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Cheryl Floyd

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Cheryl Floyd last won the day on November 30

Cheryl Floyd had the most liked content!

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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
  1. Cheryl Floyd

    Reading the classical educators

    WOW. I thought I remembered reading that Plato was the first to coin the term "myth" and its purpose being that of "clothing a truth". Literature was a better embodiment of their ideals than maxims. Do you think these days, a lot of children's literature is too preachy? The truth isn't clothed, it's advertised, it's dressed for war with immorality, or worldview, or threat, or fancy.
  2. Cheryl Floyd

    Distracted from Delight

    That is great reminder. I love Weil's point about attention as well. And it is so true about being on the internet or carrying around a phone at all. It's like we are constantly tempted to think we could be "doing" something better at any moment than what we are actually doing if we just browse our phone. I want my kids to look outside while we are driving, not down at a screen. But I do the same thing when I'm the passenger, because you know, I'm reading classical things... ick.
  3. Cheryl Floyd

    Liturgical and Embodied Learning

    What would be your purpose or need or goal for involving her in the decision-making of her days and weeks? How would that help embody virtues proper to being a student at her level of maturity, or help with the liturgy of your lives? Does she recognize a need for liturgy or understand what it is in the home or in learning? How do you define it?
  4. Cheryl Floyd

    Liturgical and Embodied Learning

    I'm interested in hearing how you would apply management techniques. Please do share if/when you come up with your ideas and applications!
  5. Cheryl Floyd

    Distracted from Delight

    I'm coming back to this idea of how we unintentionally distract our children from what we want them to delight in - those true, good, and beautiful things right? I know I can spend more concentrated time thinking about work, doing work, and needing less time to use up physical energy. But I have noticed a few things as an adult human being that are true because I'm human, not because I'm an adult: I need to get up and move around throughout the day. Sometimes I need to do a small amount of strenuous exercise. This helps me to be more attentive because I've gotten ride of pent-up energy, and I've engaged my energy to come to the forefront. Rather than making me more hyper, it calms me down, even though it wakes me up. Sometimes I just need to think about something different for a while, use a different set of thinking skills. When I come back to the original work I seem to be able to tackle it more thoroughly. If I spend too much time looking at a screen and clicking around on various articles, blogs, posts, and game spots, my eyes do not want to focus on one singular work, especially if it's long and complicated. And by complicated, I just mean it takes more time and attention than the quick reads and flitting about I do online. It short-circuits my ability to follow a train of thought past a few steps. Online I can click on something different if I don't like what I'm reading, get bored, or don't understand it. But this becomes an intellectual habit. I've noticed the more I spend in one book, or on one work, for an extended time period, and finish it, the better I get at following through and understanding other involved work. If these observations are true for us as adults, though maybe to a lesser extent as we grow up, what are the implications for children, or for us as we teach children?
  6. Cheryl Floyd

    Reading the classical educators

    Thank you for pointing me to Jack and Jill as well. It is so helpful to read educational ideas embodied through story.
  7. Cheryl Floyd

    Starting strong finishing...

    We all understand and experience it daily on all social platforms. I look up old things I wrote years ago - years and years ago! I'll open them up and edit them every once in a while, and I STILL find typos! So a few hours or days is completely understandable. .... and sometimes... I swear... it's my COMPUTER or the PHONE. I swear I've seen the keys CHANGE before my EYES into something I did NOT hit... or words that I wrote disappear! They're watching us, trying to make us think we're crazy! And terrible with grammar!
  8. I agree with Dr. Perin, but I am also online for a humanities degree at Faulkner University because they have a heavy classical emphasis and a Great Books program. University of Dallas is also growing their Classical Education degrees. If you are interested and want to, look for programs emphasizing the classics/great books. Unfortunately education as a degree has not been classically modified in enough colleges. Perhaps that what we or our children will do in the future!
  9. Cheryl Floyd

    Reading the classical educators

    Somewhere recently I read something to the effect that Little Women or Jo Boys or both, were excellent education/parenting books. Agreed? I haven't read either, and I've only seen the Wynona Ryder movie.
  10. I agree that they both can be speaking to the heart and both have that as their goal. But perhaps Rallens would not presume she could know a student's motives, as Tripp seems to imply he can get at. And I think both would agree that outward behavior modification is not the goal. But surely neither would say, therefore no structure or liturgy is necessary or beneficial. Structure brings security and can eliminate a LOT of behavior issues. How the day/class is structured as well as the elements. Her other video talks about how she transformed her "tests" and assessments right? It's not just about the order of the class but the elements as well right?
  11. Cheryl Floyd

    What is your background?

