Tips for Homeschooling Teens

Homeschooling teens is different than homeschooling younger students. They are becoming adults and crave more control and independence, yet they still need accountability.   I have graduated one student and Im currently schooling two high school students. Following are some tips for homeschooling teens that have worked well in my home. 1. Give them control of their environment. When my kids were younger, they  used to do the majority of their schoolwork at the dining room table. Now that they’re teens, I have only one who still chooses to work there. My son likes to do all of his written work and math at the table, but he prefers to read in his bedroom where he can sprawl across the bed or kick back in his comfy desk chair. My daughter, on the other hand, prefers to do all of her work in her bedroom. It doesn’t matter to me where they work, as long as the work gets done. My daughter also likes to listen to music while she works. Her brother, like me, needs quiet to concentrate. Let your teen have some control over their learning  environment. The couch, the dining room, their bedroom, or the porch swing – let them work wherever they’re comfortable as long as the work is completed and acceptable. (Sometimes a table is more conducive to neat written work.) If they like to listen to music while they work, let them as long as it isn’t a distraction. I do draw the line at watching TV while doing schoolwork. I contend that no one can really concentrate on school and watch TV at the same time. 2. Give them a voice in their curriculum. If you haven’t already been doing it, the teen years are an excellent time to begin handing the curriculum choices over to your students. Take them with you to the curriculum fairs. Let them ask questions of the vendors. Have them read the reviews. Allow them to choose their topics of study. Sure, you may need to have some guidelines in place, particularly if you don’t have an especially motivated student or one who has a certain college with specific requirements in mind, but there is usually some wiggle room even within those guidelines. For example, my youngest wanted to study astronomy for science this year instead of the typical biology. Colleges often like to see subject diversity and student passion as much as they like to see specific courses and stellar standardized test scores. And college may not even be in your student’s future. 3. Allow them to manage their time. Whether your teens will be entering college, the military, or the workforce after graduation, good time management is a skill they will need throughout life. High school is an excellent opportunity to learn those skills without such high stakes as might be encountered after graduation. Because they prefer it, I give my kids an assignment sheet each week. However, they know that, for the most part, the order in which the assignments arranged are just a suggestion. As long as all of their work is completed by the end of the week, I don’t particularly care how they choose to complete it. My daughter often transfers the assignments from the sheet I provide to her planner, shuffling them around based on her preferences. For example, sometimes she might choose to double up on assignments one day of the week to clear the following day for more free time or she may choose to work in blocks, doing a few days’ science lessons in one day and a few days in history another. 4. Don’t expect them to start school at 8 a.m. Studies have shown that a teenager’s circadian rhythm is different than a younger kid’s. Their bodies shift from needing to go to sleep around 8 or 9 p.m. to needing to go to sleep around 10 or 11 p.m. instead. This also means that their wake times need to shift. One of the best benefits of homeschooling is being able to adjust our schedules to meet our families’ needs. That’s why we don’t start school at 8 a.m. As a matter of fact, starting at 11 a.m. is a really good day for us. My teens typically don’t begin the bulk of their schoolwork until after lunch. Its not unusual for them to work on school at 11 or 12 at night, after the house is quiet and distractions are few. 5. Don’t expect them to go it alone all of the time. From the time theyre young, we’re working toward developing our students ability to work independently. That doesn’t mean, however, that we should expect them to go it alone all the time as soon as they reach middle or high school. Most teens  need the accountability of daily or weekly meetings to ensure that their work is being completed  and that they’re understanding it. Teens can also benefit from having you read ahead in their books  so that you’re prepared to help if they run into difficulty. It’s frustrating for you and your teen when you have to spend half the day trying to catch up on an unfamiliar topic in order to help them with a difficult concept. You may need to fill the role of tutor or editor. I plan time each afternoon for helping my teens with their arch nemesis, math. I have also served as editor for writing assignments, marking misspelled words or grammar errors for corrections or making suggestions on how to improve their papers. It’s all part of the learning process. 6. Embrace their passions. I am a huge fan of using the high school years to allow teens to explore their passions and give them elective credit for doing so. As much as time and finances will allow, provide your teen with opportunities to explore their interests. Look for opportunities in the form of local  sports and  classes, homeschool groups and co-ops, online courses, dual enrollment, and non-credit continuing education classes. Your kids may try an activity for a while and decide it’s not for them. In other cases, it could turn into a lifelong hobby or career. Either way, each experience  allows for growth opportunity and a better self-awareness for your teen. 7. Help them find opportunities to serve in their community. Help your teen discover volunteer opportunities that mesh with their interests and abilities. The teen years are a prime time for young people to begin becoming activity involved in their local community in meaningful ways. Consider: Volunteering at a nursing home, kids’ program, homeless shelter, or animal shelterInterning or volunteering opportunities at local businessBecoming involved in local or state politicsUsing their talents to serve others (such as painting sets for a community theater, playing an instrument at your place of worship, or taking back-to-school photos for your homeschool group) Teens may grumble about service opportunities at first, but most of the kids I know find that they enjoy helping others more than they thought they would. They enjoy giving back to their community. These tips can help you prepare your teens for life after high school and help them discover who they are as individuals.

