What Happens When Unschoolers Are 'Behind'

There's something I always say about homeschool:

There's no behind in homeschool; there's only where your child is at.

In homeschool, we have the luxury of teaching the child on their level, at all times. We can advance at their pace. We can teach the same thing over and over. We can slow down. We can stop. We can let it go for months or years and pick it up when they are ready.

In general, a lot of homeschoolers play more in the younger years than their classmate counterparts do. It's not that hard to "catch up" later. Especially because one-on-one learning is so efficient.

In unschooling, where the parent doesn't teach the child, and instead, the child learns what they want when they want, there is often a fear that the child will grow up and blame the parent for not forcing them to learn. After all, learning is unpleasant but needs to be done, and you should have made me do it, even though I fought it. And now I'm an adult and I don't know what I need to know and it's all your fault.

(Sure, homeschoolers worry about this too. But believe me when I say the fear is a little more stark when you've actually actively not taught your children [unless they asked] as a philosophy.)

I've written about "You Should Have Taught me X" at length (and it's worth rereading).

The more experience I have as an unschooler and as a parent, the more I realize that the unschooling philosophy of education is a radically different method of educating and is going to look very different. That's why testing doesn't actually give very good information about where an unschooler is educationally. 

Like if most kids (hahahaha as if) learn in a straight line, i.e. the older they get, the more math and reading they know

An unschooler can look like nothing, looks like nothing, looks like nothing, then BAM growth

the y-axis could be "math or reading"

Like a bamboo plant. 
A Chinese bamboo tree takes five years to grow. It has to be watered and fertilized in the ground where it has been planted every day. It doesn't break through the ground for five years. After five years, once it breaks through the ground, it will grow 90 feet tall in five weeks!

My point is that since unschoolers learn when they want to or when they feel they need to, they can often go for years without what society deems basic scholastic competency. (Or they work around it.)

But it's a mistake to think that they are "behind." They are actually perfectly aligned with the unschooling educational philosophy. Which says that the time to learn is when the child (person) wants to or feels motivated to because they need it for something they want. This could happen after childhood, once the person is an adult. 

I once heard my son explain: "Oh, you see, the way it works for us is that we learn it when we want to."

Unschooled children are never "behind." They are simply in a pre-state of "not knowing YET." And the happy state of "When I want to know it, I'll figure it out."

Testing Unschoolers

The pandemic was during a testing year for us, homeschool-wise. NY state has pretty strict reporting and testing laws, compared to, say, NJ, where you just let them know you're homeschooling and they don't ask what you're teaching or how it's going.

Despite the strictness, NYS still has laws that are considerate of unschooling. You aren't required to test until 5th grade. That means if your children haven't learned to read by age 10 or so (which is normal for unschoolers), that's not a problem. (Even in those cases, there are approved testers and tests that can work with that.)

With the pandemic, we haven't had to test in 2 years. So we haven't yet had to engage with the academic standards "the state" thinks children that age "should" have. 

This year, Jack, who is born in one of those "can go either way" months, decided maybe he wanted to be in the younger grade. When he was 5, he was reading, so I popped him to first grade. But in camp he chose to be in the younger grade, and now he wasn't sure which way to go. So I submitted that he'd be repeating the grade.

They asked me why.

So we decided to test Jack and see where he is. If he gets his 33rd percentile of his grade level, then we can keep him as is. If not, that is justification, and we'll hold him back. (You can still get under 33rd percentile and remain at grade level, but that's a different topic.)

A few observations about testing:

• Jack didn't really know fractions before this test. So we took an hour and I taught them to him, and he understood it pretty quickly, even though he needs some practice doing them. As an unschooler, I think it's kind of silly and feel with a child like Jack, who is mathematical, then he can wait until he wants to learn it and it will be quick. (He wanted to learn it when he discovered fractions were on the test. But in terms of long term life skills, he'll probably really learn fractions when he needs them, later, and this was just more playing around and seeing a bit about how they work.)
  
