A Survey of Home Schol Families (January 2010)

It seems that whenever we get together our conversations center around trying to find out what it is that the other families are doing when they home school. “Do you like it?” we ask hopefully, secretly hoping that this might just be the magic answer to our homeschooling woes. You know, that mystical curriculum that exists “out there” – the one which teaches our kids perfectly, at their own pace, but also meeting and exceeding all the state standards – the one which produces godly, obedient children whose days are filled with structure, creativity, and peace – the one which allows us to have our Martha Stewart-like homes combined with an idyllic Laura Ingles Wilder existence, where the smells of homemade bread are only overtaken by the angelic sibling voices speaking kindly to each other and in perfect obedience to their parents – “Yes, Ma. Yes, Pa. Shall I go get the eggs from our organically fed chickens?” You know, THAT curriculum. Where is that?


So, to save you all time, I will be spending the remainder of the year finding out from each of the families in our group what they are doing in pursuit of home schooling Nirvana. I’m pretty sure that the perfect curriculum isn’t out there, so in case I don’t find it, I at least hope that you find this helpful, even if it is nothing more than an encouragement to know that your home schooling days are normal.

(Names have been changed to protect privacy)

The Schultz Family – Salvador and Sabrina (Samuel, Susan, Solomon)

Sabrina was the first in the Schultz family to get the home schooling bug. At the time neither she nor her husband were Christian. She began gathering materials and equipment to home school, but Salvador was not interested. When Samuel reached second grade, she gave up and threw all of her materials away. Within two months, Salvador decided it was time to home school! That Christmas, Samuel came home for vacation from school and never returned.

Sabrina started Samuel with Alpha Omega’s LIFEPACs and then did Switched-On Schoolhouse (SOS) through 5th grade. She found them a little boring, but adequate, and in the meantime discovered the Charlotte Mason method. As Samuel worked on SOS, Sabrina used Alpha-Phonics with Susan, did math, and spent a lot of time reading aloud to her.

The Schultzes home school for two main reasons: 1) Sabrina loves being with her kids and would be sad to have them gone all day, and 2) They want their children to be raised in an “organic,” God-centered environment as opposed to an institution which focuses on the mass production of children. For ten years the Schultzes have tried to meet this vision of what they want for their children.

Right now, Sabrina’s home school days are a bit different. Samuel is now in college and Susan is a very independent, motivated eighth grader. Solomon is four, is doing Co-op Preschool, and not much else except playing in the dirt. This constant change in the needs of her family is the focus of home schooling for Sabrina – assessing and meeting each child where he or she is at – whether that is delaying academics for a child who isn’t ready, or allowing a child to follow his/her interests and work ahead. Nowadays, her homeschooling is eclectic – a Charlotte Mason, Unschooling, and Waldorf “salad.” She finds that one philosophy or methodology does not meet her family’s needs. For science, history, and literature guides, Sabrina picks Christian worldview texts. She files her own PSA and schools year-round, especially if they have done a lot of traveling.

The Schultzes do not follow a schedule, but rather have a daily routine, which happens about 50-70% of the time, leaving lots of room for spur-of-the-moment exploration:

1. Devotions
2. Latin
3. Catechism (Training Hearts, Teaching Minds)
4. Individual subjects (math, spelling, grammar)
5. Lunch
6. Arts, music, crafts, science and other weekly subjects

For math she used Saxon in the younger years and Teaching Textbooks in the older years. She loves Teaching Textbooks, because the child is completely independent. For spelling and grammar she used Natural Speller and Simply Grammar. She likes both of these because they are open ended and can be used on her terms. Sabrina uses Ambleside Online as the framework for her home schooling. Each week, Suan turns in a one page essay (narration) on each of her subjects.

Sabrina’s words of advice to everyone are that you must have a vision for what you are doing. And, at the same time, you must let go of the iconic vision of perfection which plagues so many home schooling moms. Give grace to yourself and allow for growth and change; if you expect perfection from yourself and your kids you will guarantee failure, guilt, and doubt.

