Tag Archives: parents

Craft Supplies

For whatever reason, public school teachers seem to need to buy supplies for their classes each year, using money from their own pockets.  I won’t comment on that being right or wrong or even why because i simply don’t know.  However, we as home educators, really can’t afford to purchase extraneous supplies, so we are careful to collect and use free stuff for educational supplies.  When possible, we purchase secondhand textbooks and use them for all the children in the family.  Or we share with other families whose children may be similar in age, but offset just a bit.  (Currently, Missouri public education is funded by taxpayers at the rate of $10,457 per student per year).  Since i have three children – had that been sent to me, i could have managed nicely on $31,371 per year!

Missouri Statistics by district

Linn County R-I School District

Name: Linn County R-I School District
City: Purdin
Average Daily Attendance: 220.8
Expenditure per Pupil: $11,343.44
Local, Percent of Expenditure: 43.89%
Local, Contribution in Dollars per Pupil:$4,978.31
State, Percent of Expenditure: 46.54%
State, Contribution in Dollars per Pupil: $5,279.22
Federal, Percent of Expenditure: 9.57%
Federal, Contribution in Dollars per Pupil: $1,085.91

Brookfield R-III School District

Name: Brookfield R-III School District
City: Brookfield
Average Daily Attendance: 968.3
Expenditure per Pupil: $9,569.70
Local, Percent of Expenditure: 44.99%
Local, Contribution in Dollars per Pupil:$4,305.84
State, Percent of Expenditure: 43.91%
State, Contribution in Dollars per Pupil: $4,202.25
Federal, Percent of Expenditure: 11.09%
Federal, Contribution in Dollars per Pupil: $1,061.61

To that end, i have on hand various supplies that have been given to me or sent in the mail (we get a bunch of return addresses from outfits asking for donations and typically there are fun stickers and parts of the address that can be cut for stickers.)  Gifts that have been given to us (or i unapologetically collect tissue and paper from bridal showers or birthday parties that would have just been thrown away).  Coloured tissue paper is so fun for tearing into shapes (think Eric Carle) and making books.  Also, fun to fold and tie to make flowers, etc.

Coloured paper from flyers in the mail can be cut into strips to make decorative chains.

Making books involves math skills (ie: fold paper in half, one fourth), large and small motor skills (folding, tearing, punching holes, gluing, drawing, etc), sharing and helping (work in groups), creativity (develop story telling skills, logical and chronological thinking, and how to express ideas in picture and words), understanding relations (large and small, tall and short, etc), shapes, colours.  Goodness, so many skills in just one fun activity.  At the end, have each child read and show their creation to encourage public speaking and reading skills.

There are a multitude of craft and art activities that can be expanded to teach nearly all aspects of education.

Time is the most important investment in the education and training of your children.

Ask for, gather, then develop a plan using those free supplies.  Wow, you can even then teach the importance of repurposing, recycling, reducing.

b6f18d77-e316-42de-a778-05432dc6f406-609-000000638ca51ead_file
Some of this is brand new that was given to me but i have no use for so it needs to be in the hands of someone who can educate and encourage children.  Not shown is an envelope of stickers that i cut out of the Arbor Day return address labels that were sent in the mail.  

 

 

Book Banning and Educational Freedom

Nathan Powell submitting his latest essay for English at Trenton College dual credit course.

Censorship is a topic often associated with totalitarian governments and repressive regimes, yet, in our own United States, many books, including such classics as Mark Twain’s The Adventures of Huckleberry Finn, John Steinbeck’s Of Mice and Men, and Anne Frank’s The Diary of a Young Girl, have been banned from public libraries at one time or another for various kinds of objectionable material.  Massive changes in the way society and individuals view once-uncouth topics have drawn the debate over where the line between free speech and dangerous expression lies into sharp focus.  In their article “Counterpoint: Book Censorship can be[sic] Justified in Some Cases,” authors Christina Healey and Tracey M. DiLascio eloquently and convincingly argue for the use of censorship as a precise tool to protect children from concepts and ideas that could negatively affect the child’s development.