  
• My niece saw him taking the test and said, "I hope you don't fail!" Jack looked puzzled, like he had no idea what she was talking about.
  I realized that there is no failure in homeschool. There is no stress about failure, no thinking about failure, no worry about failure. It's just not on the radar. To Jack, testing is something we do for legal reasons and it gives no actual information on his true academic process nor progress, nor his value as a student or person. It got me thinking about all the times in school I worried about failing, how often I had that sick feeling during a test or after a test. And about children worrying about failing. 
  In homeschool, if you get the answer wrong or don't understand something, it just means you do it again until you do understand it or acquire the skill.
  
  
• For the first section of the test, I peeked a bit at Jack's answers as he wrote them. I estimate he got about half of them correct.
  When he finished, I asked him if it felt like it was suitable for his grade level or not. Was it very difficult? Super easy? He said it felt appropriate for where he was. It wasn't so easy but it wasn't very hard. He said, "I think I did well."
  My college aged child remarked, when I relayed this to her, that in LIFE, getting 50% of something right with no preparation is considered "doing well."
  
  
• I noticed a big difference in myself and my attitude regarding testing. I've been homeschooling for about 25 years now, and experience makes a huge difference in confidence and in philosophy. I remember so clearly worrying about every answer my kids got wrong and how, afterwards, I made a point of going over the question so that they'd have that so-important information about comma usage or decimals.
  But as I was looking over Jack's shoulder, watching him get the answer wrong, I kept thinking, "Meh, he'll have naturally learned that by the time he's an adult." or "No big deal, he can easily learn that when he wants."

Radical Unschooling as a Philosophy and Way of Life

I came across this amusing video.  While I can definitely relate to a lot of what the kids do and how frustrating it can be, it made me realize just how much Radical Unschooling as a parenting philosophy has affected me. 

Some of the frustrations I've learned to frame in a different way so that they are less frustrating.  I've learned to understand children's nature so that I have different expectations.  And a lot of it is about communication--how a parent communicates things to children.  A lot of radical unschooling is about helping children understand things minus judgment, shame, or making them feel bad.  And the overall thing is how the mom walks around cranky and angry.

Believe me, I know that feeling.  There was once a comedian who described how his wife's face seemed to be stuck in a permanent sour sneer and I literally laughed until I cried when he explained the frustrations that led to that face.

As I was watching the crankiness and anger in this video, I noticed how radical unschooling philosophy has had an impact on my general attitude-- in how I feel about what the kids do, how I speak to them about what they do, and how much negative energy and crankiness I have about what they do.

video: [angry] Why is the floor so sticky?
how i hope to handle it: Guys! Please come here with a rag and spray!

[Full disclosure--in true hardcore radical unschooling, helping around the house is as optional as everything else.  So the kids have a right to say they are busy or even to refuse outright, just as they have that option when being told to learn xyz.  I'm not that hardcore, so we would probably negotiate that they finish doing what they are in the middle of doing and I'll remind them if they forget.]

video: WHO is responsible for these breadcrumbs, huh!?
hihthi: Hey, who ate here?  There are crumbs left
[Basically the same but I would like to prioritize a nicer tone, and the general concept that everyone agreed (which I only implemented when they were old enough to clean after themselves) that they can eat wherever they want on condition they clean up after themselves.]

video: [staggering comically under enormous pile of laundry]: There's no way I bought you this many clothes!
hihthi: [I konmaried a lot of clothes.  Their clothes are manageable amounts and the older ones do their own laundry if I don't get to it when they feel like they need it.]

video: You kids have WAY too many toys! Shut up, Buzz [to noisy toy]!
hihthi:[I put a lot of toys in storage; they have access to them whenever they want, but they are not out and about much.  We divided the room in half, i.e. compromise.  The point being to be strategic about it and to try a lot of different things, the same way you would with an adult you are sharing space with.]