“God has shown me that He is just as sovereign over my children's education as He is over the course of the entire universe. I don't have to be the perfect home school mom with a perfect method and the perfect curricula. God can work all things for my children's good and His glory, even less-than-perfect homeschooling. He will in His time provide my children with all they need to fulfill the plan He has for them. I'm responsible for doing my best to train them up to know and love the Lord, to instill an appreciation for God's creation and to impart a level of knowledge and skill that will equip them to serve God in a manner that brings Him glory. God will ultimately fill in any gaps I might leave just as He continues to fill the gaps in my own education.” – Sabrina Schultz

Summary:

Name of Program: Ambleside
Pace: Delayed Academics
Impetus: Delight Directed, Literature-based
Application: Charlotte Mason
Necessary Pool of Knowledge: Classical Education
Worldview: None
Environment: Traditional
http://www.amblesideonline.org/

The Brown Family — Bob and Barbara (Betty, Becky, Ben)

For eight years the Browns have remained very focused in their home schooling decision. Their mission statement is based on Colossians 1:28-29: “We proclaim Him, admonishing and teaching Betty, Becky, and Ben with all wisdom, so that we may present each child complete in Christ. For this purpose also I labor, striving according to His power, which mightily works within me.” In order to disciple their children in this way, they feel called to be with their children all day long.

What this has looked like in the Brown household has changed throughout the years. When they first started, Barbara used a subject based structure (grammar, spelling, vocabulary, math, science, history), purchasing curriculum in each subject area. She used a combination of curriculum choices, both Christian and secular. The first four years, she partnered with Fairhaven to do all of their record keeping. The next two years, she registered with Golden Valley Charter, and since she was required to pick from their lists and produce more work samples, the work shifted to “workbook intensive,” using such items as E-Z Grammar and Wordly Wise. Other items she used during the first six years and would recommend were The Mystery of History, McGuffey Readers, Saxon Math, and Apologia Science: Astronomy and Considering God’s Creation. Barbara still includes The Mystery of History and Apologia Science in her new curriculum, which the children read through on their own. Barbara also highly recommends the Usborne Encyclopedias. Barbara now files her own PSA.

During this time, Barbara liked the Charlotte Mason ideas and used narration and copy work, though she had a lot of trouble erasing the “traditional school” structure from her schooling. As she added more children and as home schooling went on, she became increasingly dissatisfied with her schooling situation, wishing she had more time to do the other things she felt were more important and feeling stressed out trying to do it all.

This current school year, things have changed. The Browns are now using The Robinson Curriculum, and so far, Barbara loves it. The theory behind the curriculum is that you first teach a child to be a strong reader, writer, mathematician, and self-teacher. Specific subjects, like science, are introduced later. A school day in this curriculum consists of two hours or one lesson of math (K-3rd: math facts to 12, 4th and up: Saxon Math), whichever comes first; one hour or one page of writing (ages 10 and under do copy work), whichever comes first; a half hour of vocabulary work consisting of crosswords and word searches (which correlate with the reading;); and one and a half hours of reading. The Robinson book list is arranged by reading difficulty, and is based on classics and living books. Children start at their reading level and progress by reading one or more books per week. This is a literature based curriculum.

The Browns use a schedule to keep them on track for schooling. Each child has a “planner” sheet that outlines his/her schedule and assignments for the day, including character questions for reflection:

 6:45am – Children up and make their beds
 7:00am – Children read their Bibles
 7:20am – Breakfast, then brush teeth
 8:00-10:00am – Math
 10:00-11:00am – Writing
 11:00-11:30am – Vocabulary
 11:30-1:00 – Reading
 1:00 – Lunch
 After lunch – Instrument practice, chores (she assigns a zone per child per week), P.E. (jump rope, plyometrics, outside activities)

This schedule happens about three days a week. On Mondays Bob is home, Thursdays are often campus days, and other things come up that take up time the rest of the week. Barbara does an abbreviated schedule when needed, and occasionally does school on Saturdays. She schools year-round, doing about two days a week during the summer.

Overall, Barbara has learned that no one curriculum has it all. As her family grows and changes, she continues to adapt to their individual needs and trusts that God will bless their efforts. In a couple of years, Betty will head off to Burroughs High School, shifting the Brown family into a new era of their discipling journey.

