The power of a successful homeschool journey cannot be over emphasized. Every parent who home schools wants to enjoy the adventure, grow close to their children and have well rounded children at the end of it. But moms hold the power to sabotage their own homeschools and often they do not even know they are doing it. Here are some warnings (and remedies) for homeschooling parents so that you are do not become one of them.

Warning #1 – You have no systems in place

How do you know this is happening? You cannot find your school books, the children cannot find their pens and pencils, your laundry is piling up and you cupboards and fridge are empty.

Solution – Take one afternoon on the weekend to plan your meals, do your grocery shopping, get your books ready for the next week and get your children to make sure their desks and pencil boxes are ready for Monday. Set up a laundry system in your home to make sure that your family has clean clothing and linens.

Warning #2 – Your children take forever to do their work

Some children are slow workers, but many are dawdlers. If your junior grade children are taking more than a 3 hours to do their work or your high schooler more than 6 hours then chances are that they are wasting time.

Solution – Make sure that you are giving your children short lessons so that dawdling is discouraged. Ensure that you alternate a hard lesson for a easier lesson. Take the time to train your children in the habit of attention so that they learn the importance of giving something their full attention and completing work in a timely fashion.

Warning #3 – Your children spend more time on school work than life

If your children are spending more than a third of their day in formal academic pursuits, it is a sure fire way of producing burnout in mom and child.

Solution – Raymond and Dorothy Moore, grandparents of the homeschooling movement, make use of a head, heart and hand principle. They said that a child’s day should be balanced equally between these three occupations. Head refers to academic pursuits; Hand refers to work in and around the home like chores and entrepreneurial activities and Heart refers to spiritual and moral training a parent should impart.

Warning #4 – Your children are allowed unlimited daily doses of TV and computer

Children should not watch TV or work on the computer everyday. It is an unhealthy situation as the stimulus that the brain receives from these two activities causes a dumbing down process where the child forgets how to entertain themselves, play out imaginary games and be productively and creatively busy – to mention just a few negatives.

Solution – Make a list of all the productive pursuits that your child can do and put to when they nag and ask for TV or their computer games. Ensure that you draw them alongside you in your day to day activities – and set the example yourself!

Warning #5 – Mom does not ensure that she is sufficiently rested

When a mom is tired, burnt out and running from play-dates to sports all afternoon and never takes a moment for a quiet cup of tea and a book, she is bound to be tense and overwrought. When mom has nothing left, she cannot give to her children and be a healing presence in her home.

Solution – Mom needs to set aside small moments in her day to take a breather. This can be a chapter of a good book, a walk around the garden, a cup of tea – on her own. It could also mean getting to bed earlier so that she can rise before her family with a small head start on her day. Mom needs to take time out monthly as well, so that she can set her hand to a craft or hobby where she can take off the “homeschooling mom hat.”

Warning #6 – The homeschooling parents talk of nothing but their children

Does it seem like whenever mom and dad go out or have a moment together, all they talk about is homeschooling and parenting? While there is time for that, it is also very important that they take time to remember that their relationship ranks right up there in importance.

Solution – Make a pact that you will do something special together, weekly or monthly, where you do not talk about homeschooling, parenting or household matters. Just enjoy being together.

Warning #7 – Parents control their children rather than build relationship with their children

This is a tough one… isn’t it? We want the best for our children; we want them to be all they were created to be and to achieve much in their lives. But often a parent will go overboard and forget that the reason they are raising children is so that they can be strong valuable members of a community.

Solution – Like a young sapling tree, protect your children as they need it. Train them in moral and spiritual guidelines as you take hold of those truths as well. As they grow and show maturity in certain areas, permit them to begin making their own decisions within the realm of what is permissible to your boundaries as a family unit.

Warning #8 – A homeschooling mom who spend too much time feeding on other lives

I left this for last because this one point can be the single most damaging thing that can happen to any homeschool. When a mom is always comparing herself and her children to what the next person is doing, what the other children have achieved, the projects that they are doing, instead of getting on and living her life with her children, she is bound to become frustrated and defeated.

