Jump to content


Where classical school and homeschool teachers talk.



Discussion Starts Here.

For the Children's Sake.

Learn from Others.

Add Your Voice to the Conversation.

Glad You Are Here.

Give Us Your Question.

Cheryl Floyd

  • Content Count

  • Joined

  • Last visited

  • Days Won


Cheryl Floyd last won the day on July 25 2019

Cheryl Floyd had the most liked content!

Community Reputation

39 Excellent

Personal Information

  • Location
    Shreveport, LA
  • Interests and Hobbies
    Choir, beginner crochet
  • Favorite Authors
    Lewis, Tolkien
  • Occupation
    Student at Faulkner University
  • School Name
    Homeschool, co-op

Recent Profile Visitors

2,201 profile views
  1. Should the goal be to perform better academically? Christian classical schools often say their goal is to give students opportunities to grow in wisdom and virtue. Was God's goal for Christ as a youth to perform better academically? Scripture says he grew in wisdom and stature and in favor with God and with man. Perhaps the irrelevant thesis here is that academics is every school's goal - or ought to be.
  2. Yes, it is eye-opening to see how we as parents contribute to the disease running rampant in our culture. It is hard to figure out what is the balance. I have struggled being too complacent. Oftentimes wonder has to be wooed, sometimes woke! I am seeking wisdom in how to craft in my children hard work and diligence without crushing their wonder.
  3. I am trying to think in the ways that Joshua Gibbs suggests about covering a book. He says you read the book in class (or together in a homeschool) more than they would read on their own. He stops and makes comments or observations, asks questions, and "waits" to see where the conversations might lead. I don't think he means that a book shouldn't be finished, so there is a sort of tension between making sure to enjoy and glean from the book, while also being timely. In math, we "get on the road." So, we may never make it to calculus: that is not my goal in my home. But it is my goal that we proceed consistently and with our best abilities. While we are on "the road," and because we don't have such a strict destination, we make humane and divine observations along the way - especially once we reach abstract concepts that aren't easily made concrete. geometry is especially a fun place to find such attractions, but so is algebra. - For example, as I was reviewing for myself in Saxon's Algebra II, I began to ponder the concept of absolute negative five |-5|. In my mind I was remembering two things: One was some propositions Dorothy Sayers makes in her book, The Mind of the Maker. She was reviewing the differences between natural law (the laws established by God) and moral law (laws established by man that may not coincide with natural law - dress codes, for example). The other thing brought to my mind that commingled with Sayers and absolute value was a heated discussion with an agnostic facebook friend about a news story of an 11-year-old girl who had stolen a backpack full of food, was belligerent to the arresting officer, and tried to run. My friend's outrage was with the officer's light reprimand for using a TAZER on the girl for running. I had argued that she broke the law, blatantly, on multiple accounts. He steamed that a grown man, and an official, should have been able to take care of the situation without using a dangerous weapon. I just couldn't see his point, or the reason for his outrage. She was cognizant of her actions and the possible outcome. The Law had been broken. He didn't care about the food, or the stealing, or the belligerency. It was the man's responsibility. I was concerned about bedlam. Days, later, after pondering whether my fb friend was just being an agnostic, anti-police, anarchist, or whether he may have a deeper truth that I, the Christian, the Sayers argument came back to my mind and coalesced into: The higher law is the humanity of the girl. Her dignity was more valuable than all the food in the backpack. The officer, and society at large, has been trained, deadened and hardened to love law more and people less. And the law they love is often a man-made mutable policy. When I began to spend time pondering |-5| - I realized this helps me see the absolute value of a human being. Whether they are in the womb, lacking a chromosome, or lost their mental faculties, they have absolute value in the sight of God! But I can't think that if I don't understand "absolute value". So, if enough time isn't spent on a math concept, it will be hard to meditate on it's invisible and farther-reaching attributes. But, if I had to hurry up and finish those lessons because I had to complete so many in a day, in a week, in a year, in my school career, so I can hurry up and get the right grades, for the right college, for the right job... I wouldn't have thought about the right value of a wretched, or weak, or wrongful soul: Absolutely Imago Dei.
  4. I agree. If we forget, or do not realize the fact that time must be invested, we will frustrate ourselves and our children/students. Do you have ideas of what this could look like?
  5. “Attention is the beginning of devotion” - What a beautiful thought! I want my children to be attentive, and I want them to be devoted to the good, the true, and the beautiful. What we give our attention to we are devoted to. This article points out how poetry can give us opportunities for attending so that our emotions are not so easily captured by the inhumane, brusque, and ugly. https://www.theatlantic.com/technology/archive/2019/05/mary-olivers-poetry-captures-our-relationship-technology/589039/ I think nature study and picture study could do this too. What are your thoughts or ideas?
  6. That is a great equivocation. I hadn’t thought about faith being like optimism, but it really is.
  7. So I emailed a personal contact and then two employees at the Memphis Symphony and Brooks Museum. John Hodges is my personal contact. My son participated in his Gap Year Program in Memphis. I asked if he would be open to speaking to my students about Western Civ and Stravinsky specifically because the Symphony will be playing his piece in February, the week we have a break. He also hosts a "Sunday Night Dinner" where he invites all his friends, former and current students, and colleagues to come eat and discuss current events, history, philosophy, theology, and everything in between! This will be fabulous for my students who will be writing and debating about western culture and the ideas that have and do influence it, including the fine arts. So we will attend the Symphony, a guided tour of some specific pieces from artists we will have covered, and have dinner at John's house. This is shaping up to be a fantastic field trip! Memphis is 5 hours from us, so there will be a drive and room and board to work out. But it seems like we are headed in the right direction! I will only have 6-10 students and 3 or 4 parents. But, maybe they will all be so interested I'll have 12-15 students and 5-7 parents! Starry Night Over The Rhone.webarchive