History of HAMAS - 717 Words

HAMAS: In this article regarding HAMAS, I will be writing about their origin, beliefs, failures, successes and how the group transformed from a religious organization to a political one. The group has been fighting for their beliefs for over two decades to an extent that they have become a political organization. Based on the research on the history of HAMAS, the organization took a political dimension from a religious one when it became victorious in the 2006 democratic elections. Consequently, rather than just being a religious organization, HAMAS is considered a political power since it won 76 seats of the 132 member parliament. HAMAS, which is also known as Harakat al-Muqawama al-Islamiya, has a history that can be traced to the 1950s though its origin goes back to 1987 when it was founded as a Muslim brotherhood in Gaza by Sheikh Ahmad. The name of the group is derived from an Arabic acronym for Islamic resistance movement that means zeal, fire, and enthusiasm (HAMAS: History an d Present, 2006). In the 1950s, HAMAS was active in the Gaza Strip where it was largely recognized and gained influence is mosques and every social organization. This continued until the 1980s when it became a powerful political factor and was later founded in 1987. HAMAS basically believes that the land they have been fighting for over the last two decades is theirs. Since its derived from a Muslim brotherhood and unwilling to recognize the right of Israel to exist, the organizationShow MoreRelatedThe History of the Terrorist Group Hamas Essay1185 Words   |  5 PagesEast has brought the Israeli-Palestinian conflict to the attention of the world. These terrorist groups use murder, bombs, threats, and other violent acts to get their way politically. 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The First Contact in Apocalypse Now Free Essays

The First Contact in Apocalypse Now and Heart of Darkness In Apocalypse Now, Francis Ford Coppola obviously modifies and embellishes the characters, scenes and dialogue of Joseph Conrad’s Heart of Darkness. However, with only minor modification Coppola powerfully represents Charlie Marlow’s first contact with Kurtz’ camp. Marlow is greeted by a completely unexpected young Russian adventurer who had become a part of Kurtz’s family. We will write a custom essay sample on The First Contact in Apocalypse Now or any similar topic only for you Order Now Although Coppola has changed the Russian adventurer into an American photojournalist he has kept the characterizations and dialogue very close to Conrad’s original. In doing so, the impact, theme and message of the cinematic and textual versions of the same scene are virtually parallel. Nonetheless several elements missing from the screen version causes it to be less than helpful in understanding the text version. The young Russian was Charlie Marlow’s first sight when he reached Kurtz’ camp and he looked at him â€Å"in astonishment. There he was before me, in motley, as though he had absconded from a troupe of mimes, enthusiastic, fabulous. His very existence was improbable, inexplicable, and altogether bewildering† (p. 119). Although not English like Marlow, he made immediate note of his commonality as a â€Å"brother sailor† (p. 116). Rather impetuously he requests some of Marlow’s â€Å"excellent English tobacco† while pointing out â€Å"your pilot-house wants a clean up!