Solution – Accept the season that your family is in – perhaps you have just had a baby and an in-depth unit study will sent your teetering over the edge! Perhaps your children have special needs and are not able to concentrate for long. Whatever the reason… accept the season. Also remember that each home and family is unique and your family has a specific flavor to it. When you try and bring in another family’s culture to your own, you dilute the beauty of your family.

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Wendy Young is the homeschooling mom to 4 children aged 7 – 14 years. They have always been at home. She has been married for 19 years. Wendy’s website, Homeschool-Curriculum-For-Life, is dedicated to helping moms choose curriculum, get organized, and enjoy the homeschool journey by equipping them as their roles as wives, women, and moms.

And Jesus went forth, and saw a great multitude, and was moved with compassion towards them, and Pie healed their sick. And when it was evening, His disciples came to Him, saying, This is a desert place, and the time is now past; send the multitude away, that they may go into the villages, and buy themselves victuals, etc.

Q. WHAT do you here understand by Jesus going forth, and seeing a great multitude?

A. According to the letter of the history, by Jesus going forth, and seeing a great multitude, is to be understood His going forth as to His personal or bodily presence, and His taking a view of the people who followed Him; but according to the internal or spiritual sense of the history, by Jesus going forth, is to be understood the divine influx of His divine love into His church, thus into the truths and knowledges in which His church was principled; and by seeing a great multitude, is to be further understood the influx of His divine wisdom into those truths and knowledges, to note their several characters and qualities. It therefore follows, that He was moved with compassion towards them, and healed their sick; because to be moved with compassion is an effect of His divine love towards His church or people; and to heal their sick is an effect of His divine wisdom, in removing the false principles and persuasions, which at that time prevailed amongst them.

Q. And what do you further understand by the words which follow, where it is written, that when it was evening, His disciples Game to Him, saying, This is a desert place, and the time is now past; send the multitude away, that they may go into the villages, and buy themselves victuals?

A. According to the sense of the letter, the meaning of the above words is so plain, as to require no explanation; but according to the spiritual sense, it may be necessary to explain them. By the evening then here spoken of, is to be understood the last state of the Jewish church, or a state when there was no longer any faith or love prevailing amongst that people; and by the disciples coming to Jesus, saying, This is a desert place, the time is now past, is to be further understood an acknowledgement of that state of the church by those who were principled in the truths of the new or Christian church; for by the disciples are signified those who received the doctrines of this latter church; and by their saying, This is a desert place, the time is now past, is further denoted a perception that there was no longer any desire of heavenly good, or any understanding of heavenly truth remaining; the one being signified by a desert place, and the other by the time is now past. By their adding further, Send the multitudes away, that they may go into the villages, and buy themselves victuals, is further to be understood ignorance on the part of the disciples, who were not as yet fully instructed as to the divine origin of spiritual food, and who therefore supposed that the multitudes might procure it for themselves, in a state of separation from the blessed Jesus ; for by sending the multitudes away, is manifestly denoted such a state of separation; and by their going to the villages to buy themselves victuals, is further to be understood the procuring to themselves spiritual food in that state.

Q. But it is added, that Jesus said to them, They need not depart; give you them to eat — what do you conceive to be the force and meaning of these words?

A. According to the literal sense of the history, these words contain an intimation on the part of the blessed Jesus, that His disciples should provide bodily food forthe multitude; but according to the spiritual sense, they have relation to spiritual food, which is instruction from the holy Word in truth and wisdom, and thus contain an intimation, that that food should be provided by those, who were already instructed in truth and wisdom. For by Jesus saying, according to the spiritual sense, is to be understood a divine dictate; and by saying to them, or to His disciples, is further to be understood a dictate to those of His church, who were already instructed in the goods and truths of His most holy word; and by His adding, they need not depart, is further to be understood the necessity of abiding in the divine presence, in order to receive instruction; and by adding further, give you them to eat, is implied that spiritual food, or spiritual instruction, was to be communicated by the intelligent and wise to those who were in want of intelligence and wisdom.

Q. And how do you understand the words which follow, where it is written, They say to Him, We have here but five loaves and two fishes?

