Making children smile

Joyce, in response to someone who wrote "I want to scream":

If you could choose between making your children smile and making them cry or be angry with you, which would you choose?

If you could choose to do something for someone who made you angry and cry or someone who thought you were the bees knees who would you help?

—Joyce Fetteroll

She wrote more, of course... SandraDodd.com/chores/scream
photo by Jo Isaac

Negotiations, commerce (not bribery)

I think we were discussing offering an older child money to read to a younger child, or to play with them at their level; kind of an occasional in-house mother's helper situation. Someone asked about bribery; my response follows. —Sandra

How do you go about it without it feeling like/being bribery? I'm guessing it is in attitude and wording, but I can't imagine a way to word it that it doesn't sound like bribery to me...? Thanks for the idea!

How do places of business get people to go to work without "bribery"?
How do you get an auto dealer to give you a car without bribery?

If someone's supposed to do something anyway and holds out on you until you pay them or give them something, that's a bribe. If something is not someone's job or someone's property and they negotiate for an exchange, that's commerce, not bribery.

There are some truisms that are spoken without real examination and I think the very vague rules against bribery of children are right up top there.

SandraDodd.com/bribery
photo by Cátia Maciel

The bright light of what you know

In response to "I guess I'll feel my way?"
I wrote:

In the dark? Feel your way blindly?
How will you know which way to go?

Probably it would be better to gather ideas that will help with decision-making and then make decisions in the bright light of everything you know, and the way you would like to be.

SandraDodd.com/just
photo by Janine Davies
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Deeper layers of understanding

Lissa wrote, in response to Jenny C... (link below to more):

I know exactly what you mean. There's getting (intellectual understanding) and GETTING (putting ideas into practice). Sandra, your onion metaphor is apt. I am getting to deeper layers of understanding all the time. It's a very sweet and savory onion and it makes life taste delicious.

— Lissa in San Diego, mom of 5

SandraDodd.com/gettingit
photo by Sandra Dodd

Seeing people as people

Response to this question:

At what age did you begin providing regular social interactions with other children?

I will say "from birth" and then I will ask you to replace "other children" with "other people."

Tadaa!!!
Your problem is schoolish.
You're believing that five year old girls need to play with a dozen other five year old girls. If you turn 180 degrees away from the myth and fantasy of how many friends kids have at school, and look at the real world in which you plan to live, things will look different.

Find people to visit, find places to go where other people will be. Begin to see people as people, rather than as pre-schoolers or school-age, or second grade. Just practicing that will take you MUCH nearer to peace about interactions with other people.

SandraDodd.com/deschooling
photo by Roya Dedeaux

Hours and days of joyful time

Response to this:

I tend to err on the side of just spending time together.

Don't think of it as erring.

And don't think of it as "just" spending time together.

SPEND freely of copious hours and days of joyful time together.

Don't just spend time together.

SandraDodd.com/being
photo by Rosie Moon

Interests and activities

Joyce Fetteroll, part of a response about kids missing out on friendships and other kids:

Homeschooled kids get the opportunity to form friendships with people of all ages based on interests rather than birthyears. There's homeschooling support groups, scouts, art and dance and martial arts classes, 4H, church groups, neighborhood kids and so on. It can be more difficult depending on the town's services and the parent's willingness to take advantage of opportunities, but some homeschooling parents end up finding their kids social lives *too* active!

—Joyce Fetteroll

SandraDodd.com/joyce/friends
photo by Cátia Maciel

Purposes and choices in the moment

When someone questioned "purpose," I responded:

I didn't say "live your live with a purpose," though. Not a singular overriding goal that would cause any other outcome to be failure. That's what some people mean when they say "a purpose," but I didn't say "a purpose." It makes a world of difference.

I was talking about individual situations, projects, days, ways to decide. Not about a whole life.

People do that with decisions, too, sometimes. When we talk about making decisions within unschooling discussions, it's not something like "I made the decision to be an unschooler." It's small decisions in the moment, right before each action or response, about what to have for lunch, where and how and why.

SandraDodd.com/choices
photo by Janine Davies, of a stile in England

"What about socialization?"

Sometimes when people ask “What about socialization?” I say "What do you mean?"

