There are three questions that ask all parents who decide to teach children at home:

  • “How is socialization?”
  • “How will the child learn to cope with difficulties?”
  • “How can you teach a child without special education?”

The three of these “How?” Haunts homebuilders always and everywhere. First you learn to justify yourself, and then laugh it off. But now, when the son has finished the fifth class, I am ready to clarify all these questions. And I want to start with the third, because this topic seems to be the worst revealed.

  1. We do not know much and our every ignorance is an excuse to show our son how to search and analyze information. We do not hold on to the luggage of any information, but easily recognize our mistakes and gaps. And most often instead of the ready answer we shrug our shoulders and again we climb into the Internet, and the child peeks out from behind our shoulder and tries to find the answer more quickly. And now he tells us how everything was and scoffs, that we do not know the elementary things. Here he, by the way, is not right, we, too, are getting smarter from these classes.

 

  1. We know something, and this is oh-oh what knowledge, since they have been caught in our memory for a good quarter of a century. In some cases, you feel like a narrator, conveying sacred stories. In others – you tell all sorts of stories and poems of dubious content, and at the same time adhered to them useful information (well, you remember: “bisector, it’s such a rat …”). Thirdly, two parents “do not agree” and the child becomes a witness of a whole scientific dispute. All this gives the paragraph a special meaning from the textbook: scientists, historical characters, literary heroes and some inanimate objects – all those who fall into this happy circle of emotionally colored knowledge become relatives and loved ones. Such do not forget.

 

  1. We do not evaluate our child and do not compare with others. I do not know how the parents of several children act, but we have one son and there’s just no one to compare with, except for him. And even in those subjects where the child has serious difficulties, he always progresses; he always copes better than he did a month ago. And only this is what matters.

 

 

  1. We believe in the child, as no one will ever believe. The school system is not the student’s achievements, but his mistakes. There are good teachers who can compensate for this, but does every child, having received a deuce, hear from the teacher: “But here you are good, you did everything right, although the assignment was not easy”? But we know how much the child is prepared, we know about his strengths and weaknesses. And if suddenly the child fails the exam, he will not become stupider in our eyes. After all, “two” in the exam – this is just an excuse to learn a better subject, and only.

 

  1. We know our child and we know that he is interested. Understanding the primary school curriculum, I found out that it contains the knowledge and skills that the child aspires to at this age (read-write-read), but at the same time working off the skills does not match with the ways that the child would like (If you tell me there are teachers who compensate for this, I will readily believe it, but the system itself, built according to the principle: “first learn to swim, and then pour water”, it does not whitewash). And we can find the right motivation, carry it away. And how to come up with your own approach, and look for other people’s ideas on the Internet, there are a lot of them, but only we can choose something suitable for our child.

 

  1. We are obliged to establish contact with the child. We simply do not have a choice. Whatever happens – we live with him for many more years and want this life to everyone to be happy. After a carefree pre-school childhood, the need to prepare a child for school examinations and the truth can be a test of relationships. But in our power to pass this test, keeping contact. There will be many more such tests, even regardless of the form of the child’s education. And that experience, when we first found a compromise with the child and agreed, when the teachers were crushed and found a person, will help us.

 

  1. Together we draw up a knowledge map, choose the pace of training. If there is such a task – we can act as efficiently as possible. And we teach all topics, the whole set amount of knowledge on the subject (sometimes because of this, children ask for back to school, where there is a possibility to “shake”). Even if something is forgotten over time, the framework of ties remains for a long time. And interdisciplinary ties, including, since turning to new subjects we do not forget what was on the previous ones.

 

  1. We understand that many of the difficulties of the child are hereditary. We know how to deal with them and checked on our own skin that this is not the end of the world. And in general we think that any difficulties in studying now, will not affect the success and happiness of the child in the future.

 

  1. We do not just learn, we live. If for a moment we are distracted from waiting for exams, we can recall that the main part of the study is not them. We give lessons for the school hour and a half a day, but there are many other hours that we spend together. Real, life-like lessons are masked for some everyday problems, games, conversations, joint reading and watching movies. At home and in the street, in a comfortable environment and in motion, always justified by the task that needs to be solved, by necessity or by curiosity.

 

  1. We do not need techniques written under the “average student”. We have a child who, with our help, has learned to walk and talk, read and write. And even if we were fond of early development and read books on upbringing, everything instantly flew to the side, if it did not yield results, was not approved by our only pupil. So why does something have to change when he grows up? Is it really more difficult to teach mathematics and history than to teach you how to walk and talk? After all, it did not happen because we are such brilliant teachers. It’s just that the child already has the ability to learn, and our task is to be somewhere near, to help take the first step, to cheer up, if fallen, not to hide pride when he runs faster than us. And in general, and now nothing has changed.

 

In conclusion, I would like to note that you can become a good teacher to your child, even if the child goes to school. And the fact that parents are such good teachers, does not exclude the presence in the life of the child of other good teachers (with pedagogical education or without it).