A. According to the sense of the letter, these words imply the impossibility of supplying the bodily wants of the multitude out of so small a store of bodily food; but according to the spiritual sense, in which they relate to the spiritual food of instruction, by saying to Him (Jesus), is to be understood perception of the little good and little truth which then prevailed in the natural man; for by the disciples saying to jesus, is to be understood perception; and by saying, We have here but five loaves and two fishes, is denoted the very small portion of good and of truth, which then prevailed in the natural man or mind; loaves having respect to the principle of good, and fishes to the principle of truth.

Q. But it is added, that He said, Bring them here to me — how do you understand these words?

A. According to the letter of the history, these words mean, that the literal loaves and fishes should be brought to Jesus; but according to the spirit of the history they imply, that what is signified by the loaves and fishes, namely. the goods and truths of the natural man, should be brought to Him; in other words, should be submitted to His divine guidance, government, and blessing. Bring them to me is therefore a divine injunction, ever proceeding from the blessed Jesus, and ever enforcing its weighty obligations on all his children; because it is of the first importance in the great business of regeneration and consequent salvation, that all His children should refer to Him, as the divine giver, every good and every truth of the natural mind or man, that so it may not only receive perpetual increase from his divine benediction, but may also finally be brought to the blessedness of an eternal con, junction with Him.

Q. And what do you understand by the words which follow, where it is written, that He commanded the multitude to sit dozen on the grass, and took the five loaves and two fishes, and looking up to heaven, He blessed, and break, and gave the loaves to the disciples, and the disciples to the multitude?

A. By the multitude, according to the spiritual idea, is to be understood the church, desirous, to be spiritually fed, or to receive instruction; and by Jesus commanding the multitude to sit down on the grass, is to be further understood arrangement according to divine order of the lower principles of the church; for by Jesus commanding is signified divine order; and by sitting down on the grass, is signified arrangement according to that order in the lower principles of the church, as previously necessary to receive instruction, grass denoting those lower principles. It is accordingly written in another place, where this miracle is recorded, that there was much grass in the place, (John 6:10), which is a circumstance too trivial to be mentioned in the Word of the most high god, unless it had involved a spiritual sense and meaning; and what this spiritual sense and meaning is, is manifest in another passage, where the blessed Jesus says, speaking of the growth of spiritual seed in the church, The earth brings forth fruit of herself, first the blade (or grass), then the ear, after that the full corn in the ear, (Mark 4:28), where the blade (or grass) evidently denotes the first reception of truth in the memory, or what may be called scientific truth, which is here the grass on which the multitude were commanded to sit down, since without truth first received in the memory, and rightly arranged there, no spiritual instruction can be received; spiritual instruction, in all cases, having relation to the elevation of scientific truth to its divine source, and to its conjunction with that source.

Q. And what do you understand by Jesus taking the five loaves and the two fishes?

A. By the five loaves and two fishes, it has been already seen, are to be understood the goods and truths of the natural man or mind, about to be initiated into divine truth, and thus to be nourished; and by Jesus therefore taking these loaves and fishes, is to be understood first initiation, when these goods and truths are acknowledged by the understanding to be His and from Him; it is accordingly written in the institution of the sacrament of the holy supper, that Jesus first took bread, and then blessed, and break it; and that when he gave it to His disciples, He said, ” Take, eat; this is my body,” (Matt. 26:26), denoting that before He can bless the bread, and before His children can eat it, it must first be acknowledged in the understanding to be His, and from Him.

Q. And what do you conceive to be meant by Jesus looking up to heaven?

A. To look up to heaven, according to the sense of the letter, is to direct the eyes of the body upwards towards heaven; but according to the spiritual sense or meaning of the expression, it has reference to the eyes of the mind turned inward into itself, for heaven, we know, is within man, as it is written, The kingdom of god is within you, (Luke 17:21). When this expression, however, is applied to the blessed Jesus, it denotes His looking to the divine principle within Himself, since, as the kingdom of god is in every man, so the Divine Being or Principle was in the blessed Jesus as His inmost life or soul. Moreover, heaven is heaven by virtue of its reception of the divine love and wisdom in close conjunction, and therefore whether we speak of heaven, or of the conjunction of the divine love and wisdom, it is the same thing. Thus, by looking up to heaven, when applied to the blessed Jesus, is represented an internal act of His mind, or of His humanity, elevating itself to a fuller view of, and closer union with the divinity which dwelt in it.