  8. This is a good point. I just went through that today at the dentists office. I handed the 13yo an extra copy of Beowulf, but the 11yo, I didn't think would be happy with a pad of paper and a pen or two because he is never given much chance to just draw. So he sat watching a zoo show on the provided TV. BLEHK. I did think to myself: I would have wanted to draw stuff on the scrap paper, but he probably won't - didn't even offer!???
  9. Send me the info, many counselors = success or more success anyway!
  10. I love this. In beginning talks about starting a classical school in our area, we have discussed what it would look like to have high schoolers be part of teaching younger students. This is a great example!
  11. I love it! I think it is a fantastic way to model having a good time in groups in acceptable ways. AND with adults! This coming year I will be in charge of scheduling a field trip to attend a symphony and/or a visit to a fine arts museum. We also have to facilitate a "protocol" dinner in which skills of formality are exhibited through a fine dining experience. I was trying to figure out how we might turn it into a dinner and dance. Maybe if we ate from 5:30-7:30 and danced till 10pm. Thinking through this this summer.
  12. We ended up going to meeting once/week instead of twice. Everyone seemed happier. We extended our day till 3. Next year we are going to try to have a class or two that is for everyone. I will be offering an art and music appreciation class. Everyone can look at a painting or sculpture and listen to a piece of music and start to pick out the various instruments and note timing and dynamics. I will assign older students some research and rhetoric projects. Any other ideas for classes that could involve a wider range of ages for a co-op?
  13. Man! I wish there were an edit button... posting quickly between going from one activity to another, or late at night before bed, does not make for the most well constructed and errorless posts! And a post on grammar and comprehension no less!
  14. It's like we have forgotten how to train, teach, and expect our children to be entertained or bored without a screen (Or ourselves). I didn't have a screen in the 70's and 80's, and everywhere my mom took me took longer than today because no one had technology. Of course, sometimes things take longer these days because of technology not working as it ought. But why do parents, why do we, use technology to distract our children instead of letting them: look out the car window, sit in the waiting room or bring a book? Talk to them or with them? Train them to sit and be patient while they have to wait? Why are we so enamored? Is it a kind or degree of gluttony or lust?
  15. Notre Dame is burning! This was devastating news. I am sure it was more tragic in person. Why were so many around the world affected by the news? Why did it cause me to cry? In part it is because I was privileged enough to have visited the grand cathedral during a senior-high trip. It is not something the average person has an opportunity to do though. Part of my love for the Lady of Paris is her long history and the legends associated with the generations of workman who participated in her incarnation. One such account is of a craftsman who was carving artwork into the rafters. When someone skeptically inquired as to why he would waste his time whittling wonders no one would see, his humble response was, God will see. Most of the workers would not live to see her completion, but many generations have witnessed her glory. The intent of the institution of cathedral-building was to give man's best to God. To inspire those who would enter in, to look up in awe. To participate in something eternal in time. Height and harmony, human and Host meet in unity under the stone and within the heart. Notre Dame has withstood the wars in France, Europe, and Christendom. It wasn't an air raid or an arsonist that brought about its burning; it was simply serendipity. Some say it is a metaphor for the state of the Church in France, Europe, and Christendom. Some say it is a prophetic sign from God warning of our burning if we don't repent. But most everyone agrees, Christian or not, it is a beautiful, historical monument we ought to mourn if irrevocably lost. Notre Dame has withstood being simply French or Christian. It is Human. Why? How has it transcended? Why is this not simply sentimentalism? How is this building practical any more considering the soaring secularism of Europe? Notre Dame spans more than just a city block and it represents more than an iconic era. It has lasted more than 800 years, not only because of the materials or maintenance, but because of the meta-narrative it tells. The artistry, the technology, the faith and the history that commune in it surpass what it is made of or when. Algebra, Latin, and even English Grammar are like this. Teachers are perennially probed as to the practicality of such content areas: When are we ever going to use this? Students moan. Why does my child have to have this? Parents complain. Studying, contemplating, and practicing Algebra or diagramming a sentence is like building Notre Dame. We are one of the workers in the middle of the project. Those who came before us began the intricacies of mathematics and the codification of language, and we are being handed the chisel and the pencil and told to apprentice on this project before we go off into a chosen vocation. We can't see the end, we didn't see the beginning, but we are told to complete these menial tasks in order to be trained for other work. We feel as though doing this diagramming could not possibly help us or anyone else. What does an algebraic equation have to do with everyday life? Who cares whether we have diagrammed a sentence or translated a Latin exercise well in the "real" world? People write essays all the time without diagramming a single clause. When we engage in math and language we are, for a moment, carving artwork into the rafters of civilization, participating in the preservation and maintenance of mankind. We are working wonders for future generations we may or may not see. But If we look up we will see. Even when we don't see, God sees. And it is good.
  • Create New...