Summary:

Name of program: Robinson Curriculum
Pace: Accelerated structure and emphasis (6 days a week, 5 hours per day, year-round), but allows for individual movement through the curriculum, Spiral Based (students cover subjects and themes over and over, and pick up more each time based on maturity and previous knowledge), Delayed Academics in science, Mastery/Spiral Based in math (Saxon)
Impetus: Textbook for Math (Saxon); Literature Based
Application: Unschooling (self-taught, parent is a resource, parent provides the items from which a child can choose)
Necessary Pool of Knowledge: Thomas Jefferson and Classical
Worldview: Founder -- Protestant, Actual Curriculum – None
Environment: Traditional with some Computer components
http://www.robinsoncurriculum.com/

The Garcia Family — Gary and Geraldine (Gina, Ginger, Gabriel, Glenda)

The Garcias have been home schooling for six years. They have many reasons for home schooling, but the most prominent is that they want to be the primary influence in their children’s lives. Other reasons are that they want to spend more time with their children, work on character issues, and present all school subjects with God as the center. Each year the Garcias file their own home school paperwork.

For the past five years, Geraldine has chosen a subject-based structure, purchasing various curricula. She has used Alpha-Phonics to teach reading and Apologia for science. She has used and still uses Horizons Math published by Alpha Omega. Even within the subject-based structure, the Garcias have always and continue to read lots of supplemental books and focus on life-learning.

This year is a transition year for the Garcias. As more children have been added to home schooling (Gina – 5th grade, Ginger – 2nd grade) Geraldine has found it too hard to do all of the subjects with each individual child. She has switched to a unit study approach, and is currently using a unit study based on the Sermon on the Mount. Each Booklet in the unit study amplifies a section of Christ’s Sermon on the Mount through practical instruction in linguistics, history, science, law, and medicine. This is a kindergarten through twelfth grade curriculum.

Geraldine keeps everyone on track with a schedule. The day begins with devotions, breakfast, and chores. Then they do schoolwork, which includes math and Wisdom Booklets. They then have recess. After recess they rotate through stations, taking turns with one on one time with Mommy, individual bookwork (such as language and writing), and entertaining younger siblings, Gabriel and Glenda. After lunch Gabriel and Glenda have rest/nap time while Gina and Ginger finish up their schoolwork. This is also when Geraldine takes time to read aloud to them and do art projects. This schedule happens about four days a week, with variations for campus day on Thursday, and Co-op Preschool with Gabriel on Friday. On Saturdays they focus on home arts – Gina and Ginger help Geraldine around the house while Gabriel helps Gary in home projects.

The Garcias do formal schooling during the traditional school year only. However, they constantly plan enriching and bonding activities for their children. When it comes to deciding when a child is ready for school and concepts within school. Geraldine takes her cues from her children, pushing them when they’re ready and waiting patiently when they’re not.

Summary:

Name of program: ATI Curriculum
Pace: Spiral Based
Impetus: Unit Study
Application: Traditional/John Dewey
Necessary Pool of Knowledge: Variation on Biblical Principle Approach
Worldview: Protestant
Environment: Traditional
http://ati.iblp.org/ati/about/curriculum/wisdombooklets/


Intrigued? I am! It was fascinating talking to each of these ladies. I can’t wait to hear everyone’s stories. Three more to come next month.

Philosophies and Methodologies of Home Schooling (December 2009)

“I home school,” you offer as an explanation for some situation. That statement immediately causes one of three reactions. One, the lady stares blankly at you, because she has no paradigm for such a thing and the blank stare is a portrayal of the content of her definition for said thing. Two, she mumbles some nicety and backs away slowly, because she has met home schoolers before and boy-oh-boy were they weird. Three, she says something positive or encouraging and/or intelligent, showing that she has personal experience with home schooling.

Even amongst ourselves, we may or may not have a good understanding of what other home school families are doing, and why. My hope in sharing the following information with you is that it helps you evaluate your philosophy (or helps you to develop one) in order to make sure your goals and objectives for your children are met. More importantly, I hope this information helps us to understand and support each other in the various methods in which we have chosen to home school.

Most families do not adhere to one philosophy or methodology, but rather, gravitate toward one or more, picking and choosing among the options according to what works for them, otherwise known as The Eclectic Method. In addition, within each philosophy there are variations of application. This can add to the confusion, and contribute to the failure of that methodology. In addition, a particular method or philosophy may be referred to by various names, adding to the chaos.

(Please note that some of the following information was stolen liberally from all over the internet, sometimes rephrasing things and sometimes copying word-for-word, and some is based on what is already in my head… a dangerous place, I must say.)

