Explain the “Writing Traffic Light” process.
• Introduce the writing journal.  Go shopping for writing journals for the whole family or encourage your class to each get one.
• Make lists, copy quotes, write entries about ideas, ponderings, or things that are happening in your life.
• Encourage your children to write in their journals each day.  Sharing if they want to.
• Make an example of next week’s writing activity that you can show, before you introduce this activity.

Week 3:   “You are Charming” Activity (see Activity Section) 

• Monday:  introduce the activity and show the example.  For Beginning and Developing Writers; have them do the project part, save the writing for Tuesday-Thursday.  Experienced Writers:  Do the project and begin the writing process.
• Tuesday—Green Light:  WRITE! WRITE! WRITE!
• Wednesday & Thursday--Yellow Light:  EDIT and rewrite.
• Friday--Red Light:  make it SPARKLE!  Add finishing touches and print it out on nice paper.  
• Hang finished projects on the wall!
• Make an example of next week’s writing activity that you can show, before you introduce this activity.

Week 4:  “Hidden Treasure Chart” Activity. (see Activity Section) 

• Make a chart for each child and hang up a famous detailed painting. 
• Monday:  introduce the activity and show the example. Using the painting, fill the chart in and share your results.
• Tuesday:  do the activity “Jump into a Painting.” (see Activities)—Green Light:  WRITE! WRITE! WRITE!
• Wednesday & Thursday--Yellow Light:  EDIT and rewrite.
• Friday--Red Light:  make it SPARKLE!  Add finishing touches and print it out on nice paper.  
• Share your fun stories with someone (Grandparent’s are great!)
• Look to the next week’s lesson and make the example.

Week 5:  “Ouch” Activity. (see Activity Section) 

• Monday:  introduce the activity and show your students a physical scar and tell them how you got it. 
• For Beginning writers have them do the drawing, save the writing for Tuesday-Thursday.  Developing and Experienced Writers:  Do the drawing and begin the writing process.  Make sure and put a band-aid on every drawing!
• Tuesday—Green Light:  WRITE! WRITE! WRITE!
• Wednesday & Thursday--Yellow Light:  EDIT and rewrite.
• Friday--Red Light:  make it SPARKLE!  Add finishing touches and print it out on nice paper.  
• Is your whole family or class writing “Ouch!” stories?  Type them up and make a collection.  Staple your stories together, have them bound at the local copy store, or type them up small and save them in a small photo album.
• Look to the next week’s lesson and make the example.

Week 6:  Transplant an Idea into a “Flip and Fold Book” (see Activity Section) 

• Monday:  Have your children look through their writing journals.  Is there anything they want to transplant?
• Each person make a “Flip and Fold Book” (see Activity section) using an idea to be transplanted.
• Brainstorm what could go on each page.  Make a Flip and Fold Book that will serve as a “Sloppy Copy”.
• Tuesday—Green Light:  WRITE! WRITE! WRITE!
• Wednesday & Thursday--Yellow Light:  EDIT and rewrite.  Make as many Flip and Fold books as needed in the EDIT and rewrite steps.
• Friday--Red Light:  make it SPARKLE!  Add finishing touches and print it out on nice paper.  
• Have each student sit in the Author’s Chair to share his or her book with the others.
• Put students completed books in a basket and keep them handy for fun reading!

After six weeks, hopefully by now you and your children are enjoying writing with the “Writing Traffic Light” and have seen great success!  Celebrate your writing!
  
Choose your next activities from the “Activities Section” and keep transplanting ideas out of your writing journal!  Continue to WRITE! WRITE! WRITE! on Monday or Tuesday, EDIT on Tuesday through Thursday, and SPARKLE on Friday!  The more children (and You) write, the better writers they (and You) become.
 

Next week: "Just Begin"

You can leave your thoughts, comments or suggestions here on my feedback page. Thanks!

- Kari

Jack o'Lantern Senses

One of my favorite ways to teach something is to incorporate a bit of holiday fun into the lesson. Lucky for me, this route is extremely easy to take when you’re teaching younger ones. Fall and Halloween are two great reasons to celebrate, and can provide many different avenues for learning. Today I’d like to share our favorite Halloween lesson: Jack O’Lantern Senses.  Basically the idea is to teach the kids about their five senses using a jack o’ lantern and some fun Halloween activities.