And I wait patiently for them to think of a response.

Usually the question is asked by rote, the same way adults ask stranger-children "Where do you go to school?" Most people just blink and stammer, because they don't even know what they meant when they asked it.



SandraDodd.com/socialization
photo by Sandra Dodd
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Rest, recovery, and plenty of time

Rippy Dusseldorp, for still-new unschoolers:

For your family, the most important thing now is to deschool. Avoid anything schoolish, unless your children really want to use those types of resources. This is their rest and recovery time from their years of schooling. It's important not to rush them and to give yourself plenty of time to deschool as well.

—Rippy Dusseldorp

slightly edited from SandraDodd.com/response
photo by Colleen Prieto

Describing unschooling

Rippy wrote:

If parents of school children ask, I usually say our homeschooling is pretty eclectic. I may give certain examples such as visiting interesting places, doing experiments, playing 'learning' games, reading stories, having conversations of events that happened in the past, talking about famous people, making things, hanging out with friends, etc. Sometimes I share with them a detailed description of an interesting day that we've had, especially if it has impressive signs of learning that they will recognize.

—Rippy Dusseldorp

SandraDodd.com/response
photo by Kelvin Dodd

Fun, connection, learning

In response to a question from a mother of four-year-old girls:

"What does unschooling look like at this age?"

Clare Kirkpatrick wrote:

It looks like it does at any age: fun and connection. Do what is fun for them. If you're also working on better connection with them, a closer relationship with them, you'll also start to learn what they may find fun that they don't yet know about. Also do what is fun for you. Learning to help yourself to do fun things will help you realise that your children's learning and richness of life will come from helping them to do things they find fun.

At the moment in my house, I am having fun thinking hard about unschooling. My husband and my 12 year old are having fun and connecting with each other by playing Call of Duty together. I have helped my 6 and 8 year olds by making some space for them to build a little home for their polly pocket dolls out of wooden blocks and they are now having fun working on that and playing together. My 10 year old is having fun watching Mako Mermaids on Netflix and occasionally turning round to watch her sister and dad playing and ask questions about the game. Actually, while I've been writing that, the six year old has now snuggled next to my 12 year old to join in the chat about the game. Connection and fun. And, therefore, learning.

—Clare Kirkpatrick

https://sandradodd.com/clare.html#fun
photo: selfie by Sven, the dad

Priorities among principles

In response to an inquiry about priorities among principles, and whether learning should come before safety, peace, kindness or a strong marriage:

For me, safety is big.

Peace doesn't conflict with learning; it aids it.

Kindness doesn't conflict with learning; it bolsters it.

Learning, peace and kindness make marriages better.

SandraDodd.com/priorities
photo by Karen James

Paleolithic unschooling?

Would you rather live in the stone age, or live now?

(Hint: You don't actually have a choice.)

Brie Jontry, responding to someone who said unschooling was the closest to paleolithic, and that unschooling has worked for countless generations:

Paleolithic families had Internet and Netflix and PS3s? Did they have park days and YouTube? Were their parents distinctly turning their backs on the dominant culture and letting them learn in ways that felt kinder and gentler? Were they, in many cases, living at significantly lower income levels so one parent could stay home, at least part-time?

Unschooling is nothing at all like paleolithic life.

Unschooling has worked for a generation or two, but it hasn't been working for countless generations. That kind of thinking might get you all bound up in confusion as your son gets older and more aware of the modern world, and it may hinder your own ability to define what it is your family is actually doing.

—Brie Jontry

Brie's response was longer, and a little scary (in good ways):
SandraDodd.com/reality
photo by Karen James

It's not about power

Once upon a time, a newer but enthusiastic unschooler came to a discussion explaining the "we" (all of us) should agree that unschooling was about power—power over oneself, and the power to decide what to learn and when (and more dramatic power-based rhetoric).

Some of my response is below, and near the photo credit is a link to the full post.

We don't talk about power here much, but we have given our children a life of choices. It's not "power," it's rational thinking, considering all sorts of factors and preferences. They don't need power over themselves. They need to BE themselves.
SandraDodd.com/being

"The power to decide what to learn" makes a pretzel of the straight line between experience and knowing.

