The child’s zeal must be stimulated

A Charlotte Mason Moment:

“The child must not be allowed to get into the mood in which he says, ‘Oh, I am so tired ‘of sums’, or ‘of history’. His zeal must be stimulated; there must always be a pleasing vista before him; and steady, untiring application to work should be held up as honourable, [sic] while fitful, flagging attention and effort are scouted.”

(Home Education by Charlotte M. Mason Vol. 1, pp. 149,150)

Oral Narrations: An Integral Part of a Charlotte Mason Education

More Than a Charlotte Mason Moment

Oral narrations are an integral part of a Charlotte Mason education!

A Charlotte Mason education is literature-based and full of living books that you just can’t put down!  Think about the best book you’ve ever read. As you were reading it, if you were asked to respond to it each day, would you have delightedly chosen to take a pop quiz about it with fill-in-the-blank, true/false, or multiple choice questions? Or, would you have much rather just told a friend about it, sharing all you remembered in a narrative way? Chances are, you’d prefer to tell someone about it over taking a quiz.  Even if you happen to be a rare quiz-loving person, which response would you be more likely to remember? Good books are meant to be shared, and Charlotte Mason knew that when they are shared, they are remembered – long after any quickly forgotten quiz. That is why oral narrations are an integral part of a Charlotte Mason education.

A Charlotte Mason education is based on using narration as the primary method of comprehension.

When children orally narrate, they tell back in their own words what they have just read or heard. Oral narration allows children to share their own version of the passage with accuracy, individual personality, spirit, and originality. In Charlotte Mason-style narration, children borrow words from the author to retell the story.  Narrations are often lengthy and detailed, and there is no “one right” answer or certain key points that “should be” in the narration. This is the way the child connects to and makes sense of the reading. Children can often give a candid heartfelt oral narration on a book they read years earlier, simply because they remember it so well due to having narrated upon it. A Charlotte Mason education is based on using narration as the primary method of comprehension because it is so effective.

Heart of Dakota’s guides include helpful tips for both the teacher and the student before, during, and after orally narrating.

Chances are, you didn’t grow up orally narrating in school, and more than likely, you’d love a little guidance in this area. Well, Heart of Dakota provides that! Each year Carrie wrote a new Heart of Dakota guide, she pulled out Charlotte Mason’s original volumes and reread all that pertained to the upcoming stages of learning students were entering. The result? Decades of Charlotte Mason research at your disposal right within your Heart of Dakota guides. Beginning with modeling oral narrations and moving to helpful tips for both teacher and student before, during, and after orally narrating – HOD has you covered. Likewise beginning with simple narrations and moving to detailed, summary, key word, highlighted, topic, opinion, persuasive, recorded, and typed narrations – HOD makes sure oral narrations grow and mature as your children do!

Narrating is an essential skill life.

Narrating is an essential skill in life.  To be able to give an opinion of a book, relay a telephone message, summarize a letter, give driving directions, write an article, or share a doctor’s instructions – are all examples of practical applications of narration skills.  Narrating is an important skill to learn.  You can begin to teach your children to narrate by following the steps in Heart of Dakota’s guides.  Just be patient, and have fun with it!  Narration is a way of life you will surely learn to love!

In Closing

In closing, here are a few Charlotte Mason quotes about narration for you to take inspiration from…

A narration should be original as it comes from the child- that is, his own mind should have acted on the matter it has received. – Charlotte Mason

Narrating is an art, like poetry-making or painting, because it is there, in every child’s mind, waiting to be discovered, and is not the result of any process of disciplinary education. – Charlotte Mason

In Christ,

Julie

 

 

 

Invite Charlotte Mason’s Teaching Methods into Your Own Home with Heart of Dakota

More Than a Charlotte Mason Moment

Invite Charlotte Mason into your own home with Heart of Dakota!

