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A System, Not A Method

The document discusses Charlotte Mason's reading guidelines and whether they have been broken down into step-by-step lesson plans. It notes that while one comprehensive lesson plan would not work for every child, understanding Mason's principles and philosophy is important. The appropriate lesson plan depends on each individual child's needs and skills.

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118 views2 pages

A System, Not A Method

The document discusses Charlotte Mason's reading guidelines and whether they have been broken down into step-by-step lesson plans. It notes that while one comprehensive lesson plan would not work for every child, understanding Mason's principles and philosophy is important. The appropriate lesson plan depends on each individual child's needs and skills.

Uploaded by

AmblesideOnline
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as TXT, PDF, TXT or read online on Scribd
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> I'm wondering if anyone has broken down CM's reading guidelines (from pp.

199227 in Home Education) into step by step lesson plans and posted them somewhere in the AO yahoo groups? Quick comment here...... I've done this, and my version is long, well documented, etc. And as such, it is a cumbersome burden to most everyone who reads it. There is too much to do if someone actually merges ALL of CM's ideas into ONE le sson plan. ........ BESIDES, IF WE ALL FOLLOWED ONE SET OF LESSONS PLANS... THAT WOULD CHANGE CHARLO TTE MASON'S WRITINGS ON THE SUBJECT INTO A SYSTEM. And that is a dead thing. The *method* is the important part. The WHYS, and the HOWS, and the WHENS vary somewhat with each child. The Twinkle lesson is different than the Cock Robin lesson. They are different than the word building 'pre-reading' lessons - and all of the m contradict each other as THE FIRST LESSON. So...... there is no ONE first lesson that is fitting for each student. For a lot of students, anything you do will be fine. That includes buying any c urriculum out there and using it as is. That also includes using the Little Pus sy lesson as is, and then following that format religiously. But for some students, - the ones who need CM the *most*? - they need us to real ly understand the principles - that once we know them are as easy to apply as th at fire burns and water flows, as Miss Mason said. For those students who need CM the most, *&* For those students who will be able to read more fluently via CM, one must under stand the principles, the philosophy, the method,.... and even more....... one needs to understand the given CHILD...... ........ Does that mean that no one can work with a CM lesson plan? NO! CM IS WONDERFUL! The thing to remember is this: One needs to work with the child, and not with the lesson plan.

Each type of activity which Miss Mason describes in the CMSeries Vol I helps to develop specific parts of the mind, wrapping various parts of the mind around ea ch word/idea - developing..... lo and behold, the WHOLE PERSON. Now, some students come at the lesson - oh, better than the 'lesson' - the child ren come to the task, fully ready to teach themselves, and they have indeed lear ned before mom and dad knew that they had learned to read. Some students need nothing more than a book in hand (such as in the Twinkle less on illustrates this fact). Some students need just an added boost (such as in the Cock Robin lesson or the Little Pussy lesson). While others actually need a teacher to *really* UNDERSTAND THE PHILOSOPHY AND M ETHOD significantly in order to EITHER: --apply those principles to an already established reading lesson program OR --to your own CM lessons at home...... ........ This was the biggest quandry with getting my version of CM styled reading lesson s online: How does one write the lessons in such a way that the basics are clear up front, BUT the depth is available as needed. I've recently figured out a way to do that for the pre-reading helps. I think t hat same method can apply specifically to the reading and spelling lessons. THIS FACT IS HUGE (me thinks it is anyway) - SOME MOMS TRIED TO USE MY MATERIALS EARLY ON AND THERE WERE STILL STRUGGLES, AND VIA THE FEEDBACK I RECEIVED FROM T HEM, I LOOKED BACK OVER THE CMSERIES AND CAME UP WITH A RECOMMENDED PRE-REQUESTI TE SKILLS LIST. Okay, with that pre-requisite skills list, I had suggested that parents trouble shoot any reading/spelling/comprehension issues in light of those various pre-re quisite skills. However, my writing on HOW to become familiar with those subjects was rather.... . shall we say, cumbersome? - so methinks some of them became discouraged. Some moms used my materials with great success. Others learned from me, and fro m what they learned, they recognized the brilliance and the CM nature to *most* of Nanci Bell's work, and added that in, with stunning results! With those Nanci Bell results pulling through the students whom I knew of who st ruggled the most (to my knowledge.... a limited sampling, admitted), anyway, wit h those Nanci Bell results, I'm quite convinced I've got a clear picture how to start guiding people to know when to use a Twinkle lesson, or when to use a Cock Robin lesson, or when to use a Little Pussy Lesson, or when to use the CVC, CVC 'e', CVCC, etc. word building lessons. So it *sounds* like it's time for me to work on that, right?

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