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Cheryl Floyd

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Cheryl Floyd last won the day on July 4

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. I find it hard to assess if I am really doing what is best for my children academically. I can preach all day about the necessity to be the nurturer of their spiritual development and character, but the closer they get to sixteen, the more I fear what they will "do" as an adult, more that who they will become as persons. I do find it hard to actually accomplish all I would like to and what schools "seem" to accomplish. I know we ought to go deeper with books, so we ought to do fewer than what many scope and sequences cover, but I end up not doing a book, or covering what I think is too little. And as much opportunity as I have in homeschooling, I also am concerned I am not passing on a love for learning or for the Lord. There is a lot of uncertainty connected to keeping children at home.
  2. Cheryl Floyd

    How to mix in the baby

    I have seven children. My youngest is now eight years old, but I remember when my top three were doing school and I had a new baby. Trying to do school after no sleep, and the baby crying, or needing a diaper change, or a nap, or to eat - again - became overwhelming. This article, The Baby IS the Lesson , by Diane Hopkins, helped me gain some perspective. One of the things I came to terms with is: It's only one year. Maybe two. As in, in a year things will be totally different. The baby will be eating solid food, or able to feed her/himself crackers, entertain him/herself with a toy. Naptime can be 1-2 hours. The toddler will be able to color at the table for twenty minutes, sit and listen to a read-aloud. A lot can change for the better in a year, even six months. That helped me deal with whatever my present hardship seemed to be. Do you struggle with having a toddler or a baby and accomplishing school with older children? Or if you are working things out, what tips do you have for transitioning while raising babies and toddlers?
  3. Cheryl Floyd

    Family Reading Practices

    I am sure I have exposed my littles to things they may have not been ready for, but it was more important to me for us all to read or watch things together. We have read Gregor the Underlander together, N.D. Wilson's Dragon Tooth series, Jane Eyre, To Kill a Mockingbird. We watched all the Harry Potters, we watched Lord of the Rings, but I would start the third movie after the choking scene. For me that was too intense because it was a man choking his cousin for a ring. My older children could ponder the causes and effects of that, but my concern was my younger children would internalize it. The orc-killing and wild men of the west come across as good guy/bad guy. But like I said, I know there's an argument to be had whether it is more beneficial for us to watch all together or not. I am not saying I never watch something with my older children, or that my young children never watch something without my older ones, but I try to make it so that we are reading and watching things together. My older ones do have their own books they read. I guess thinking about what is the purpose of your reading time can help you decide your material and whether to make it for the whole family or maturity-related.
  4. Cheryl Floyd

    How do you keep school at school?

    Is there time built into your day at school for planning, assessing, et...? It is hard not to do some work at home if there is no time at school. Is it possible to either get up an hour earlier or stay one hour late?
  5. Cheryl Floyd

    Books for teen boys

    Shelley, did you find any suitable books for your son? Which, if any, has he read? Any favorites? How have you approached discussions with him, or are they just for pleasure reading?
  6. Cheryl Floyd

    Latin Curriculum

    I haven't heard of this! We started with Henle through Classical Conversations. I had also purchased Visual Latin to help my younger students but we never really had time to use it. Since leaving CC, I have pulled it back out, but we are sporadic. My older son, 15 last year, used Dwayne Thomas' online site to study Lingua Latina. He did pretty well. Now I have a family subscription I hope to orient all my children on so they can all go at their own pace through his recorded classes. We are still working through Visual Latin though.
  7. I've been trying to play with "arts" versus "content" since most people grew up with content as "subjects". So if the liberal arts of language are "grammar, dialectic, and rhetoric," would, "listening, speaking, reading, writing," be skills that are used in those arts? They could be subjects - writing, and reading have been treated as such - but really they are skills. I guess they each could be honed to the level of an art, but really they do fall under the Trivium. I have attempted to create a graph of sorts, with the seven liberal arts on the left going from grammar up to cosmology, and then across the top I place content (subject) headings. Then I try to play with what content works well with which art in order to practice it or focus on specific skills within that art. Maybe I should replace the content across the top with skills. Then in the squares where skills and art intersect, I would put a "subject" or content area that could be used to practice the skill of the art. Still playing with it.
  8. Cheryl Floyd