The Pace (when and at what speed things are taught)

• Delayed Academics: Children are not ready for formal instruction until they reach ages eight to twelve, due to physical, emotional, and spiritual maturity. “The first years are for the development of ‘head, heart, hand and health’ and the reading of good literature and exposure to life.” http://www.excellenceineducation.com/better_late_than_early.php
• Accelerated Education: Starts schooling early and advocates schooling year-round. Advocates of this system see it as a way to capitalize on a child’s ability to learn at a young age. A child finishes high school level work in his/her early teens and begins college level work during the “high school” years. http://www.home-school.com/Articles/AcceleratedChild.html
• State Standard Driven: This describes any curriculum or method that seeks to adhere to the state standards set for the public school systems.
• Mastery Based: This term can apply to any of the methodologies. It means that a child must master one objective before moving to the next objective. The term may also refer to the idea that a child is exposed to every aspect of a subject at once. For example, the child may spend an entire year immersed in botany, learning everything from the Latin names for classes of plants to grafting and planting. This is in contrast to…
• Spiral Based, which theorizes that a child needs to grasp only pieces of an idea at age-appropriate levels because he will get it more of it “the next time it comes around.” This is the way the American school system is organized.

The Impetus (compelling force that causes motion in a direction)

• Delight Directed/Interest Directed: The scope and sequence is decided based on the child’s interests and may be completely unstructured or very structured. So, if the child is interested in American Girl Dolls, the parent would make all the lessons revolve around that (making clothes, history of each one and perhaps the history of dolls and dolls of various cultures, how the dolls are made, proportional anatomy, writing reports on each one, etc.). This impetus is often used with Unschooling and/or Thematic/Unit Study. http://www.homeschooloasis.com/art_delight_directed_marilyn.htm , http://www.design-your-homeschool.com/Delightdirected.html
• Unit Studies/Thematic: Learning is based around a theme or time period: This is similar to “delight directed,” except that the theme is decided upon by the parent or a curriculum. Studies revolve around a topic such as “ horses,” or a time period.
• Literature Based: Learning is done by reading good literature, “good” being determined by the choser. Literature is chosen by the parent, the student, or an outside source/list.
• Textbook/Traditional/Subject Driven: This is the one that will feel the most familiar, as this is what is done in the American schools. Learning is divided into subjects and into grade levels.
• Project Based: Learning is done in the context of the creation of some artwork or the participation in some project. This is different than the more familiar order of giving information first and then doing a project that correlates. Rather this starts with the project, such as building a tree house, and the learning is extrapolated from that.

Applications (how the pace and impetus is administrated)

• Unschooling/Relaxed/Environmental Method: The child directs his/her learning. The parent does not teach unless the child asks for instruction in a particular area. On one end of this spectrum, the parent provides no stimulus. The middle ground is that the parent provides a rich atmosphere which sparks interest. The other end of the spectrum is that the parent provides a curriculum but the child moves through it as he/she chooses. Another way this term is used is “anything that is not traditional/textbook.” http://www.unschooling.com/library/faq/index.shtml , http://www.homeeducator.com/FamilyTimes/articles/11-4article8.htm , http://en.wikipedia.org/wiki/John_Holt_(educator)
• Charlotte Mason/Habitual Method: This is a combination of delight directed and literature based, but is much more specific in its methodology. Charlotte Mason developed this methodology, which prominently includes “living books” and note booking/narration. http://simplycharlottemason.com/basics/what-is-the-charlotte-mason-method/
• Whole-Heart Learning: Encourages the use of real “living” books rather than text books. The family that wants to focus their lifestyle on whole-heart learning will set goals for the family as a whole and for each individual child. This lifestyle, known as “whole-heart learning” has a firm belief that the heart is the key to all learning. This methodology is “a biblical, discipleship-based, commonsense, relational approach to educating your children at home.” http://www.wholeheart.org/wharticle.php?articleid=8
• Waldorf: Developed by Rudolf Steiner, this method emphasizes arts and crafts, music and movement. Students learn to read and write by making their own books. http://www.waldorfanswers.org/Waldorf.htm
• Montessori: Maria Montessori advocates observing your child, removing obstacles to learning and providing children with real, scaled-to-size tools to use. Its method of education is characterized by emphasizing self-directed activity on the part of the child, and clinical observation on the part of the teacher (often called a director, directress, guide) — to stress the importance of adapting the child’s learning environment to his or her development level, and the role of physical activity in the child’s absorbing abstract concepts and learning practical skills. http://en.wikipedia.org/wiki/Montessori_method
• Enki: Besides drawing from the best of Waldorf, Enki also draws from Montessori, the United Nations International School, Theme Studies, and even the discovery learning of John Holt. “Enki is a unique and innovative approach to alternative education, which works with a Developmental Immersion / Mastery approach to curriculum. Immersion and mastery are the two core aspects of the learning method; content is chosen according to the child's developmental needs and interests. Throughout the program, all academics are introduced through the arts. Children are first immersed in the living quality of what they study. Through storytelling, visual arts, movement, music, manipulatives, activities, and projects, this alternative education soaks in the qualities and living textures of what they are studying. Then, on this rich base of connection to life, they bring what they have absorbed to mastery through intellectual exploration, discussion, exercises, practice, and concrete application.” http://www.enkieducation.org/ , http://www.unis.org/academic_programs/curriculum/index.aspx
• John Dewey/Traditional/American: The teacher, textbook, or other source provides the information and instruction. The child must then interact with that information in a way that personalizes it in order to make the knowledge “his own.” Learning follows these steps: 1. Instruction 2. Guided Practice 3. Independent Practice.