Materials Needed

-Black construction paper
-Clear contact paper
-Scissors
-Orange tissue paper, cut into small squares
-A jack o’lantern pattern (use this link or a pattern of your own, you’ll want the outline to be thick) 
-Flashlight
-A pumpkin, top cut off and guts scraped out (save the guts in a separate bowl)
-Pumpkin seeds (the ones from the pumpkin above will work nicely)
-Soy sauce
-Lemon juice
-Cinnamon sugar
-Seasoning salt
-Scented jack o’lantern candles pumpkin and licorice (you can find these at WalMart for $0.39 each)

*Separate the pumpkin seeds into four groups. Put them in separate parts of a muffin tin. Sprinkle one group with soy sauce, one group with lemon juice, one group with cinnamon and sugar, and one group with seasoning salt. Bake the seeds at 350 degrees stirring every 3-5 minutes until seeds are dry.  Keep the seeds in their separate groups.

What to Do

Cut out the jack o’lantern pattern so that you are left with the outline and the eyes, nose, and mouth. Trace those pieces onto black construction paper and cut them out again. (Depending on the age/skill level of the kids I’m working with, I usually cut out the outline of the jack o’lantern and the eyes, nose, and mouth for them, and provide them with a plastic sandwich baggie with all their pieces tucked inside.) Also, cut out two squares of contact paper big enough to cover the whole jack o’lantern.

Peel the backing off of one of the squares of contact paper and stick the outline of the jack o’lantern onto the sticky side of the contact paper. Explain that this is the jack o’lantern’s skin. Talk about our skin, and how it covers our whole body and allows us to feel things when we touch them. Pass around the pumpkin and let the kids feel the pumpkin skin, the stem, the inside of the pumpkin, and the bowl full of pumpkin guts. Talk about the different textures that their skin is feeling: smooth, bumpy, hard, scratchy, wet, slimy, etc. 

Next have the kids stick on the jack o’lantern’s mouth. Have the kids point to their mouths and ask them what they have inside. Have them stick out their tongue. Ask what they use their tongues for. Explain that our tongue has tiny things all over it called taste buds that help us to taste the food that we eat. Let the kids try each group of pumpkin seeds, one group at a time. Explain that the ones cooked in soy sauce are bitter, the ones in lemon juice are sour, the ones in cinnamon sugar are sweet, and the ones in seasoning salt are salty.  Have them vote on their favorite taste.

After that, talk about ears. Explain that we have something that the jack o’lanterns don’t have, and that is ears. Have all the kids point to their ears. Ask what we do with our ears. We listen. Have all the kids stand in a line, or a circle, and play a wiggle game. Give the kids directions such as, “If you can hear me, touch the top of your head.” Or, “If you can hear me, turn around in a circle.” And so on. Change your voice, so that sometimes you are speaking loudly and sometimes you are speaking softly. Then tell the kids that we can also hear music with our ears. Teach them the song, Mr. Jack o’Lantern by Alene Dalton, Myriel Cluff Ashton and Erla Young.

Mr. Jack-o-lantern
Is very round and fat.
He has a yellow candle
Tucked underneath his hat.
It makes his face look scary 
And very, very bright
When he winks and smiles at me
On spooky Halloween night!

You can find the sheet music for the song in the book "My Picture Book of Songs" by Alene Dalton, Myriel Cluff Ashton, and Erla Young. I found a copy at the library, but you can also look it up online.

Next comes the nose. Don’t forget to have the kids stick the nose on their jack o’lantern. Have everyone point to their nose, and talk about how we use it to smell. Bring out the pumpkin and licorice scented candles. Light them and let them burn long enough to melt some of the wax. Have the kids close their eyes, and let them smell both of the candles. Have them vote on which smell they like best.

Lastly, have the kids put the eyes on their jack o’lanterns. In order to do the sight activity, you’ll have to finish the art project first. Use orange construction paper squares to fill in the inside of the jack o’lantern. When all the space is full, take the second square of contact paper and stick in over top. Cut out around the edge of the jack o’lantern. When the art project is finished, talk about how we use our eyes to see things. Take one of the finished jack o’lanterns and shine a flashlight behind it so that the light shines through the tissue paper. Holding the jack o’lantern up to the sun will have the same effect.