Here's an updated photo of their space:

video: I can't do this anymore, I'm done! [scrubbing]
hihthi: Radical unschooling actually has a radical notion.  It's not just about the kids.  If you don't want to do it, then don't.  It's okay.  You can do it happy and wholeheartedly or you can let it slide.

video: Hey Billy, are you going to flush? Or are you saving this turd for later?
hihthi: Honestly, I laughed.  That happens all the time.  It's not too much trouble to flush or to give a shout out "Last person to use the bathroom, please go flush it."  I'm being nitpicky but I do think there is a tinge of shaming in the way it's phrased in the video.  I know it's a joke.  And maybe a lot of kids wouldn't mind that.  I personally prefer straightforward communication to sarcasm.

video: How did noodles get on the wall? Who missed their mouth that bad?!
hihthi: I laughed here, too.  Been there, done that.  How does food get there?  If the kid is old enough, I call them over (ideally in a pleasant tone) and ask them to get a napkin or a rag and spray.  And we clean it together.  Even a 2 year old can help.

video: [vacuuming in corner with hose extension with wild eyed expression]
hihthi: I can honestly say I've never done that in my life.

video: Who spilt the grape JUICE!
hihthi: call over kid, rag and spray

video: Oh, you guys have been watching slime videos again? That must explain the sticky floor.
hihthi: The kids make slime on a plastic tablecloth that they roll up after. (If you look closely at the above picture, they also duct taped plastic to the floor for easy cleanup for themselves.  I didn't tell them to do that.)

Jack's slime:

And the place where the glue spilled off the plastic:

So radical unschooling would be about making a space for kids to do their thing, about recognizing that these activities are extremely important for their learning/development/emotional/intellectual growth, and about being okay living in a space that has these types of mess because it is good for the kids.

Also, being angry about the sticky floor is a negative and shaming vibe that the mom gives off about the types of things the kids do, and resentment.  I know I'm being extremely harsh and perhaps overly sensitive about this.  But one of the things I've really loved about radical unschooling is about how it really changes the atmosphere in the home into something so much more pleasant for everyone.

video: Oh, one of the kids drew on the wall. Isn't that adorable! We have a little Picasso on our hands!
hihthi: I don't mind terribly drawing on the walls.  In the basement they are allowed.  We have magic eraser (and for a while, did not travel anywhere without it, since if there were writing utensils and we took our eyes off our kids, the toddlers drew on walls).  My house is not so pristine that drawing is a big deal.

My favorite drawing on walls situation EVER:

video: Oh, look at this! An open bag of chips!
hihthi: I think this is actually a huge chiddush that I learned from radical unschooling.  My children actually don't realize or don't think about how things get stale, how quickly they get stale, etc.  Instead of yelling or shaming them, it is astonishing how well it works to assume that they actually don't know or weren't thinking about it because they were involved in other things.  To say in a calm and kind tone, "Maybe you didn't realize or maybe you forgot" and to explain that when chips are left open, they aren't as tasty after.  And then show them how to seal it and supervise them so they know how to do it and help them out if they want or need help.

This has been transformative.  Giving information the same way I would give a friend information instead of snapping, yelling, or shaming has had an enormous impact on the pleasantness of our daily life.

I think snapping, yelling, and shaming make a kid curl up inside a little each time it happens. It makes them feel stupid or bad for doing things that are normal kid things. And it increases strife and a feeling of wanting to avoid interactions with the parent.  Why should our many, many interactions with our children be full of small needles of unpleasantness, unhappiness, and making them feel bad about themselves?

video: Who shoved GI Joe down the toilet?
hihthi: ::shrug:: We've had to call the plumber more than once for these kind of things.  That's how it goes.

My, How Things Have Changed

Things are different now than they were fifteen years ago.  I signed my kids up to go to an Archaeological Dig.  Both the girls attended this program back in the day and thought it was fabulous and so much fun.  It's a great concept: A guy who has actual artifacts from real archaeological sites comes and digs up a backyard, buries his artifacts, and the kids dig them up and learn about that time period.  It's an incredibly hands-on way to learn history.  It was one of the homeschool highlights that my girls enjoyed when they were in the elementary grades, and when I saw it listed I immediately signed up the boys who were the right age for it.