Necessary Pool of Knowledge (what the child ought to learn)

• Classical Education: Often history and literature rich, this emphasis relies heavily on developing writing and communication skills; features high quality books including “The Classics”; includes a great deal of discussion and reflection. This term is also used to describe a dedication to an in-depth education in Latin, mathematics, the arts and sciences, elocution, and a deep understanding of world history and its effects. Another way this term is used is to delineate between the more social-based agenda being promoted in most modern public schools, and an emphasis on reading, writing, and arithmetic. http://www.foundationsacademy.org/about.htm , http://www.welltrainedmind.com/classical-education/
• Cultural Literacy: This refers to the concept that citizens in a democracy should possess a common body of knowledge that allows them to communicate effectively, govern themselves, and share in their society's rewards. E. D. Hirsch Jr., a literary scholar, popularized the term in the best-selling book Cultural Literacy: What Every American Needs to Know in 1987. He argued that to participate fully in society, a person needs more than basic literacy, that is, the ability to read and write. Hirsch opposed the long-accepted view of educator John Dewey (founder of the modern public school system), who argued for a child-centered pedagogy that stressed experiential learning. http://www.usatoday.com/news/opinion/editorials/2004-02-24-hirsch-edit_x.htm
• Biblical Principle Approach/Principle Approach: The Principle Approach is a philosophy and method of education based upon Biblical reasoning and a Biblical, Christian worldview which requires considering and pondering the purpose of everything in God’s universe. The seven principles are: God's Principle of Individuality, The Christian Principle of Self-Government, America's Heritage of Christian Character, "Conscience Is the Most Sacred of All Property" (James Madison), The Christian Form of Our Government, How the Seed of Local Self-Government Is Planted, and The Christian Principle of American Political Union. http://www.face.net/203345.ihtml , http://www.homehearts.com/principle.html
• Thomas Jefferson: This is similar to “Classical” but has a more political/social agenda. Jefferson hypothesized that literacy and self-government work hand in hand and was a key component to self-preservation. Often called Leadership Education, a “Thomas Jefferson Education,” teaches students how to think and prepares them to be leaders in their homes and communities, entrepreneurs in business, and statesmen in government. It has a delayed academics approach as a part of its scope and sequence. http://www.tjed.org/what-is-tjed
• State Standards or Textbooks: Whatever the curriculum provider writes is what the child learns. Most prepared texts adhere to some state standard or accepted American pedagogy.

Worldview

• Secular: Views of the origin and nature of mankind and the universe are based on humanistic and other philosophies.
• Protestant: Views of the origin and nature of mankind and the universe are based on biblical principles and teaching.
• None: Views are not put forth in the curriculum but derived from discussion with parents or implication in the literature.

Environment

• Traditional: Paper, pencils, books
• Computer: CDROM, Internet, Distance Learning, DVD
• Tutoring/Apprenticeship: Child attends classes, participates in an apprenticeship, and/or receives instruction from tutors who specialize in a subject or area of expertise.

If it seems like some of these overlap, it’s because they do. It’s very difficult to extract each component in total purity, and because many of these methods build on and borrow from each other, it’s important to have a general understanding of each one so that you can see how your philosophy fits into the matrix.

