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Cheryl Floyd

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Cheryl Floyd last won the day on January 9

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

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  1. Cheryl Floyd

    Can We Rehabilitate the Lecture?

    Have you all read the article Josh Gibbs has posted at Circe on Socratic versus Lecture? https://www.circeinstitute.org/blog/harkness-cautions-you-need-sage-stage And the response article: https://www.circeinstitute.org/blog/sage-table-response-gibbs
  2. Cheryl Floyd

    Literature Teachers!

    I would be interested in some ideas of quick books or other short stories for a range of homeschool co-op kids that meet once a week for an hour. I think they want to be able to read the book in a week? That is why I thought of short stories. At this age, to use "quick books" I think of, would probably make them feel like they are reading "kiddie" books. So I am trying to think of meaty stories, but that are still quick to read?
  3. Cheryl Floyd

    Literature Teachers!

    To Kill a Mocking Bird is a great one. What about short-stories like Ransom of Red Chief?
  4. I've just been asked to take the students at our co-op and offer them a literature class. What was written to me was "a book a week". But I don't know that that is wholly feasible without storming through them. We only meet once a week. The class time would be one hour. They have a separate writing class, so this would be strictly literature discussion. What would you suggest as 10-12 Great Books OR short stories to step off in the second semester with mostly girls, but some boys, 11-15 years old? I thought my first class we would read the account of Nathan using a story to convict King David of his sin. There is power when truths are clothed in story. then for homework I was going to have them read Tolkien's On Faery Stories. When they came back the next week, we'd review what we learned about stories from Nathan, then Tolkien, and then the last 10 minutes of class I'd start reading to them from The Ransom of Red Chief. Their homework would be to finish it. But I bet they could get through a book like The Legend of Sleepy Hollow in a week without going so fast they fail to read "slowly". I'd like to teach them the art of reading slowly, that's why I don't think "a book a week" is a good idea. Since this isn't a school, or for a grade, but is in addition to what kids are already doing, I'm sure I was asked for a book a week as something easy-ish for them to go through. So thoughts? Suggestions? Should I have all the books "go together"? Is it ok for them to be more random?
  5. Cheryl Floyd

    Technology for children

    I like this a lot. We don't have to train children how to use technology in the same way we did in the 80's and 90's when it was rare. Now we have to train how "not" to use it. "Laying hands" on your work is sacramental. There is something "more" and not just laboriousness, to w r i t i n g your thoughts and expressing yourself poetically through pen and paper. Common place journaling could be another opportunity. But yes, when someone else needs to read it, a uniformed, word-processor paper is a better artifact.
  6. I don't know? I wonder if it's something like what Marie Kondo asks of her organizationally challenged clients. She asks them to consider each item they own to see whether it sparks "joy" for them. If it doesn't, they should "thank it" and then donate it or dispose of it. It makes me think of the "spark of joy" a great books brings, or that lightbulb moment when you suddenly comprehend the math lesson. I wonder if those ideas are what is being conveyed in "sweetness and light"? I'm not condoning the disposal of books or lessons based on whether a student or teacher feels joy at the thought of them. Sometime you learn to acquire "joy" for something after many encounters. Like brussels sprouts, or fine wine, or calculus.
  7. Cheryl Floyd

    How to jump start your classes after a break

    January is hard because there is also a break between sports and holidays. It's still cold, money has all been spent on Christmas, and the next athletic season is not yet come. But, there is still a whole semester of course work to complete before the next great break. I struggle through January for these reasons. I struggle re-starting because I am still recovering from the holiday season and just putting away the decorations and such. Our first week we ease into our studies by reviewing and taking lots of breaks. It's like if you are a runner, but you have taken an extended break, you will have to go slower and shorter times to re-start your exercise.
  8. Cheryl Floyd

    Technology for children

    Browsing our ClassicalU forums content I came across this thread: Specifically the short video referenced in the response post. The presenter of the video has specific things to say about children and the effects of technology. I know from observations of myself, I grow in anxiety and distractibility when I use my phone and computer frequently. These days I find I have to purpose to NOT use them. What am I showing my children? This is what it is to be an adult? My own college classes and this forum are online, but I want them to do all their course work through books and paper, and all their socializing in person. I wish I could have the Great Books courses locally and that ClassicalU was a support group downtown, but they aren't. So I compromise and use the computer/my phone. To wind down in the evening I play Words with Friends. I justify this as superior to the Xbox because it is a spelling and strategy game. But the truth is it's still electronic entertainment. It's still solitary. And of course I go on facebook multiple times a day as a "break". Yet I am slightly insulted when I am out with people and they answer or pull out their phone. How do my children feel? Who could be calling or texting during school hours that's more important than what we are doing together? So are there necessary or beneficial uses for electronic devices in education - especially for the young? Is there an age that is too young and other skills and concrete materials ought to be employed first? Is the damage that is coming out through studies and observations, statistics and data enough to warrant not using devices before middle school? That age seems shocking to suggest. But just twenty-five years ago there was hardly anything to use before that time. My 14yo daughter has friends she keeps in contact with from our church camp through social hang-outs. I am glad she is maintaining relationships from camp. But she doesn't have her own computer or phone. She has to use ours and ask to do so. But, she develops a negative attitude when she is denied or we want to do something as a family. So, I see this rejection of the ones who are present for virtual "community" happening. I am sure that is how my kids feel when I have my phone out or am on it while "we" are supposed to be watching a movie. I wonder if this is what happens with books compared with movies, and curriculum compared with online opportunities. Can you imagine if God had chosen to send a program instead of Jesus?
  9. Cheryl Floyd