† (p. 115). Aware of Marlow’s potential peril at the hands of the natives, he advises him to keep the boat’s whistle ready; â€Å"one good screech will do more for you than all your rifles† (p. 115). The Russian took it upon himself, and appeared literally compelled to tell Marlow as much as possible of Kurtz and his relationship with him. He was clearly in awe of Kurtz and yet casually mentioned Kurtz had threatened to kill him. He described the great intellectual and emotional conversations they shared. He made no apologies for the obvious atrocities carried out under Kurtz’ command—human heads mounted on stakes. As an explanation he pleaded to Marlow â€Å"you don’t know how such a life tries a man like Kurtz† (p. 124). He denied Kurtz was mad; he protested â€Å"you can’t judge Mr. Kurtz as you would an ordinary man† (p. 121). In spite of it all—or perhaps because of it all—the Russian had nursed Kurtz through illnesses and tried to convince Kurtz to leave the jungle. But Kurtz remained: according to the Russian â€Å"this man suffered too much. He hated all this, and somehow he couldn’t get away† (p. 121). The Russian knew it was time to leave and perhaps time for Kurtz to leave as well, and Marlow gave him cartridges, tobacco and even shoes as he was leaving the camp. Upon leaving he exclaimed â€Å"you ought to have heard him recite poetry—his own, too†¦oh, he enlarged my mind!† (131). Coppola is very faithful to the original in his characterization of the American photojournalist who greets Willard on his arrival. The American, nameless as Conrad’s Russian, quickly establishes his commonality with Willard and the crew, crying out â€Å"American! I’m an American civilian!† Similarly he quickly boards the boat, stating happily â€Å"you got the cigarettes!† and exclaiming â€Å"This boat is a mess, man!† Willard is flabbergasted at his appearance, but just as grateful as Marlow when the American advises â€Å"just zap ‘em with your siren!† in reference to the hostile natives surrounding the boat. The American, like the Russian, is a â€Å"disciple† of Kurtz and takes it upon himself to tell Willard all he can about Kurtz and his relationship with him. He’s concerned Willard has â€Å"come to take him away† this â€Å"great man† who is â€Å"a poet warrior in the classic sense.† Like the Russian, the American has also been threatened with death by Kurtz but is loyal nonetheless. Willard, like Marlow, sees the grotesque heads on pikes and the American responds â€Å"you’re looking at the heads—sometimes he goes too far† and fears â€Å"you’re gonna call him crazy.† The two scenes are virtually parallel in theme and message. The appearance of both characters is completely unexpected and adds the suspense of â€Å"what else can be expected in this other-worldly place?† The unexpectedness is combined with the theme of being caught off-guard by the appearance of someone â€Å"familiar† in an unfamiliar environment. Is it safe or dangerous to trust this person? Additionally the characters provide Marlow/Willard with â€Å"interpretations† and defense of Kurtz, which is equally frightening when the profound effect of Kurtz upon the characters is revealed. It is a very effective way of giving substance to a man who has yet to be seen. The characters are very appropriate gatekeepers to the â€Å"Heart of Darkness† Marlow/Willard are about to enter. The message is the power Kurtz can exert on a fellow European/American and both reader and viewer are left to wonder what effect Kurtz will have on Marlow/Willard. Unfortunately Coppola’s scene does little to assist in understanding the scene as written by Conrad for a very simple reason: despite the dramatic jolt the American gives, he is an â€Å"incomplete† if not â€Å"throwaway† character. Conrad’s Russian is a man of his own adventure who had nursed Kurtz and urged him to leave; he clearly recognizes the time to move on, which helps put Kurtz and his influence on the Russian in perspective. Coppola’s American, by contrast, has not been of any assistance to Kurtz nor urged him to leave, and is not heard from after bringing Willard into the camp. The Russian has survived and thrown off the influence of Kurtz; whether the American survives is left to the imagination. Despite this, Coppola has provided the viewer a powerful visual representation of the entry into the Heart of Darkness. References Conrad, Joseph. (2003). Heart of Darkness. New York: Barnes Noble. Coppola, Francis F. Apocalypse Now. 1979. Zoetrope Studios. How to cite The First Contact in Apocalypse Now, Essay examples