Q. And what do you understand by His blessing and breaking the loaves?

A. By blessing the loaves, is spiritually to be understood the initiation of natural goods into the divine good, and their conjunction with that good, for every thing is called blessed, and is blessed, in proportion as it is so conjoined; and by breaking ike loaves, is again to be understood the conjunction of the natural goods with divine spiritual truth, by virtue whereof natural goods are viewed and distinguished into the particular goods of which they are compounded, and are thus rendered capable of a fuller incorporation into the life and love. For such is the nature of all good, that whilst it is seen in the general only, and not in its particulars, it cannot be so fully admitted into the mind, in like manner as a loaf of bread cannot be admitted into the bodily life for nourishment and support, unless it be first broken into pieces, and afterwards masticated in the mouth of the eater. Hence arises the necessity, in spiritual eating, to conjoin good with truth, or love in the will with wisdom in the understanding, since it is by truth and wisdom alone that any good, or any love, can be properly discriminated and particularized, so as to render it admissible into the spiritual life of man. This, therefore, was the hidden reason why mention is here made of breaking the loaves, and also why the same act is recorded in other passages of the word, as at the institution of the holy supper, (Matt 26:26. Mark 14:22. Luke 22:19). and particularly at the village of Emmaus, where It is written that Jesus was known to the disciples by breaking of bread. (Luke 24:35). For the same reason, the perfume for the use of the Jewish tabernacle, was required to be beaten small or bruised, (Exod. 30:36), bruising having the same signification in regard to perfume, that breaking has in regard to bread. For a similar reason too, the powers and principles of evil are said to be beaten small as the dust before the wind, (Psalm. 18:42), because as good cannot be admitted into the life of man, until it be minutely viewed as to its nature and quality, in like manner evil cannot be expelled from the life of man, until its nature and quality are also distinctly seen, and this by the light of the eternal truth. In the great work, therefore, of man’s purification from evil, it is not sufficient for him to confess, in general terms, that he is a sinner, or full of evil, but he ought to enter upon a particular exploration of the distinct marks and characters of evil in himself; in other words, he ought to break and bruise it, otherwise it will remain for ever incorporated in his life’s love.

Q. And what instruction do you learn from the words which follow, where it is written, that Jesus gave the loaves to His disciples, and His disciples to the multitude?

A. I am instructed by these words, that the blessed Jesus does not teach truth, or give spiritual food, immediately, but mediately, or by and through His most holy word. For by the disciples are here meant those, who have already admitted into their minds the goods and truths of that word; thus by the disciples are here represented the goods and truths themselves which they have received; whereas, by the multitude are represented those, who are desirous of receiving instruction and the spiritual nourishment which it yields. When therefore it is said, that Jesus gave the loaves to His disciples, and the disciples to the multitude, it was intended to teach the edifying lesson, that the almighty always employs instruments to effect His saving purposes of instruction and consequent regeneration; and that the instruments which He employs are the goods and truths of His most holy word, and those who teach them; thus that the order still is, for the edification of His church, that He shall give the loaves to His disciples, and the disciples to the multitude; in other words, that there shall always be mediating instruments, or mediating ministers, between Him and His people.

Q. But it follows, that they did all eat, and were filled; and they took up of the fragments that remained, twelve baskets-full — what do you understand by these words?