My children don't "decide what to learn, how to learn, and when to learn it." They learn all the time. They learn from dreams, from eating, from walking, from singing, from conversations, from watching plants grow and storms roll. They learn from movies, books, websites, and asking questions.

Power over oneself, unschooling and "politics"
photo by Amy Milstein

Like a zombie?

Me, in response to a(nother) question, once, about kids who become so involved in something that they are like zombies, don't hear people, don't stop to eat...

If something is REALLY fascinating, extremely engaging, those things might happen. A brand-new video game at an exciting point. A book as good as Harry Potter and the Prisoner of Azkaban, first time through. A news item on the death of a favorite person.

Those things can happen to me, still, as an adult—that I am mesmerized, engaged, involved in something, and it can be a program (I've been watching some great Korean dramas lately), or a book, or an interesting or difficult bit of sewing. It can take me a few seconds to come to myself and respond to another person.
. . . .

It would be unfortunate if someone's unschooled child loved a game or story so much that he seemed to be a zombie, and the parents started to limit his life because of it. It would be an unfortunate lack of appreciation and relationship and awareness on the part of the parents.

SandraDodd.com/zombies
photo by Destiny Dodd

It's ALL temporary

Below is part of a response by Robyn Coburn to a doubtful mom saying if ALL her kids wanted to do ALL day EVERY day was..., that she would have a problem. After creating some other all-day-interest examples, Robyn wrote:

The fact is that even if it is ALL they want to do for ALL day EVERY day, it will still be temporary; EVERY day would still not last forever. It would be a temporary need being fulfilled. Discovering and facilitating the children's passions is another tentpole of Unschooling practice. A child discovering something that they *want* every day is cause for celebration.

The only way to know if your children genuinely, truly want to do the other activities is if they have the option to choose not to do them. They can only choose to switch it off when they have the option to leave it on.

—Robyn Coburn

SandraDodd.com/choicerobyn
photo by Chris Chambliss

Peace and use

In response to a question in a discussion once, I wrote:

Don't think of your brain. Think of your mind and of your awareness. A little tiny brain can hold a LOT of information. A big fat one can fail to do so. It's not size, it's peace and use.

Shan Burton responded:

OH! This just resonated through my mind and awareness.

What a concise, clear way of expressing it. It feels to me like this is the difference between unschooling learning and school learning. School learning is focused (and not so well, maybe) on pouring things into brains.

Unschooling is about learning, and engagement, and connections, and awareness of things that can get deeper and deeper, throughout life. It works that way for kids and for adults.

Peace and use. I feel like bit is going to be connecting to lots of other things in my mind and awareness for some time to come...

—Shan Burton,
most of that

Those quotes, and more, in context: SandraDodd.com/awareness
photo by Denaire Nixon

Everything changes

In a discussion, someone challenged the idea of kids have options even about what they wanted to eat, and how. She wrote:

"Eating decisions"?

I picked it up and set it down just a little way from there with this response:

Choices. If ALL of that is changed to a model in which there is food, and people make choices—lots of small choices, not big "decisions"—a hundred hard problems disappear.

In one small moment, if a child can pick up a food or not; smell it or not; taste it or not; keep that bite and chew and swallow, or spit it out; take another bite or not; dip it in something or not; put another food with it or not—EVERYTHING changes.

SandraDodd.com/food.html
photo by Sarah S

Climbing mountains and baking pies

In response to someone saying her child would rather take the easy route than try something tough, Joyce Fetteroll wrote:

It's human nature to avoid what we feel is a waste of time, energy and resources.
It's also human nature to pour energy into what we find fascinating.

If someone is made to climb a mountain, they'll find the easiest path, and perhaps even cheat.

If someone desires to climb a mountain, they may even make it more difficult—challenging—for themselves if the route doesn't light their fire.

If it were human nature to go the easy route, I wouldn't be sitting here writing out a response! No one would write a novel. No one would climb Mt. Everest. No one would bake a cherry pie from scratch. No one would have kids.

—Joyce Fetteroll

SandraDodd.com/joyce/pressure
Photo by Sandra Dodd, of Holly Dodd riding a steam train restored and largely operated by volunteers. The easy route would have been for them to stay home and read books and watch movies about trains.