    Scholé Retreat 2019

    This sounds wonderful! And so affordable. But PA is too far for me to balance. Hopefully, if this becomes annual, I will be able to plan for it both, time and budget-wise to travel and participate.
  10. Cheryl Floyd

    ClassicalEducator.com Now Points to ClassicalUForum

    Dr. Perrin, On Classicaleducator.com there were two videos of Jenny Rallens presenting a workshop. Where are those videos now?
  11. Cheryl Floyd

    Building up Math Ideas

    OH this is so good. Thank you for "confessing" where you are in math with your daughter. I agree with all your shared, but agreeing isn't the same as action! When my son turned 15 I became so anxious because he hadn't crossed into algebra yet. But you know what, he isn't having a hard, frustrated time working on it! I still have my younger children doing their basic operations time-drills, but making the jump to preparing them for algebra and geometry seems to be a trouble spot for me. I so agree about the ability to do the process doesn't mean perception is present. When you exemplified 7 + 2 doesn't mean the readiness for 9-2 or 17+2 it made me think of Common Core. As a 47 year-old adult, I love the idea of breaking down 17 into: 10 and 7, in order to mentally add the 7 to the 2, because I already know 7 + 2 = 9. But I've been playing with arithmetic for forty years! I really began to notice my comprehension of "numberness" only in the last ten years! No one was really brining it to my attention before then, so I am not saying students couldn't be awakened to it sooner, but not as soon as it being pushed now, nor in the way it's being pushed. I feel like there is this idea that we are to be competing in these "subjects" with other cultures and nations. We can't compete with Japan or Singapore when their whole culture is arranged and focused differently than ours. We'd have to transform more than our curriculum to get their "results". Which, what even does that mean when we are referring to human beings? I read that Leigh Bortins, the founder of Classical Conversations, had one son out of four who just couldn't seem to get past algebra. And she wouldn't let him either. He made a "C" all three years. She wouldn't move past it till he mastered it. But he apparently didn't hate math because he applied to an engineering college. They called Leigh to say he received a full ride scholarship! She thought they had made a mistake in the names or something . But they said because of his WRITING and his reading list, they wanted him. When she asked about his math, they said they would improve his math. Apparenlty he's done fine too! Amazing! Really goes along with what you shared. Colleges aren't just looking for "scores" or credits. You have to have actually comprehended what you were supposed to have learned, and you have to have a work ethic and the ability to submit to learning. I don't want my children to hate learning. I love how you showed the link between your daughter loving math and therefore loving learning. The love of learning is certainly disunited when we harm one area of learning. - Lord have mercy, I don't want to do that to my kids, or myself as the teacher-learner.
  12. Cheryl Floyd

    Building up Math Ideas

    I have heard talk lately in Classical circles about the lack of mathematical understanding as opposed to mastery of processes. In this Schole` article, https://www.scholeacademy.com/guiding-principles-for-math-education/ an interesting suggestion is made at the end about including a writing assignment along with the math lesson. A student could give a summary of the process for solving certain problems, or a summary of the lesson. I really like this idea. Having to explain how you go about doing something is beneficial to the student and the teacher. Each can start to see what they are getting right and what they need to work on. For younger students I think copying vocabulary and simple sentences of the laws that govern the processes they are learning could be a great start to a math journal. What a great way to incorporate beginning writing and handwriting with math concepts. What are some ways you help your students comprehend math ideas? Or where do you struggle or they struggle?
  13. So what is meant by "sweetness"? As a modern Southern girl I think of how we call people "sweet" meaning "nice" or "kind". I doubt that is the connotation here? Light I would assume is inspiration, perception, etc...?
  14. Cheryl Floyd

    Imperfect teaching?

    It's an interesting idea to contemplate. Master-teachers are less likely to teach error, whereas an amateur teachers could fall into conveying something false. Amateurs would be more humble about their leading of lessons, having to learn along with their students. Jesus became like man, even though he is Master.
  15. Cheryl Floyd

    What will you read in 2019?

    I will confess I am not a great reader! I do not plan out what I will read. Partly this is because I am still homeschooling 5 children and that is who I attempt planning for. And partly because my personal reading list is dictated by my college classes. It is sad, so far I have only read two books in the two semesters I've had. The rest of my reading has either been plays or excerpts. I read Peter Kreeft's Socratic Logic and Adler's 1940 How to Read a Book. I am currently finishing The Great Gatsby because of Circe Institute's Closereads group. I hope to read and finish Island of the World. I have high hopes I could Silence by Shusaku Endo. And I would love to finish Anna Karenina. To start in 2019 I would like to work through Ten Ways to Destroy Your Child's Imagination by Esolen and Beauty for Truth's Sake. I have started both of those previously and never finished them. Also I'd like to complete at least level 1 if not level 2 of ClassicalU. How do you all schedule homeschooling/classroom teaching/life/ and personal reading? I feel woefully under-read.
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