You can hang your jack o’lantern sun catcher up in the window to remind you about the things you learned about the five senses, and to make a fun holiday decoration. Enjoy!

You can leave your thoughts, comments or suggestions here on my feedback page. Thanks!

- Krystal

Set Up Your Writing Area

Kari has written a wonderful book on teaching writing... It is ten chapters long and this is installment eight. We hope you enjoy it as much as we have!

Editor

There is nothing worse than having a great idea and not being able to find a pencil or paper to write it down.  Every home or classroom should have a well-stocked writing area that makes it easy for a writer to jump in when the inspiration hits that have everything a writer needs all in one place!  This includes:

• A copy of the “Writing Traffic Light”
• Lots of paper of different colors and sizes, with some lined and some blank
• Envelopes for writing letters
• Pencils, colored pencils, pens, markers, and crayons of all different types and neatly organized
• Construction paper of different colors and organized in a drawer or other holder
• Scissors, glue, etc. for all those crafts that turn into writing projects
• A writing table with room to organize ideas and papers
• Writing Folder for each student or child  (This is where they keep their writing projects or transplanted ideas)
• Portfolio for each child (a 3-ring binder) with plastic sheet protectors for keeping all your finished writing in
• Writing journal for each child and YOU

Next week: "Where Do I Start?"

You can leave your thoughts, comments or suggestions here on my feedback page. Thanks!

- Kari

Where Were You?

I was sitting in my fifth grade classroom, on top of my desk, when I watched the Challenger explode in a ball of smoke and flame just minutes after takeoff from Cape Canaveral.  My teacher had wheeled a television into the classroom so that our impressionable young minds could see the historic event as the first woman teacher went into space.  No one could have predicted the indelible mark that such an event would have on those of us in that classroom.  We would remember it forever. 

Sitting in my grandparents’ family room, I was captivated by a white Ford Bronco leading a motorcade of police on a chase along the freeways of Los Angeles.  The weeks that followed would make Kato Kaelin, Mark Fuhrman, and Robert Shapiro household names.  OJ Simpson would no longer be best known for his brilliant football career. 

I got misty-eyed when I watched Dan Jansen finally win his gold in Lillehammer, amidst personal tragedy, and cried with gymnast Kerri Strug as Coach Bela Karolyi carried her off the mat after clinching a gold medal for her team by competing on a badly hurt ankle in Atlanta in 1996.

Just months ago, my four children and I awakened at 2:00 in the morning and snuggled together on the couch to see the Royal Wedding televised live from across the pond in London.  We watched intrigued by the pomp and circumstance with which the event was carried out, learned about the long-standing traditions engrained in the actions of English royalty, laughed together at silly hats and ohhhed at the beauty and elegance of Kate Middleton.

Some memories just stay with us.  And they bind us together in time, friends and strangers alike.  Its funny how the details of certain days are etched so clearly in my mind; what I was wearing, where I was, what the weather was like, who I was with.  A snapshot forever frozen in time as if it had just happened yesterday. 

I was not around for the assassination of JFK.  I didn’t live through a world war or the Great Depression.  I didn’t watch the first man walk on the moon.  I have never known war on American soil or had to ration milk and gasoline.  Sure, I have been aware of other “conflicts” that our country has been involved in during my lifetime but they were far away and personally affected no one that I knew.  I do have one memory, though, that probably unites me with each of you. 

It was one of those early fall mornings when the air is just starting to bring a chill.  I had sent my husband out the door to work.  My three year old was watching Calliou on tv and the baby was playing on a blanket on the floor.  I had just gotten out of the shower and was towel-drying my hair when the ruckus started in the next room.  Running in to investigate, I was met with a sight that left me puzzled at best.  My toddler was upset because his show had disappeared, to be replaced with an image of the Twin Towers in New York and the voice of a frantic Peter Jennings.  At first I didn’t understand what was happening; it seemed like a scene from a movie and I was reminded of H.G. Wells’ War of the Worlds.  As the macabre story unfolded on the screen over the next few hours and cameras cut from the smoking World Trade Center to a gaping hole in the Pentagon to a burning plane in a Pennsylvania field and back to the toppling Twin Towers, my blood ran cold and fear set up camp in my heart.  I scooped my eight-month-old daughter to my chest, sank to the floor and wondered at the world my babies would grow up in.  America was changed forever on that day.  We all were. 

