Session 2

It's been much easier since Aliyah received the curriculum. I would encourage people to consider Oak Meadow for objective goals for students without the worry of any agenda. The information provided in the student workbook is direct and to the point, presented in such a way that I haven't cracked the teacher's workbook yet.

Some of the assignments Aliyah has chosen in science, particularly, include the awareness exercise, in which she sat on our family's 'meditation rock' and took thirty minutes just to become aware of herself and her surroundings. She then came in and immediately performed a one-page/150 word free-write about the experience. This was twofold in that Aliyah needs to journal about something, and it is her province to accept her mother's condition, with our guidance as she requests. Journaling clears the mind of its cobwebs and helps for one to see connections previously not ascertained.

We've only had one "bad" day, and I've learned there are no "bad days" in the world of mental health or cancer. We have covered so much material, and she is going above and beyond by, for instance, writing about heat lightning the other day. We studied the Space Race and the social forces at play; early human civilization; the scientific method and accompanying field experiments (such as dissecting a plant).

I wanted her to be able to answer the assignments in World Civ, for instance, but freewriting about an assignment or reporting her findings from a scientific method-based experience was a way for her to journal (thus opening her up for awareness), and then also report her findings cogently, thus learning persuasive writing and data reporting as she was learning about the scientific method.

Thank God the math is "old school." Here I have somewhat of a beef: she has never been able (more like willing) to show her work when she utilizes mental math, so our rule is that she needs to show her work on roughly 25% and then, ONLY SUPERVISED, can she use mental math. I'm not going to fault her for math inherently "clicking" for her. Yes, she needs to know how to do it, but there is no legitimate reason why she can't use mental math — it's a shortcut. It's a mental method. But that's what we created this girl for: she will learn rote knowledge about variables and the like, but she won't get dinged for having an innate talent. As long as it is supervised until I can trust her with an "Honor Code," I'm not going to stifle her problem-solving skills when those skills make for necessary shortcuts on occasion.

Also, we visited the Jesse James Riding Stables and Cave in Cave City, Kentucky. We both had been having melancholy, but we were able, along with my wife, who did not ride but was able to come with us and hang on at local businesses, to get in about an hour trail ride. We learned about how Jesse had used the caves for his malfeasance. We both lived in the moment and let the wind and nature engross us. It was a wonderful, therapeutic, and educational experience, tailored just for her, utilizing a subject matter she enjoyed.

My Google review of the stables can be found here: https://maps.app.goo.gl/6j78mAB97C5bEr4w7