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varying subjects
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is there a place that has examples of how to vary subjects as to not fatigue the same side of the brain, so to speak.
I know Sonya has written about it a few times, here is one article: http://www.simplycharlottemason.com/blog/the-secret-to-fresh-wits/
However for practical examples let’s see what we can brainstorm here!
To me, things fall in a few categories:
- reading (reading books in a subject)
- writing (could be handwriting, writing a story, a report, or notes for science)
- moving (using your physical body, nature study possibly if you are walking/exploring)
- seeing (think art)
- numbers (math uses the brain differently than reading would)
- listening (read alouds, music)
So to vary your subjects try not to have multiple subjects in a row that fall mainly under one category. For example I wouldn’t have my child do a history reading, then a literature reading, then a reading for science. In between those I would try to have different brain uses. So maybe a history reading, oral narration, picture study, doing a chore/movement, literature reading, written narration, nature study, and math. Then I would begin the next day with science readings instead of history, if you were wondering where that went.
It also helps to think of your individual child. If they find math really challenging try to have things they find less difficult on either side of math – or a break after math. For one of mine, they love creating art. That is always a sure winner to follow up the day’s math work. Another would rather get out in nature after math or read a book. Reading a book right after math would stress out a 3rd child, it’s not relaxing to him.
Someone else – give us examples!
How do you handle all the transitions with this approach? I find that I get distracted very easily trying to transition from one thing to the next…it’s much easier to stay on track doing all seatwork at one sitting, then moving to the living room and doing all reading in a sitting. It’s also difficult to have to transition younger children repeatedly…my 2 yo and 4 yo need to have a set activity at all times or they immediately get loud and wild. We haven’t started yet, but right now I have things scheduled for my 1st grader to do math, then listen to a short science reading, then do copywork, then memory work…all at the table. Then I don’t have to move anyone around. After that we can move to the living room for a reading lesson and English Lessons Through Literature. RAs will be done at breakfast. Does that still work without having to move everyone around repeatedly?
A great question caedmyn. First, this applies to school ages – not your 2 and 4 year old. Second, just because you are varying the part of the brain at work doesn’t mean you have to move to a new spot (from table to couch to outside and then back to table). Third, remember short lessons at this age.
Each child is going to be different in how long they will naturally (without training) be able to sit and do lessons before moving to a new place with their body. Start where they are and stretch them just a bit longer. So if you have a child who can sit and do 2 subjects at the table before getting antsy, do 2. Then move to a new spot to do the next one or two. Some kids really need to move their bodies much more often. A few will be more inclined to sit in one spot to do a large chunk of their work at one time. None of this is wrong – just different. I have one child, for example, who needs to stand to focus on math, so he does a sitting down subject, then stands at the table while doing math, then can sit again for something if needed. But even when math is first in his day he needs to stand to do his math with focus.
I’m not sure all that rambling was any help at all! I guess what it boils down to is that you have to work with the kids you have. Start where they are and stretch them to do just a bit more. For a toddler that may be stretching them to sit for just three minutes more before switching activities. For a 7 year old it may be stretching them to focus on doing their best effort for this one lesson without getting sidetracked talking. For you it may be finding ways to gently transition kids (giving them warning when a transition is coming) instead of springing it on them unawares.
Above all, if what you are doing works – then embrace it!
I just want to add how I go about figuring out which order to put the subjects in. I write each subject on a slip of paper the number of times we do it each week, so MATH 4 times, literature 2 times, artist 1 time. I then take 3 different color highlighters and highlight the listening subjects one color, the writing subjects another and so on. Then I can lay out all my slips and move them easily and easily see if the subject order is nice. I like to change which subject we start with each day also. We switch between math and history. I also always have copy work at the same time and I go make snacks while it is being done since I don’t need to help with it.
For those who were interested in this topic, Sonya just shared a new blog post about it today! Here it is: http://www.simplycharlottemason.com/blog/sequence-your-day-simple-tips-for-a-smooth-year-part-3/ I’m tempted to print off the chart in that post – but I’ll probably just draw up my own. 😉
At the beginning of the year I organized a nicely planned schedule (based on the PNEU schedules) but then lost it. 🙁
Instead of starting from scratch, I ended up highlighting my daily list of subjects (which I’d saved on the computer) using a different color highlighter for each category. So far it’s been nice to change it up each day, and the different colors make it easy to see at a glance which subjects we could follow with.
My DD teases me that I’m constantly changing our schedule…now I can change it a bit each day and it’s not too chaotic. So far it’s been working really well (and we don’t end up with a bunch of reading at the end of the morning)!
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