Living in Idaho, I wasn’t concerned for my immediate safety.  The view outside my window was a calm lovely day with a brilliant blue sky.  I remember exactly how that sky looked.  But I knew where that horror was taking place.  I had visited New York; I had walked those very streets now filled with distraught, hurting people covered in the ash and debris of shattered security.  This terror wasn’t happening in a far-off land but in my own America and in places I had been.  I spent the entire day in my robe in that room, watching that story unfold as my hair dried and I cried. 

The following weeks and months would introduce new vocabulary into the daily conversations of Americans everywhere.  Words like Al Qaida, Kabul, Afghanistan, Taliban and I.E.D were heard everywhere. 

And then the months turned into years.

Today, the events of 9/11 mean that the average American has to plan extra time at the airport to go through security.  That could be the only noticeable difference.   Those two towers look oddly out of place in my 1995 photos of the New York skyline.
       
My oldest son has no recollection of that horrible day in front of the tv.   But I don’t want it that way. 

While it is true that I don’t want my son forever traumatized by the disturbing images of airplanes crashing into buildings, terrified individuals jumping out of office windows to their deaths, and panicked people running through the streets screaming and crying inconsolably, I also don’t ever want him to forget. 

With approximately 1,000 World War II veterans dying every day in this country and the ease and abundance that we enjoy here, I want my children to know that it wasn’t always this way.   I want them to appreciate the sacrifices made by others for them to have their lives of peace and plenty in this great land of America.  I want them to respect and feel a reverence for every police officer, fireman and soldier that they see.

I encourage you to take advantage of Patriots Day (9/11), Constitution Day (9/17) and Veterans Day (11/11) to remember.  And to teach those too young to remember.  After all, those historic events bind us all together as Americans.  Where were you?

You can leave your thoughts, comments or suggestions here on my feedback page. Thanks!

- Kresta

Learn to Write, Write to Learn

Kari has written a wonderful book on teaching writing... It is ten chapters long and this is installment seven. We hope you enjoy it as much as we have!

Editor

I’ve been so concerned about teaching children how to write that this notion snuck in the back door:  We don’t just learn to write, but more importantly, we write to learn.  We write because it brings meaning to our life.  We write so that our ideas and memories can take voice.  We write so that ideas become clearer.
  
I’ve talked about writing journals.  Let me tell you how keeping a writing journal has benefited our family.  When I read about writing a journal in Lucy McCormick Calkin’s book The Art of Teaching Writing I was intrigued.  I loved the idea of having a place to store my ideas and thoughts - not a chronological diary, but rather an idea keeper.

I tried it myself and encouraged my children to do the same.  I even encouraged my parents to try it.  They did and the memories, thoughts, and ideas began to flow!  I carry my journal with me everywhere.  I find quotes or ideas even in the mundane, at the grocery store or at Taekwondo class. Even in the car I’ll yell to the kids, “quick, find a pen and write down this idea!”

In my own life I began to transplant ideas out of my writing journal; memoirs, stories, poems, letters to old friends, questions that I had asked myself, into bigger projects.  I even transplanted my inner ponderings about writing, and alas, here is this book and website!

Writing has taken on a new meaning for me.  Actually, my life has taken on new meaning.  I now look for parallels in my life.  I celebrate the new and unusual and record all of it in my journal.  I am constantly learning.
  
I’ve given people the assignment to write about the important people and teachers who helped shape their character or that taught them important lessons, and then put that information into a fan shape.

I’ve encouraged people to stop and look at their life through a “Timeline” or “A Day In the Life”.

Writing has changed our lives.  We write ideas down and then challenge them, hoping to draw more from them.  Writing has made our life much more enjoyable, beautiful, and purposeful.

Next week: "Set-up Your Writing Area"

You can leave your thoughts, comments or suggestions here on my feedback page. Thanks!

- Kari

PE: One of the "Core" Subjects

by Doreen Blanding

There is a tragedy happening in our public schools and it is budget cuts. When the downturn in the economy started, people started paying less taxes and one of the major tax items for any state is the public school system. Out came the knives that carved away the fat in those budgets. If we are to believe the public reports in the news, the first things to go are the "extras" like music, art and PE. (Personally I kind of find this interesting since those are some of the subjects that, by law, my state requires that I teach my children.) 

