The Other Side of Homeschooling - Essay Example

The Other Side of Homeschooling Homeschooling is becoming a popular alternative to traditional schooling by a growing number of families. This is when parents decide that they will educate their children themselves at home instead of letting them attend school. On their own, they plan out the children’s curriculum in accordance to the information they need to know at the particular age and grade level of the child should he be attending school. This essay will discuss how home schooling causes a disconnection between kids and their community, negatively affecting the social and communication skills of children. Homeschooling has its roots several decades ago from some groups who were not satisfied with the way schools were educating children. Stevens (2001) explained that it was upon the efforts of two vastly different groups, the religious fundamentalists and the’unschoolers’ who advocated for homeschooling. The religious fundamentalists pushed for homeschooling in order to ensure that children were kept exposed to their religious teachings so that a structured method of homeschooling was designed with the basic knowledge children should learn and promoted the authority of the family. On the other hand, John Holt, an activist, author and educator, encouraged parents to try teaching their children themselves because he believed that public schools may harm children by subjecting them to “technocracy” and wanted to protect them from such. Known as the ‘unschoolers’, their version of homeschooling was aimed at teaching children to enjoy life. They are against the regimentation being forced by authorities on children in terms of standardized tests and intensified curricula (Aurini & Davies, 2005). Homeschooling has been tagged as an offspring of older pedagogical movements which value individualism, non-conformity and empowerment, which most schools do not encourage (Aurini & Davies, 2005). Proponents of homeschooling were former supporters of ‘free schools’ which were considered left-wing (Miller, 2002) and detest conformity and ‘rat-race’ status-seeking that is usually associated with schools (Priesnitz, 2000). Since homeschooled children are isolated from school and are expected to be educated from home, they are likewise not conforming to any norm dictated by the school environment. Being so, they are thought of as being deprived of social contact with their peers and other adults. Bowditch (2000) argues: “Home education is not a reasonable choice for most children, as they need to spend time with peer groups to fulfill social needs. While home-schooled students may succeed academically, they may also fail to achieve that sense of independence generally acquired when attending public school. Additionally, home-schooled children may not learn problem-solving skills that are normally acquired through everyday interaction in public school circumstances” (para. 1). This view acknowledges that home-schooled children may excel academically, and even outstrip their peers in academic tests. However, socially, they are deprived of experiencing normal peer interactions that bring about challenging situations that make them stronger as individuals. The social adjustment that goes with being with other young people or situations that make them struggle to survive on their own build character and develop coping skills they would need as grown-ups in the real world. Being shielded from differing personalities of people leaves them unable to interact appropriately especially with those with difficult temperaments. They also miss out on exposure to students with differing backgrounds, and those who may think differently from them. Among these are teachers who adopt different teaching styles. Teachers who encourage an “open classroom climate”, push their students to air divergent viewpoints to stimulate their thinking and test their faithfulness to their long-held beliefs. When students hear different perspectives, it helps them understand an issue better and become less likely to feel threatened by views opposed to theirs. Being in an environment with these existing variety helps them learn tolerance and respect for others (Loving-Attachment Parenting.com, 2012). These life lessons are as important as academic skills they may pride themselves in being very good at, considering they learn these under the exclusive tutelage of their eagerly supportive parents. When a child attends school, he realizes that the world does not revolve around him, and therefore, learns to adapt accordingly. He establishes friendships with people outside his family and these experiences cannot be replicated at home even with a creative education designed by his parents. When they do not have enough contact with people their age, they may be considered outdated in their manner of dressing or talking that reflects their peer group’s style at that specific period of time. Hence, when they communicate with peers who go to school, it is inevitable that there are communication gaps between them (Merry & Karsten, 2010). Angela Pollard is a teacher who decided to homeschool her twin 13 year old daughters for six months until they begged to be enrolled back in school. Sure, their academic knowledge grew tremendously, but Pollard admits they are not happy. Pollard overlooked their basic need to be with their peers and that this was vital to their personal growth as the academic lessons they are imbibing from home (Bowditch, 2002). Coming from a teacher, this evidence from experience is credible since she is a representative of school-based education who tried out homeschooling herself, and realized that having her children enrolled back in a more socially- rich setting is best for them instead of for her own benefit. Merry & Karsten (2010) contend that there should be a balance between parental control and customization of children’s education and children’s choices in what to learn. Reich (2002) agrees that ‘total customization . . . threatens to insulate students from exposure to diverse ideas and people and thereby to shield them from the vibrancy of a pluralistic democracy’ (p. 56). Home-schooling parents design their own learning activities such as field trips to factories or writing essays on certain political issues. However, if children miss out on socialization and communication with people outside their home and family and this adversely affects them, then the state’s role as protector of children’s interests will trump that of the parents. It will not tolerate the liberty of the parents to manage the children’s education if the children themselves are not at liberty to grow with other children and adults. Parents who choose homeschooling for their children argue that it accomplishes what current educational philosophy advocates, that of helping students to learn at their own pace, integration of disciplines for a more holistic education, and the provision of individual attention and assessment for each student. Homeschooled students have more opportunities to pursue their natural interests balanced with the attention they need to develop ways of thinking which may be more difficult for them. Pat Farenga says, "Children, like adults, need time to be alone to think, to muse, to read freely, to daydream, to be creative, to form a self independent of the barrage of mass culture" (Jeub, 1994, para 19). Due to the flexibility of the home environment, this is easier achieved than in more restrictive, traditional classrooms. Homeschooling parents may have various reasons in reaching their final decision, however, what must be of primary consideration is the child himself. He or she must have a say in this. Would the child benefit more in a social school setting, or would he thrive in an environment of one to one instruction? His personality, ability and overall skills will determine where he would be of best fit. Children who attend school definitely derive advantages in their communication and social development whether they have positive or negative experiences with others. It only goes to strengthen their character without the constant support of their parents. They learn to be independent. Homeschooled children may not have enough social interactions with other children and adults, but they do get to establish strong bonds with their parents and are not deprived of social interactions not only with peers, but also get exposed to people of various backgrounds if their parents design a curriculum with a lot of hands-on experiences and field trips. Parents and children who are in the crossroads have to thoroughly evaluate which option provides more benefits which one is able to maximize the student’s potentials and prepare him to survive future challenges. References Are There Negative Aspects Of Homeschooling? (2012) Retrieved from http://www.loving-attachment-parenting.com/negative-aspects-of-homeschooling.html Aurini, J. & Davies, S. (2005) Choice without markets: homeschooling in the Context of private education, British Journal of Sociology of Education Vol. 26, No. 4, pp. 461–474 Bowditch, G. (2002) "Home Education Deprives Children of Real Lessons”, Sunday Times (London), January 6, 2002. Jeub, C. (1994) Why Parents Choose Home Schooling, Education Leadership, September 1994. Merry, M.S. & Karsten, S. (2010) Restricted Liberty, Parental Choice and Homeschooling, Journal of Philosophy of Education, Vol. 44, No. 4, 2010 Miller, R. (2002) Free schools, free people: education and democracy after the 1960s, Albany, State University of New York Press. Priesnitz, W. (2000) Challenging assumptions in education, St George, ON: The Alternate Press. Reich, R. (2002) The Civic Perils of Homeschooling, Educational Leadership, April, pp. 56–59. Stevens, M. (2001) Kingdom of children: culture and controversy in the homeschooling movement, (NJ, Princeton University Press. Read More