A. By all eating, is to be understood that all incorporated into their minds and lives the good, which was thus conjoined with the divine good and truth; for by eating, is spiritually signified such incorporation, inasmuch as spiritual eating is nothing else but the reception of the good of heavenly love from Jesus Christ; and this good is received, when natural good, or the good into which man is born, submits itself, and acknowledges its divine parent and nourisher. By being filled, is further signified a full contentment and satisfaction of mind experienced in the reception of the good here spoken of, by virtue of which it is acknowledged, to be enough and all-sufficient to gratify every desire, and supply every want. For such is the nature of the human mind, created for an eternal conjunction of life and love with its heavenly father, that nothing but an infinite good, which is the divine love, can fill and satisfy it; and therefore all finite goods, such as worldly wealth, honours, reputation, pleasure, and the like, however abundant, and however apparently gratifying they may seem, still leave the soul in a state of all that emptiness, of which it is written, He has sent the rich empty away. Nevertheless, these latter and lesser goods have their important uses, and therefore are not to be rejected, whenever they submit themselves to be filled with a higher and an eternal good.

Q. And what do you further understand by taking up of the fragments that remained, twelve baskets-full?

A. According to the sense of the letter, by these words is to be understood the miraculous increase of natural food in consequence of the divine presence and blessing; but according to the spiritual idea, the words have relation to spiritual eating, which is instruction in the word of god, and therefore denote the immense increase of spiritual food, when it also receives the divine blessing, and is thus conjoined with its divine source. For in regard to spiritual nourishment, the case is this, that the more a man eats, the more he is made sensible of the infinite stores of divine nourishment provided for him; and thus, contrary to what is true of natural eating, his food grows more abundant, the more he receives. This super-abundance is therefore here represented by the twelve baskets-full of fragments, which are said to be taken up, in other words, to be elevated to conjunction with the divine giver of all food, by the humble and grateful acknowledgment that they are from Him, and His,

Q. And what instruction do you learn from the concluding words, where it is written, And they that had eaten were about five thousand mm, besides women and children?

A. By these words are denoted those of the lord’s new church here on earth, who received the truths and goods of His most holy word; men, denoting those who were more principled in truths; women, those who were more in the affection of truth; and children, denoting those who were more principled in innocence. Thus the words taken together have reference to the heavenly marriage of good and of truth, or of love and of wisdom, which constitutes the church. And thus, too, we are further instructed in the important distinction between what are here called men, women, and children; and in the still more important representation of each class of beings, as having reference to the distinct spiritual and celestial principles, which constitute the lord’s church and kingdom.

Q. What then is the general instruction which you learn from this miracle?

A. I learn, in the first place, to adore the miraculous power of that incarnate god, who, when it pleases Him, can convert spiritual food into natural, as in the case of the manna in the wilderness, and of the loaves and fishes in the present instance. In the next place I learn, from the spiritual sense of the above miracle, many interesting and edifying particulars respecting spiritual food, and its reception in the human mind, being taught:

that all spiritual food is of two kinds, namely. good and truth, or love and wisdom, the one intended for the nourishment of the human will, and the other for the nourishment of the human understanding; the one therefore represented by the loaves, and the other by the fishes.

That before spiritual food can be fully received, there must be a right arrangement in the lower principles of the human mind, signified by the lord commanding the multitude to sit down on the grass.

That before spiritual food can be fully received and incorporated into the life, the divine presence and benediction must be supplicated, and at the same time the understanding must be opened to the light of truth, to enable it to explore and distinguish well the principles of spiritual nourishment, signified by jesus taking the five loaves and the two fishes, and looking up to heaven, and blessing and breaking the loaves,

That spiritual food, which is instruction in the word of god, is not given immediately by Jesus Christ, but mediately, that is to say, by the goods and truths of that word, through the instrumentality of those who teach them, signified by Jesus giving the loaves to the disciples, and the disciples to the multitude.

That the food derived from the word of god, is the only food which can fully satisfy an immortal spirit, signified by all eating and being filled.

That in all spiritual eating, there is an immense increase of spiritual food, which increase ought to be devoutly acknowledged to be the result of the divine bounty, signified by taking up the fragments that remained, twelve baskets-full.

That there are three distinct classes of men, who constitute the lord’s church and kingdom, and who are therefore carefully to be distinguished from each other, namely, those who receive more of truth in their understandings, those who receive more of the affection of truth in their wills, and those who are in innocence, signified by the five thousand men, besides women and children.