This isn't new. This happened twenty plus years ago when I was one of those students in the public school system. I remember only having one art class a week when we used to go to the art room three times a week the year before. I remember sharing our PE teacher with the school across town and we only went to one PE class every other week. I remember music class was held in the gym on alternating weeks and the only instruments we had were recorders. 

Thankfully I homeschool my kids so I don't have to trim the fat and get rid of these wonderful classes in my school. In fact they are very important subjects in my house and often some of the most expensive items on my school budget. 

Health has been a major topic in our house for as long as I can remember; even before I decided to homeschool. I was an athlete before marriage and tried to continue in the following years by being active. I believe in setting a good example. I haven't been the best, but at least I’m encouraging and trying to be that slim, trim athlete I was some decades ago. 

Statistics show that America is getting fatter. In fact one study I read a couple years ago said that two-thirds of American adults are overweight. Even more shocking is the number for those under 18. According to the Center for Diseases Control and Prevention (CDC) "Obesity now affects 17% of all children and adolescents in the United States - triple the rate from just one generation ago." Obesity leads to all sorts of health problems but I won't bore you with all the ugly details because I want to encourage you to get up and do something about it. America's problem is that we have become a nation of eaters and sitters. We eat and then we sit. We eat the wrong stuff and then sit around and complain about how fat and out of shape we are. 

We are lucky. As Latter-day Saints we have modern revelation that can help us find a way to health and happiness. If you just go to the Church's website and type in "health" in the search engine you will find a year's worth of articles and lesson plans. The magazine articles alone make up over 2,000 different entries. "Physical Health" is even in the For the Strength of Youth pamphlet that we should all have and use as we teach our children. 

First there is the Word of Wisdom. Doctrine and Covenants section 89 makes a wonderful unit study. Take it apart, study it and see how you might be able to improve your eating habits. It isn't just about things we shouldn't consume or put in our bodies; it is also about things we should be doing and consuming. Involve your children in the study. They will more readily be willing to implement the guidance given through the Prophet. The July 2007 issue of the New Era has a great article for teens (and everyone) by Riley M. Lorimer entitled Take Care. It contains one of my favorite bits of wisdom for all ages. "When considering nutrition, always remember the principles of judgment (see D&C 59:16–20) and prudence (as set forth in the Word of Wisdom; see D&C 89:11)." 

The second is found in Doctrine and Covenants section 58:27, "men should be anxiously engaged in a good cause,". I know many of us think this is about service and doing good for others, but I like to think this also means being anxiously engaged in the good cause of making sure our bodies are healthy. It is a service to our children and their children to make sure that we are healthy, but even more importantly is the good cause of the knowledge and practice we pass along by our examples and lessons. 

In the wonderful Proclamation to the World on the family, modern day prophets added something special we are do to with our families, Happy and "successful families are established and maintained on principles of faith, prayer, repentance, forgiveness, respect, love, compassion, work and wholesome recreational activities" (The Family: A Proclamation to the World, 1995). So get up and move with your family! Start planning and participating in "wholesome recreational activities." 

You don't need a whole classroom of kids to have a successful PE class, you just need to have a desire to exercise. Toddlers need about 90 minutes a day of physical activity (30 minutes planned and 60 unstructured play). Preschoolers need 120 minutes of physical activity (60 minutes planned and 60 minutes unstructured physical activity). School age children (6-18) need 60 minutes or more of physical activity a day. No child should be inactive for a period of two hours unless they are sleeping. Here are some of the great things we have done in our family to get our PE in.

Shoot baskets 
Run around the block 
Walk the dogs 
Throw a frisbee 
Play on the play structure 
Walk to the library from the grocery store 
Play hop scotch 
Play marbles 
Play pioneer games 
Ride our scooters 
Dance 
Ride our bikes 
Tag 
Go for a hike 
Kick a soccer ball 
Check out DVDs from the library and try yoga, Pilates, kick boxing, etc. 
Go geocaching 
Jump in puddles 
Play catch 
Hula hoop 
Roller blades 
Play duck-duck-goose (yes, even with four kids) 
Explore our town 
Go for a walk 
Fly kites 
Play at the beach 
Jump on the trampoline 
Go swimming 
Play in the snow 
Yard work 
Outdoor service for another 
Take a PE class 
Participate in organized sports

Be creative. Notice my list was things that are almost all free. You don't have to cut your PE class because of budget cuts or even the weather. Don't let the wind, rain, snow and ugly weather of winter set you back. Living in the Seattle area and dealing with rain almost all year round we have found that you can have a lot of fun playing in the rain, especially if there is a warm fire and hot chocolate at the end. 