Well, a kid who can't sit through five minutes of talking and another kid who is uncomfortable in new places without his mom are not exactly the best candidates for a week-long drop off program.  I remembered it being pretty hands-on.  But apparently any bit of talking doesn't work for some kids. 

11yo came home furious after the first day that it was boring.  And also, why was it all about avoda zara?  (They were studying Ancient Greece.)

I had to pack them lunch every day.  Ari was kind enough to drive them (and ended up being pretty unhappy about it), and after the first day, they started complaining that they didn't want to do it.  E was pretty much crying today that he didn't want to go.  (Just like real school!)  That it uses up all the time in his day, and it's boring.

Every day they spoke a lot about different things they learned.  Elazar unearthed an entire horse jaw.  He said it was really big.  He asked me about Plato.  I think they learned a ton and will be thinking about a lot of things. 

Overall, though, I'd say יצא שכרו בהפסדו, that the loss cancels the gain.  Elazar was pretty miserable.  And even Jack wasn't overly enthused.

It's kind of shocking that with an unschooling mindset, classes that used to seem amazingly educational and fun in the beginning of my homeschool years, when I was in a more "schoolish" mindset, are really not very enjoyable to my hardcore unschoolers, who are used to not having any sort of learning shoved down their throat whatsoever, and drop any bit of "education" when it is boring or not appealing to them.  Our standards have shifted.

No Ball Playing In the House

I am at the stage of life where I have the same thought numerous times a day.  And that thought is: Do I really need to tell them to stop throwing that ball in the house?  What are the odds something will actually break?  And if it does (light fixture, computer, speaker, window, picture frame), how expensive is it?  Maybe it's worth letting them play ball in the house?

Bounce.  Bounce.  Bounce.  The ball thuds off the walls.  And I keep my mouth shut.

A couple of weeks ago, when I objected to their game because of the amount of breakables out, they cleaned off all the glasses and dishes off of the dining room table and then played ball.

I searched for my post about saying Yes instead of saying No and I found it.  Ick.  I had blocked that out, I guess.

I was about to hit "post" and a ball smacked me in the face.  Luckily, it's one of those lightweight balls.

Sometimes it's nice to acquire more tools for the toolbox

So you think you settle on an approach, and then kids change, or what worked for one kid isn't working for the next, or you change, or you understanding things differently.

Lord knows I moan about being conflicted about unschooling vs teaching until even I am sick of hearing myself.

I want to talk about sibling rivalry for a bit.  When my kids were 5 or 6 years apart, there wasn't that much sibling rivalry.  When my kids were 2.5 yr and 17 months apart, sibling rivalry became part of my daily existence.  I've waxed eloquent about the bullies2buddies methods and how useful they are.  He gives actual scripts to use, which have been very helpful.  I've even written to him with questions and he has helpfully written back.  I stand by this method and I really love it.  I combine it with playful parenting, which means that I try to take aggression as a cue that they need active and playful wrestling/roughhouse type attention.

I have found this to be more robust and more fun and efficient than what I used to do in my twenties, which was to sit the kids down and have them make eye contact and share their feelings and take turns speaking and make sure they both have a chance to talk and feel they are being heard and brainstorm for solutions. (It even is exhausting to type that up.)

And then.  

I'm in a radical unschooling group.  You think I'm unconventional? :-D I don't qualify as a radical unschooler.  These people are fully committed to unschooling not just academically, but as a way of interacting with their children in every way.  This affects bedtime, meals, discipline, and all sorts of areas.  Some of the underlying principles are abundant generosity and respecting your child as a human being.