    Liturgical and Embodied Learning

    In our faith tradition we change things very slowly. And when I speak to my priest about the things I am trying to change in myself, he encourages me, "Slowly, slowly." Some people LOVE change, and some people LOATHE change, and some people just don't like when they aren't the ones making the decision for change (me!). So, maybe as suggested, you change slowly, or you take a week off to reset the schedule. If your daughter is doing well with her schedule, maybe consider releasing her to be independent. But if she is not doing well, bringing to her attention the areas that are not working may help her realize a change is needed. Asking for her input on what could make things work better is loving, but if she is resistant, you may have to institute the changes anyway. As our students get older it is harder to "just do it". I see I need to include my children in on the decisions that affect them. They need to want to participate or else the work is so much harder. Trying to persuade them is more involved the older they get. I found with my two oldest sons, when they hit about 16, it was nearly impossible for me to persuade them to own more or different work. If it wasn't their idea, it was not going to be done well. If you have ideas on addressing that, I'm all ears!
  9. "To go to the original question, I think a lot of what piety looks like in the pre-grammar stages boils down to imitation of order and preferring others: sitting when it is time to sit; standing upright with clothing all in order; looking people in the eye when speaking or being spoken to; responding to commands right away, all the way, and with a good attitude; holding doors for classmates; cleaning up thoroughly and putting things back in the right place; etc., etc., etc.,--AND (here's the kicker), making sure that all of these activities are verbalized in terms of love: "let's love our neighbor by putting everything away neatly so they can find it easily the next time we use it," "We love people by looking them in the eye when listening and speaking," so that the motivation is being encouraged in addition to the behavior itself." These are really good ideas for embodiments of piety. During the pre-grammar age children are in need of definitions and observation of types. They need to hear what piety is and then see what its embodiment is. Sometimes we forget that children are in the "present progressive" stage: that is they are in the midst of learning how to be or do what we expect of them. It may take more than one or two times and more than one or two years to grasp what a virtue is and what it looks like to act on it. I agree that despite denominational differences, the school can create universal ideals that the teachers can then embody in particular and specific ways. These can be curricular and extra-curricular. You can find stories that exemplify piety or its opposite. And you can create opportunities for piety or point it out as it arises. Praying for God to create those opportunities or bring about those stories really does go a long way as well.
  10. Cheryl Floyd

    A weekly co-op for K-3

    Shannon, your cooperative sounds wonderful. We tried using Law's Guide a few years ago, but it fizzled out with the cold, rainy weather. Currently, we are part of a liturgical co-op. I have a class of K-3 with only 8 children. This semester I am using an online resource of short biographies, coloring pages, maps, and games for North American missionary Saints of the Orthodox Church. But any historical, scientific, literary biographies could work. My emphasis is to read the biography to them as they color their picture. Then we discuss the account. Then we use a globe or an atlas to see where they came from and where they served or traveled. I have a US map puzzle we play with as well. Before the semester is over I really ought to work more on them recognizing regions of the US and at least some of the states. I haven't done any review of he saints either. My goal wasn't for them to memorize anything about any one of them, but just to know men came from other places to minister to people in the United States. And for them to be familiar with maps.
  11. Cheryl Floyd

    Behavior and Corrections

    Hello Katherine, I know you asked in June, but I am wondering if you found anything helpful and how you all have implemented things? What is going well? What is still a problem?
  12. Cheryl Floyd

    What If A Socratic Discussion Goes Quiet?

    I noticed when going through it for a teacher development course being asked to come up with a chapter title and section titles, forced me to grapple with whether I actually understood or got anything out of what I had read. Sometimes the story is so rich or so complicated, it is hard to get a hook into it. But when I had to think of a title for a section or a chapter I discovered I DID get something out of it. Sometimes I had to skim the section or my notes again, but 90% of the time I could do it. I know I'm an adult, but I don't feel any better prepared than most high schoolers! Of course I have life experience on my side, I admit. But if they could at least try to summarize a section, it may jog a theme, or a question or a thought. Prompts about whatever themes you are exploring could be good: Was there an event, a dialogue, or a character that embodied our theme of homecoming, or fidelity, or where there any instances, dialogue, or characters who embodied the opposite of homecoming, fidelity etc... Sometimes asking them to orally re-narrate can jog their memory. Starting class with reading out loud an important section can be a good primer too, or having a beautiful piece of art depicting some aspect of the epic will job their thoughts.
  13. I found it fascinating how Gibbs likened teens, or anyone struggling with, acedia to monks - or that the author of the quote said solitary monks struggle with acedia. It made me wonder about the solitary-ness of teenage life (or homeschool momming!) - or the encouragement to be individualistic and how this may inflame the vice of acedia. He said it is the care for another that most motivates one to do what is right or develop virtue. Is there anything in our classrooms or homes that can actually, not artificially, cause a teen to feel useful and needed in meaningful ways? Can the catechism help with the theological issue of misunderstanding or being ignorant of virtue and good works along with the embodiment offered in the classics? How do we battle the onslaught and rootedness of nominalism in all of us through our teaching?
  14. So with Classical Conversations they are basically memorizing a catechism once a week. They just add to it each week. That could be an option. In Challenge A they have a science catechism and they are supposed to memorize it at home. That could be orally quizzed by asking a few questions each week from the whole, and/or playing a quick game that uses the material. Just some ideas.
  15. Cheryl Floyd

    Welcome to Seeking Scholé!

    We are in Shreveport, LA. University model would probably be a great place to start.

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