Healey and DiLascio emphasize the power of books to influence a culture and the need for parents to be able to choose what books their children read.  They say, “[books] can be used to educate, to inculcate values and transmit ideology, and to stimulate the imagination.  They can instruct in civic virtues or contain instructions to build a bomb” (Healey and DiLascio par. 5).  By this, the authors mean to inform the reader of the importance of the debate over whether books can severely influence those who read them.  The authors state that “ … it is important that parents be given information about the books that are being made available to their children” (Healey and DiLascio par. 9).  Healey and DiLascio believe parents armed with this information would be better able to make wise decisions about what their children are exposed to, and thus, better able to challenge what books should be purchased with public funds and what books should be removed from public libraries.

To establish a framework for their paper, Healey and DiLascio give a brief overview on the history of book banning in the United States, stating, “Book banning in schools or public libraries generally begins when a concerned parent or group of parents takes issue with a literary text on (usually) moral grounds …” (Healey and DiLascio par. 1).  They list several examples of books which have been banned and the reasons why, ranging from inappropriate language to depressing content.  This context they provide is vital for a realistic discussion of a hot-button topic such as censorship, as it allows the reader to understand that the form of censorship in question is not repression of divergent ideologies, but rather is the careful consideration of what topics young minds are prepared to understand, for which there is a strong precedent here in the United States.  This list also demonstrates the variety of reasons that could cause a book to be considered worthy of a ban, and shows that we must not take the power of censorship lightly for fear of overextending across the boundary between protecting our children and oppressing free expression.

Next, Healey and DiLascio discuss some of the issues surrounding young adult (YA) literature, a highly controversial genre, that make the censorship of these books from public libraries seem sensible to some parents.  As they explain, “One is that many books targeted at or assigned to the teen audience have increasingly graphic violence, sexual content, drug and alcohol content, and obscene language” (Healey and DiLascio par. 8).  This dark turn in YA books can be seen simply by investigating the youth adult section of one’s local library.  From post-apocalyptic gladiators to fantasy settings shrouded in shadows, the literature gracing the shelves may capture the imagination, but it no longer does so through inspiration and encouragement, but rather through visceral shock value.  Proponents of these books say that discussing topics that are normally considered taboo can increase awareness of persons in these situations.  However, critics, myself included, contend that books such as these glorify lifestyles and actions which are dangerous and that these concepts should not be perpetuated by public funding in school and public libraries.

Finally, the authors emphasize the importance of parental engagement in their children’s literary pursuits, advocating, “Just as parents monitor the music, video games, and movies to which their children are exposed, parents should be aware of what books their children are reading” (Healey and DiLascio par. 4).  Healey and DiLascio contend that the parental right to educate one’s children in the way one sees fit supersedes the right of free expression where public funding is concerned, so parents should have the right to petition for books to be removed from school and public libraries.  While some might see this as suppression and exclusion, I think the reality is that restricting books that convey negative messages with which a parent disagrees allows parents to better impart their sense of morals to their children.  Rather than relying on the permissive morals of the collective masses to decide when a child is ready to learn about a certain topic, the parent can make an informed decision on a child-by-child basis, which encourages greater diversity of ethics.  In other words, giving the parents the right to control what their children are exposed to can create greater expression instead of repressing it.

The perfect balance between censorship and expression will probably never be struck, but the fact that we have this conversation gives me hope that as a society we will continue to search for it.  In “Counterpoint: Book Banning can be[sic] Justified,” Healey and DiLascio offer a compelling line of reasoning to support parental censorship of children’s reading material and in this specific scenario, I find myself in support of their argument for replacement and restriction to introduce children to difficult concepts in due time.

Works Cited

Healey, Christina and DiLascio, Tracey M. “Counterpoint: Book Banning can be Justified in Some Cases.” Points of View: Banning Books 2015: 3. Web.