Learning to Go With the Flow (Against My Will)

We've increased our tolerance for bookwork over the year. Outright refusal has evolved into a few quick pages before the television is allowed to go on, or before we have a snack and play.

As a self-confessed over-planner, it's been a learning experience for me to come to terms with my day not working out the way I expected. 'Going with the flow' is not something I am good at. Homeschooling is forcing me to change a core part of my being. It's probably a positive thing, being taught out of my rigid ways.

But painless, it is not.

I've often stopped to ask myself whether I was more bothered that my child wouldn't follow my plans, or that I couldn't accomplish everything I'd planned. I'm still not sure I have the answer.

Either way, the theme I've tried to stick to this year is 'something is better than nothing'. And bit by bit, looking back through our logbook, it somehow looks like we've had a reasonably productive year of learning.

A practical reality for us, and many homeschooling parents, I'd imagine, is that we have to be open to abandoning our plans. Weather, moods, unplanned appointments and a general lack of interest are all frequent obstacles.

As 'teacher', it's also crucial to recognise the difference between a child who requires encouragement and one who genuinely cannot face another demand. Knowing when to stop and pivot can determine how engaged your learner will be when you introduce the next learning experience.

While our students' education and wellbeing are the goals of this endeavour, let's not forget the needs of the teacher who, I am guilty of forgetting sometimes, is only human.

I personally didn't plan to homeschool. And while the obvious tasks involve choosing resources, planning and logging activities, monitoring performance and interests, and modifying expectations, behind the scenes there's some poor, mentally exhausted and overstimulated caregiver who doesn't really feel like going to the library tomorrow, or driving around to find a park at the aquarium in 40-degree heat on Thursday.

Let's be realistic.

I'm learning to simplify. And to keep things in perspective for the benefit of both teacher and student, it's useful for me to reflect on how my definition of progress has evolved, while building on my ability to recognise achievements that aren't easily measured.

Our logbook of notes and photographs has been an immensely useful tool for reflecting on the ways that being (unnaturally) flexible has still equated to an enjoyable and productive learning experience for both my child and myself.

The book serves a practical purpose when it comes to reporting and maintaining our home education registration with the relevant authority (QHE in Queensland), but it's also gold when it comes to recognising where we excelled, where we struggled, and where we just had a heap of fun while learning a spontaneous nibble of information along the way.

Looking back on how we started out, with me doing a ridiculous amount of weekly planning with every intention of implementing ALL of it, I can't help but compare (and laugh at) how we're ending the year.

I now log instead of plan, aligning what was done with ACARA and reflecting at the end of each term. I aim for slower mornings (where possible), and flexible, spontaneous activities that suit us both on the day, weather depending.

We're still learning and still aiming to reach learning goals, but adapting to the way it works best for us.

It's a bit of an 'ah-ha!' moment to finally fall into this groove.

Three quarters of the way through the year.