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Episode 286: Finding Balance in Our Teaching
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Contenido proporcionado por Nicole Williams, Liz Cottrill, and Emily Kiser. Todo el contenido del podcast, incluidos episodios, gráficos y descripciones de podcast, lo carga y proporciona directamente Nicole Williams, Liz Cottrill, and Emily Kiser o su socio de plataforma de podcast. Si cree que alguien está utilizando su trabajo protegido por derechos de autor sin su permiso, puede seguir el proceso descrito aquí https://es.player.fm/legal.
The Charlotte Mason Method is an all-encompassing method of education for all of life, and therefore, there are many ways we can fall out of balance as we apply it in our homes and schools. Today, we are discussing the pitfalls of imbalance we face as relates to our teaching. From how we ourselves learn about the method, to combining multiple students; helping our students become more independent or making modifications for individual students. Miss Mason has timeless wisdom to offer us, and she knows we are equipped as mothers to be the primary agent of education for our children.
"The mother is qualified," says Pestalozzi, "and qualified by the Creator Himself, to become the principal agent in the development of her child..." (1/2)
"N.B. 1. — In home schoolrooms where there are children in A as well as in B, both forms may work together, doing the work of A or B as they are able." (P.U.S. Programmes)
"...so soon as the child can read at all, he should read for himself, and to himself..." (1/227)
"You may bring your horse to the water, but you can't make him drink ; and you may present ideas of the fittest to the mind of the child ; but you do not know in the least which he will take, and which he will reject." (2/127)
"The teacher's part is, in the first place, to see what is to be done, to look over the work of the day in advance and see what mental discipline, as well as what vital knowledge, this and that lesson afford; and then to set such questions and such tasks as shall give full scope to his pupils' mental activity." (3/180-181)
"Meantime , we sometimes err, I think, in taking a part for the whole, and a part of a part for the whole of that part." (3/148-149)
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