I'm not an over the top health nut, but I do believe that we need to physically take care of the temple God has given us (1 Corinthians 3:16) as well as mentally and spiritually. Gather your children, talk about getting some fresh air and plan your next PE class. Put it on the calendar and have fun. Remember the Lord gave us this temple and it is our responsibility to keep it clean and use it for a long time. 
________ 

Some of my favorite articles on Health from the Church

"Focusing on Family Fitness" Ensign, September 1990 
"Take Care" by Riley M. Lorimer, NewEra July 2007 
"The Body is a Blessing" by John S. Tanner, Ensign 1993

You can leave your thoughts, comments or suggestions here on my feedback page. Thanks!

- Doreen

Finding Your Voice

by Kari Berge Brimhall

Kari has written a wonderful book on teaching writing... It is ten chapters long and this is installment six. We hope you enjoy it as much as we have!

Editor

Three friends, three lessons:

Will is an artist.  He has great skill as he puts brush to paper.  His images are bright, clever, and leap off the page.  Will has always liked art.  He found his talent early.  Yet, there was a time when no money came in.  He could’ve settled for another job just to pay the bills, but, he would not give up on his art.  Sacrifices were made so he could continue painting.  He believed in his talent.  His wife, family and friends believed too.  He found his style of painting.  His determination has paid off and he now shares his unique style with the world with a successful career as an illustrator.  His works have been published in national magazines and books. 

Lesson 1:  Will never lost sight of his “style”; he had faith in his voice.

Amy is a quilt artist.  She too, paints with bright colors, this time with cloth.  Her works of art are bold, beautiful, and unique.  Amy too, struggled with finding her voice, her personal style.  She tried traditional quilting methods and decided there had to be an easier way.    Through persistence and trying new things, she found her way, and now shares that way with countless other quilters.  She brightens and enhances the quilt art arena with her unique personal style, inspiring others to add color and creativity to their lives and quilts!

Lesson 2:  Amy was willing to try new things to find her voice.

Susan has a beautiful singing voice.  She has a talent, a gift, but one that she has always developed.  There were lean years, when she and her husband were in school, new babies, moving… yet they always saved enough money to pay for voice lessons.  A dedicated husband and family supported her.  Regardless of where they lived, she has volunteered time to be in the church choir and community plays and musicals.  She developed her talent and when opportunity knocked, she was prepared to take it, onto the Broadway stage with a national touring opera.

Lesson 3:  Susan continually worked at developing her voice.

I look at these friends and wonder, “what if…”  What if they had stopped creating, stopped listening to that inner voice?  What if they had given up when the hard times came?  They wouldn’t have found “their style”.  Each is successful because:

1. They had faith in their voice. 
2. They were willing to try new things to find their voice.
3. They kept working at developing their voice.

Have you or your children stopped too soon or given up on writing?  Is your personal writing style just around the corner?  What is your writing style or your writing voice?  What inspires you?  One student is inspired by names.  She checked out a baby-name book from the library and rewrote 100+ names in her writing journal as a resource for the characters she creates in her stories.  Another writer just starts doodling and her stories naturally come out of her drawings.  A different student acts out his stories so he can really feel what his character is going through.

With all the time our family spends on writing, do we have a house full of kids who love to write?  No, but we have faith that everyone has something important and unique to say.  Do we have kids who struggle when they put pen to paper?  Yes, but, we keep trying new activities and different shapes and formats (fans, cards, stories, letters, etc.).  We keep working on our “voice”.    We have seen success as our students and children have grown accustom to the “Writing Traffic Light” process.  They have found their voice, their style.  They are comfortable in the process and write beautifully and convincingly. 

Continue to write and you too will develop your writing style!

Next week: "Learn to write, write to learn"

You can leave your thoughts, comments or suggestions here on my feedback page. Thanks!

- Kari