I am resolved, therefore, in reading the word of god, or in receiving spiritual food in any other manner, to attend well to every particular of divine instruction recorded in the history of this miracle; and then may I humbly hope to be fed by my god and saviour, as the multitudes of old were, and thus to find angels’ food in every state of life, even the most desolate and desert. And then, too, may I hope further, like the infant church of old, to be filled, in other words, to find a full satisfaction and contentment derived from my food; and also to experience a blessed increase of spiritual nourishment, leading me to a more devout acknowledgement of the divine giver, both of natural and spiritual food, and thus to join in the angelic song, Worthy is the lamb that was slain to receive power, and riches, and wisdom, and strength, and honour, and glory, and blessing, (Rev. 5:12). amen.

The teen years are a critical time for role models in your children’s lives. Often you will find teens have a hard time talking to their parents. This isn’t always the case, but even in the closest families, teens often feel more comfortable talking to another trusted adult about some of the things going on in their lives.

Of course you would prefer your teen would go to an adult when they need to talk something important out, instead of relying on their friends who may not have the insight an older, more experienced adult would have.

Obviously you have no real control over who your teen goes to for advice, but there are a number of ways you can steer your teen in the right direction.

The best chance your teen has for interacting with other adults is in extracurricular activities. There are all kinds of activities your teen can be involved with, here are some that come to mind: church youth group, scouts, sports, music, school clubs, community service, just to name a few. Personally I don’t encourage parents to involve their teens in so many activities that it leads to burnout for both the parents and the teen, but carefully selected activities led by good and capable leaders will enrich your teen’s life in a way few things can, and will increase the likelihood that your teen will establish a relationship with one of the group leaders.

One word of caution, however. Talk to your teen about their activities and get a feel for yourself the effectiveness of the group leader. Not to say that they have to excel in every way, but just make sure that they are a good role model, and not a negative influence in your teen’s life. There is the potential of bad leaders in any activity, including in a church setting, and it is the parents’ responsibility to make sure their teen is in a positive atmosphere, influenced by mature leaders.

Involvement in group activities is especially great for teens of single parents. Teens who don’t have regular contact with mature adults of both sexes often have a hard time later in normal adult relationships. Being exposed to “normal” at this age very much increases the teen’s chances of growing into a well-adjusted adult. I have seen this often with boys who are raised by their moms with not much influence or negative influence from their dads.

Placed into group settings, with responsible adult male leaders, these teen boys have much less difficulty transitioning into adulthood. It also takes of a lot of the pressure off the often overworked mothers.

From my own experience, I have found that often other adults can help my teen in ways that I can’t, mostly due to big differences in our personalities. I am more of a quiet introspective thinker, and my daughter is very outgoing, and has a lot of potential leadership qualities that are hard for me to help her develop because I do not possess those qualities myself. Knowing how important it is to help her develop her natural abilities at this impressionable age, I make sure there are other adults in her life who can help influence her in ways I can’t. My daughter and I are very close, but there are just a lot of things that I can’t help her with, so I encourage her in developing relationships with adults who do have those abilities.

My daughter and I both respect our different abilities. It is very easy to be critical of people who are not like us, and parents and teens very easily fall into this trap. The best thing to do is be honest about your own abilities, and of the abilities of your teen, and do whatever is necessary to find outside influences for your teen. The more you can help your teen develop their abilities now, the less they will have to do on their own later (often, the hard way).

And don’t forget, you are a role model too. Get involved in the lives of your teen’s friends, or volunteer to help in a group activity in some way, even if only occasionally. There are teens out there who really need to hear what you have to say.

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Rachel Paxton is a freelance writer and mom of five. For resources for the Christian family, including parenting, toddler and preschool activities, homeschooling, family traditions, and more, visit http://www.Christian-Parent.com

You’re at the library, and your darling child runs to you with a wonderful book she just found. She loves the picture on the cover, and she’s excited about reading it, but how can you be sure it’s at the right reading level for her?

