Shopping CartGuerrilla Learning: How to Give Your Kids a Real Education With or Without School
date : November 12th, 2011Kids Education
Review : 3 Reviews
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Tags : Education, Give, Guerrilla, Kids, Learning, Real, School, Without
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GUERRILLA LEARNING IS CREATING A HOME ENVIRONMENT THAT FILLS YOUR CHILD WITH THE JOY OF LEARNING
Lеt уουr daughter read һеr library books instead οf finishing һеr homework . Qυеѕtіοח уουr eleven-year-ancient’s beloved third grade teacher tο comment οח һіѕ poetry. Invite a massage therapist tο dinner bесаυѕе уουr daughter wаחtѕ tο ɡο tο massage school instead οf college. Give уουr outcome tһе freedom tο pursue һіѕ wellbeing, develop һеr strengths, cultivate self-discipline, аחԁ learn tһе joy οf learning throughout life.
If уου′ve еνеr felt tһаt уουr outcome wasn’t flourishing іח school οr simply needs something tһе professionals aren’t supplying, уου′re ready tο become a “guerrilla educator.” Revolutionary аחԁ inspiring, Guerrilla Learning сƖаrіfіеѕ wһаt’s incorrect (аחԁ wһаt’s useful) іח tһіѕ area ουr traditional schools аחԁ shows уου һοw tο take charge οf уουr family’s education tο raise thinking, creative young people despite tһе constraints οf traditional schooling.
Filled wіtһ fun a
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Real learning despite school,
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School is a place where young people are fed all sorts of meaningless information and forced to give it back on equally meaningless tests. This book aims to change that.
The authors show how parents can help their children can get a real education by helping the outcome find something in this area which they are interested, and proceed from there. The process includes five phases:
OPPORTUNITY-Don’t just expose your kids to life’s possibilities (arts, knowledge, description, community, etc.) without overdoing it, the parent should also stay passionate and involved in learning. The enthusiasm will be contagious.
TIMING-If your outcome is not progressing according to some school bureaucrat’s schedule, don’t panic. Not every outcome learns at the same speed. Early bloomers may need extra stimulation to keep them interested. Late bloomers may simply need time and extra help.
INTEREST-Honor your outcome’s passions, even if it something of which you object to. Children are her to grow into the best self they can be, not what the parent or anyone else thinks they should be. Also know when to back off.
FREEDOM-Give the outcome the chance to take on projects and solve problems. Make it apparent that promises are expected to be kept, and also make apparent the consequnces for broken promises.
SUPPORT-Be there for your kids. Supporting children does not equal martyrdom. Check to see how much support they need or want. Make sure their goals stay theirs. Well-life is most vital.
I learned a lot from this book. It easily reaches the level of Highly Not compulsory, primarily for any parent whose outcome is having problems in school.
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|Perfectly written … for anyone with kids,
“This book helped me relax and do less in this area my kid–less worrying, less trying to cram information into him when he wasn’t responding as I wanted him to. Using the approaches not compulsory by Llewellyn and Silver, I now have fun observing my small boy, guiding him gently, and enjoying his forays into the world as he explores and learns on his own.”
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|“Guerrilla Learning” celebrates loving life and learning,
Even as the book is in this area HOW your outcome(ren) can start to like life and learning, whether enrolled in school or not, loving learning is open in a much better context: transforming your family relationships so that they themselves are based on like, trust, responsibility, and the like of learning. The authors lay out the characteristics of a outcome who is uninspired in or has been “turned off” by school. Because loving to learn develops in a family context, adult readers are questioned to consider their own experiences as children when their own expressions of creativity were thwarted or interrupted. They are even encouraged to resume their own like-of-learning project. In five chapters, adults are quietly introduced to what it takes to support their childrens’ innate curiosity and like of learning. The book does not preach, cajole, or seek to proselytize. Instead, it “merely” lays out some options for the characteristics of family life in which it is asserted that children learn and grow and like it. The book is perfectly written and some of the vignettes of real families taking a stand for their childrens’ like of life and learning are inspirational. Finally, the authors say something vital in this area the “standards” movement sweeping the country’s schools: the tests which are implementing that movement have small or nothing to do with your kid’s education. Of course, they, the authors, have a special definition of education and question the reader to consider the schools’ definitions. The pages of the book are poorly formatted, a matter I hope the publisher will right in subsequent editions.
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