So I'm reading with interest, and they start talking about sibling rivalry.  Here is a link (with further links on the bottom of that page).  What sparked my interest is how many of them expressed that leaving the kids to deal with things on their own was not something they would do.  A lot of unschooling (contrary to popular assumption) has pretty hands-on parental involvement, having the parent there coaching, helping, empathizing.

Since this is exactly not what bullies2buddies advocates, and since I am apparently exceedingly defensive and a glutton for punishment, I kept reading.

The truth is, even using bullies2buddies I do keep a fairly close eye (looking for these factors).  But I have heard many people speak about how they felt that they were brutalized by unequal sibling situations (my own sister included, with me being the manipulative and obnoxious older sister), so I wanted to see what advice there was.

What I got from it (though it generally astounds me how much I don't grasp in the first few readings of things) is, like the other radical unschooling principles, to approach their conflicts with a genuine desire to hear both children's needs and a strong desire to help them get their needs.

Obviously, in a sibling rivalry situation, two sets of needs are in conflict.

And I still use bullies2buddies in the sense that I don't go to them or stop them while they are fighting.  I'm usually sitting in the same room or close by, and they know they can come to me.  I still use a lot of the same scripts from bullies2buddies.

But now there is an added component.  I really try to understand what is deeply upsetting to each child (as opposed to in the past, where I was mainly focused on finding solutions.  Yes, I empathized, but I never get really worked up about lego like they do).  I hope this attempt to understand naturally gives them the sense that their needs are valued by the family.  I think it gives a different tone to the arguments.  There is a sense of "both of your emotional/practical needs are important.  What can we do?"

This played out a bit yesterday when (naturally, just about 10 minutes before I had to get ready to go to work), Jack came in screaming that he had a lego set that he couldn't build last year, but THIS year he can, but Elazar made a fidget spinner with an important piece.

Basic bullies2buddies script, I didn't get involved, I agreed with Jack that he has rights over that piece.  Jack left.

In comes Elazar, blazing in fury that Jack just took his fidget spinner and broke it.  No warning, no discussion, just grabbed and broke.
Well.  I agree with Elazar that this, too, is unfair and upsetting.

Looking at this in the framework of the radical unschooling, I perceived that both of them make perfect sense.  Both of them have claims.  Our goal is a peaceful, happy home for all members of the family.

Perhaps this is obvious.  It was not obvious to me.  It was not clear to me to view conflicts or sibling rivalry in the framework of a goal of having a peaceful, happy home for all members of the family.

As I said before, obviously not all members of the family can be peaceful and happy at all times.  By definition, if there is more than one person, then there will be conflicts.

But I don't know that it was ever so clear to me to enter conflicts with the idea that each person's peace and happiness is a priority to us.  So if there is a way to work it out and that increases your peace and happiness, that's what we are trying for.

When that is the goal, peace and happiness becomes an abundance mindset, not a scarcity mindset.  Everyone becomes more generous because there is a security that the family goal is as much peace and happiness for every individual as we can work out.

So Elazar agreed that Jack had the rights to take the piece back.  He objected to the manner in which it was done.  I asked Jack to look at Elazar and for Elazar to say how he feels while looking at Jack.  Because Jack knew that his claim of the piece was protected, he was able to look at Elazar and hear his pain and see the effect it had on Elazar that he took the piece so abruptly and without discussion.

Part of the abundance mentality is that Jack readily agreed to rebuild Elazar's fidget spinner.  And to even improve on it so that it worked.

A follow up blow-up occurred when Elazar was not satisfied with how Jack fixed it.  (I even overheard Elazar say to Jack, "Should we work this out later?" because they were in the middle of cleaning up the neighbor's playroom when this argument went on.)

Again, the goal of peace and happiness for everyone is such that Jack agreed to keep trying until he found something that satisfied Elazar.  But it was also agreed by everyone that the original piece--belonging to Jack--was not an option and if that was the only piece that would satisfy Elazar, Elazar would have to compromise.  Jack did try and Elazar did graciously accept a lesser vision of his fidget spinner (albeit one that functioned better).