It’s great when there’s a reading level number on the book. You can sometimes find these codes on the back cover at the bottom, or on the front, in a top corner. Unfortunately, these numbers aren’t uniform. One series of books will call their books levels 1, 2, and 3 while another calls the same levels “beginning,” “step one,” and “step two.” It can be useful to work through a series, since the books will consistently get more difficult as they move through the levels. When you’re mixing series, don’t rely on the numbers, because there’s no reason to expect them to match.

Books with numbers like “4.3” are more consistent. This generally means the third month of fourth grade. But there really isn’t a consistent definition of what a fourth grader reads. Your students may read more easily or less easily than the hypothetical kids those numbers are designed for. The good thing about this system is that if your child reads one book marked 2.6 comfortably, then he can probably read another one with the same ranking just as easily, even if it’s not in the same series or from the same publisher. Then you can move up to the next number, and the next, with confidence.

A great rule of thumb when there are no reading levels on the book is the Four Word Rule. Have your child read one page aloud. If she stumbles on or doesn’t recognize four or more words, then that book is too hard. Have her choose another one, and remember the more difficult one for the future.

If your child’s heart is set on reading a book that seems too hard or too easy, consider trying it anyway. When it comes to books that are too easy, consider that you probably don’t relax with Fyodor Dostoevsky every evening. Sometimes we don’t need a challenge. Reading for pleasure is an important part of adult life, and kids should develop that habit early.

The book that’s too hard? Let your child work diligently on a few pages, and then read some of the wonderful and challenging book aloud for him to enjoy. Later, let him read some more on his own. Learning to read is hard work, but the rewards are worth it. Shared reading can help kids get that lesson.

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Mimi Rothschild is the Founder of LearningByGrace.org the nation’s leading provider of online PreK-12 online Christian educational programs for homeschoolers.

That’s a long phrase that means that some children learn better through seeing (visual learners), some through hearing (auditory learners), and some through touching (kinesthetic learners). God has given us our senses, and we all use them in the ways that are best for our uniquely created selves.

How Can I Tell My Child’s Preferred Sensory Modality?

When you get out a map, your visual learners might look closely and study it. Your auditory learners might look at it briefly and then look back at you, listening for an explanation, or start reading the names of the countries out loud. Your kinesthetic learners might touch the map, tracing out a route with their fingers.

Some people are more balanced than others, and might seem to use information from different sensory channels equally. Usually, even more balanced learners show their preferred modality when they’re feeling a little stressed.

Your auditory learner might talk to herself when she is working hard on a math test. Your kinesthetic learner might count on his fingers or doodle numbers in the margins. Your visual learner might write in the margins, too, but he’ll be doing it so he can look at the figures to see whether they look right.

Fortunately, all children learn best when they use all their senses, so you don’t have to be sure about their
preferred modalities. Just include a range of different activities in your lessons. It is so easy for us to think of activities that fit our own preferred modality! Sometimes we need to be reminded of the best activities for the other learning modalities.

Activities for Visual Learners
• Looking at charts and diagrams.
• Color-coding information
• Using graphic organizers to show information
• Practicing with flashcards and worksheets
• Using videos

Activities for Auditory Learners
• Listening to lectures
• Discussing information and ideas
• Reading aloud
• Using learning songs and chants
• Reciting information and doing oral practice

Activities for Kinesthetic Learners
• Using manipulatives
• Doing hands-on practice
• Creating models
• Playing games with information
• Using role play and drama

A perfect lesson would include activities for all the senses. We know that practicing new learning in different ways helps children learn better than practicing for the same amount of time using the same approach. Research also shows that multisensory lessons are learned more easily and remembered longer.

Combine different activities to get the most out of each of them and the best for each learner. Learning videos let visual learners watch and auditory learners listen. Let kinesthetic learners follow along with drawings or manipulatives, or try out what they see on their own. Have kinesthetic learners make graphic organizers with their visual learner siblings, and the auditory learners will join in discussing how to sort the information in the organizers. You can even include cooking, gardening, and nature study to bring in the senses of smell and taste. As far as we know, children don’t use these senses as their preferred learning modality, but we have all seen how cooking a dish from a country being studied can bring that lesson to life.

Soon multisensory lessons will be second nature!