Use this information to evaluate your current situation or one you are considering. Here are some examples so you can see how to apply this knowledge in evaluating various home school books and curricula:

• Name of program: K12
• Pace: State Standard Driven, Spiral Curriculum with individual mastery components
• Impetus: Textbook with some Literature and Thematic components
• Application: John Dewey
• Necessary Pool of Knowledge: Cultural Literacy and State Standards
• Worldview: Secular
• Environment: Traditional and Computer, Tutoring in high school years
• http://k12.com/

• Name of program: Robinson Curriculum
• Pace: Accelerated structure and emphasis (6 days a week, 5 hours per day, year-round), but allows for individual movement through the curriculum, Spiral Based (students cover subjects and themes over and over, and pick up more each time based on maturity and previous knowledge), Delayed Academics in science, Mastery/Spiral Based in math (Saxon)
• Impetus: Textbook for Math (Saxon); Literature Based
• Application: Unschooling (self-taught, parent is a resource, parent provides the items from which a child can choose)
• Necessary Pool of Knowledge: Thomas Jefferson and Classical
• Worldview: Founder -- Protestant, Actual Curriculum – None
• Environment: Traditional with some Computer components
• http://www.robinsoncurriculum.com/

• Name of program: Switched-On Schoolhouse
• Pace: State Standard Driven, Spiral Curriculum with individual mastery components
• Impetus: Subject Driven
• Application: John Dewey
• Necessary Pool of Knowledge: State Standards
• Worldview: Protestant
• Environment: Computer with some Traditional components
• http://www.aophomeschooling.com/switched-on-schoolhouse/overview.php

• Name of Book: Apologia Elementary Science Series by Jeannie Fulbright
• Pace: Mastery Based
• Impetus: Subject Driven
• Application: Charlotte Mason
• Necessary Pool of Knowledge: Classical Education
• Worldview: Protestant
• Environment: Traditional
• http://www.jeanniefulbright.com/science.html

Why Do You Home School? (November 2009)

I cannot count the number of times I have been asked this question by people who do not home school. Interestingly, I am rarely asked this question by fellow homeschoolers. Rather, the question is always, “What are you using?” It’s the dreaded curriculum question. But to the new homeschooler, the first question of “why” must be answered before one can answer the question of “what.”  
 
So, since I have nothing else to do, I decided that it might be at the least entertaining to fill a portion of our newsletter addressing these issues. I am no expert, but I figure eight years of research and living it, plus eleven years in the mainstream educational world might qualify me for at least a few articles surveying the basics.
 
When you are considering curriculum choices you must first evaluate your choice to home school. Why are you home schooling? What do you hope to achieve by home schooling? How long do you plan on home schooling?
 
Top Ten Reasons People Home School, (according to a totally non-scientific survey):
 
1. Our local public schools are not appropriate (due to social, intellectual, spiritual, safety, or other issues – what they do or don’t do).

2. We cannot afford private school.

3. We want to provide our children with a Christian worldview education.

4. We disagree with the education schemata of the American school system (developmentally inappropriate, type or speed of exposure to skills and information)

5. We cannot imagine our kids being away from us for the majority of the day.

6. We think we can provide our children with a higher level of education that meets the individual learning styles and needs of our children.
 
7. Our lifestyle (perhaps lots of travel, living in another country) necessitates it.

8. We believe it is a Biblical mandate.

9. Our child has a specific passion that we want him/her to be able to pursue (acting, music, surfing, etc.)

10. Because our other friends or acquaintances are doing it.

No matter what your reasons, there is a curriculum out there to meet your needs. I think the biggest component of a curriculum failing is that it does not answer your need -- the reason you home school to begin with. For example, if you home school in order to provide your children with a Christian worldview in academics, a secular curriculum will not meet that desire, without supplementation.

Add to that each person’s personality, the personality of your family as a whole, learning styles, special needs, gifts and talents, organizational skills, etc. and you have quite a mess of factors to consider. How do you make sense of it all? What are the best choices that meet all these needs?

I challenge you to write down the reasons that you home school and extrapolate your goals from them. Then evaluate whether or not you are meeting these goals. If so, hurray! Have some chocolate to celebrate. If not, start evaluating where the changes need to take place. Is it you? Is it your curriculum? Did you get lost somewhere along the way? How can you get back on track?