    I understand that feeling. My first conference twenty years ago was overwhelming, and there weren't even as many choices! But I really enjoyed the encouragement and ideas I gained from the talks. I don't really look at curriculum any more at this point because I know what I want or I already have it. I get suggestions from friends rather than peruse a catalog. But I still enjoy the conferences. I meet other moms and dads who have a wealth of experience and ideas that are helpful. I love the talks for the same reasons, plus I become re-inspired. It's a great "get-away" even though it's "work-related". Blogs, podcasts, and forums like these also help me stay encouraged and equipped throughout the year. Do you listen to any podcasts, or read any blogs you've found especially helpful rather than overwhelming?
  12. Cheryl Floyd

    Do You Suffer from Scholé Guilt?

    Thank you for pointing me toward this post. It is a great reminder that active learning of skills is essential to our educational endeavors. I think I have to work at assessing what might be the contributing factors to my child's difficulty with a lesson. Are we getting up at weird times/going to sleep at a good time? Are we eating things that contribute to low or high blood sugar? Is the lesson coming at a time of day that either or both of those other factors affect my child's ability to concentrate? Have my child moved enough before the lesson? Is the lesson itself just hard? Is my child ready for this lesson, do we need to review some things, or take a break from this material for a day or a week? Is there a character issue at work? If so, what other area could I use to orchestrate a "lesson" that will cause the character problem to come to light? Or am I not engaging in enough schole` moments to justify the labor of this material. I tend to have schole` guilt over not engaging in schole` enough because we "don't have time"!! When I don't maintain a good schedule, and purposefully included schole` moments, they get lost because I worry over the "active learning".
  13. A horse is a horse of course! Just replace the captions with: "beginning of the school year" and "end of first semester" Do you set yourself up with big ideals and end up puttering to the finish line, or not even making it to the finish line (because you began with a marathon for your goal)? Well I do. I tend to have all these grandiose plans in August I've concocted over the summer after attending amazing conferences, perusing fabulous curriculum catalogs, and conversing with all my wonderful homeschooling friends, and then by December I am burned out and my children are wondering away from the table by 11am. Even after twenty years! I'm contemplating what is the tension between ideals, ideas, and actionable plans. Is it normal, is it ok to have goals that we might not (probably won't) meet? It feels defeating to me. But, today, looking at this horse, I thought about how you build endurance and muscle mass: you fail. Over and over and over. The last two push-ups are the hardest and the least well done - they look like that left hoof - or they ought to be if the push-ups are going to build strength. You have to run the last bit of your time in over-time, barely moving, telling your body: next time we'll need to go this long, but stronger. And your body responds! But! We can also push too far and make ourselves sick or hurt. You can pull a muscle, you can faint from running too long! This is what we can do to ourselves and not hate the process. But, what if it is done to us? What about what we do to others? If I made a goal of making and finishing that horse, and no one was grading me, or creating my schedule, I think I'd be happy I finished and would assess what I needed to do differently for the next attempt. But if someone was doing it to me, setting the pace, creating the curriculum, I might resent them. I might see less of what I needed to improve, and more of how they pushed me too fast, or didn't teach me what I needed to know to keep going. My point is, it is true, stretching our children to sit a little longer, and listen a little more, and try a little harder builds endurance and ability. But because we are an outside force, I am wondering if we actually have to take that into consideration so that we don't also build resentment, or apathy. Do we need to win their will, and if so what does that look like? I am convinced, if this is needed, it has to happen at a young age. What are your thoughts on beginning and end goals and work ethic for ourselves versus for our children? Is there a difference - not because of age but because of "agency" - if I understand that term correctly? In what ways can we win their will to work in ways that build endurance?
  14. I like what Joshua Gibbs says in his Great Books course: Classical Education is submitting to all the best mankind has had to offer. Something like that. I would tag onto that, that not only are there works of writing, painting, music, poetry, etc... but there is a way to approach the learning and appreciating of those things, knowing what is true, good, and beautiful and learning how to love them. These are the seven liberal arts that enable us to perceive what is true, good, and beautiful and teach us how to love what we ought. As Christians we have lost the value of tradition. We engage in the "new and the novel" at church and in education. But there is nothing new under the sun as far as how to learn what is true, good, and beautiful and what we ought to love. Christian Classical Education addresses these issues.
  15. Cheryl Floyd

    Distracted from Delight

    Thank you for your response, Karen. I agree that when I watch or read things with my kids, we talk about the choices and consequences of the characters. Every thing we read and watch isn't some literary mathematically morally problem and solution. That isn't reality. It's not even biblical. Jonah doesn't end with a harmony. It's almost like a sentence that ends with a preposition and no object, or a minor chord that doesn't resolve. And we see it and feel it so that we know it isn't ok or good. We shouldn't be like Jonah.
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