At Heart of Dakota we ‘met’ Charlotte Mason more than several decades ago when Carrie began homeschooling her oldest son. The more we researched and practiced Charlotte Mason’s teaching methods in our own homes, the more we became convinced her methods deserved to be brought to life in other homes as well. Her breakthrough educational philosophy was just too good not to share! And so began Carrie’s 20-year journey of writing Heart of Dakota’s guides! With a dedication to bringing Charlotte Mason’s teaching methods to life, Carrie created Heart of Dakota’s guides so you too can ‘meet’ her in a very doable, inspirational way!  At Heart of Dakota, we help you invite Charlotte Mason into your own home, so you too can say, “Education is an Atmosphere, a Discipline, a Life.” (Charlotte Mason)

Meeting Ms. Mason in Heart of Dakota’s Guides

Charlotte Mason’s key teaching methods come to life in Heart of Dakota’s guides. Each day you and your children use Heart of Dakota, you will be meeting Ms. Mason and inviting her into your homeschooling with easy-to-use daily plans. Step-by-step, year after year, from guide to guide, Heart of Dakota’s plans introduce your children to Charlotte Mason’s key educational principles and ideas. Little by little, children learn to love literature, love the Lord, and love their learning, just as Charlotte Mason intended.  So, just how will you be inviting Charlotte Mason into your home with Heart of Dakota? Let us show you how as we describe each facet of her educational philosophy and how it is brought to life in Heart of Dakota!

Living Books 

You cannot ‘meet’ Charlotte Mason if you do not use living books. Charlotte Mason had a passion for literature that Carrie shares! With the utmost care and loving research, Carrie carefully chooses living books for each and every subject area.  Like Charlotte Mason, Carrie’s living book choices are narratively written in a conversational way by an author who is passionate about what he or she has written. “Living” books make learning ‘come alive.’ They are the opposite of encyclopedias and textbooks, which are often written in a less than conversational way by a team of people who more than likely are not all that passionate about what they are writing.  In contrast, living books pull you into a subject and make you want to read more. They are the books you cannot put down!

In Heart of Dakota, your children will enjoy living books each and every day in a way that will make them want to read more. Living books light a passion for reading in our children, and Heart of Dakota keeps that passion for learning with literature alive year after year!  Join us in our next “More Than a Charlotte Mason Moment” series, as we describe more key principles of Charlotte Mason’s teaching methods and how they are incorporated into Heart of Dakota!

In Christ,

Julie

Orally Narrating from a Living Book with Multiple Proper Nouns

Dear Carrie

How can I help my daughter orally narrate from a living book with multiple proper nouns and less of a ‘flow’ of one storyline?

Dear Carrie,

We have completed Unit 2 of Heart of Dakota’s high school World Geography. I’m happy to say my daughter is enjoying it and doing well! Having said that, I’ve looked ahead and read some of A Book of Discovery myself. I can see this book is living, but it doesn’t have the same ‘flow’ of one storyline as some of the other living books. Though it is narrative, the author uses a huge quantity of proper nouns. Some we’ve heard of, and some not. I see in Unit 3, you walk students through a model of sorts to categorize the information. Extremely helpful, Carrie – thank you! So, I now come to my question. How can I help my daughter orally narrate from a living book with lots of proper nouns and less of a ‘flow’ of one storyline?

Sincerely,

“Ms. Please Help with Narrating a Living Book with Multiple Proper Nouns”

Dear “Ms. Please Help with Narrating a Living Book with Multiple Proper Nouns,”

This is a great question! As we head into the high school years, the books do get more challenging! They do include more proper nouns in the form of names, dates, places, etc. So, while I agree this is a living book, I also agree that it has a more challenging feel to it with all of the factual information wound within its pages. You will also notice as you progress through this book that the chapters vary as to how many different episodes or events are contained within them. Consequently, your student’s narrations will really vary as well!

Students practice different types of oral narrations and eventually learn which type fits each book the best.

Learning to narrate from a book such as this is great practice, as the coming books at the high school level will contain this upped level of challenge too. You will notice that we vary the types of oral narrations in this guide, teaching 5 different types of oral narrations. In World History, we teach 6 types. In U.S. History I, we teach 7 types of oral narration. Finally, in U.S. History II, we teach 8 types of oral narration. This just shows that when narrating, there are many different ways to approach narration (and they are all viable). But, as students practice these varying types of narrating, they will also eventually learn what type of narration best fits each type of book.

In U.S. History I, we take the 7 types of oral narrations and have students practice 7 different types of written narrations.

To give you a glimpse down the road, in the U.S. History I guide, we also take those 7 types of oral narrations and have kiddos practice doing 7 different types of written narrations. We purposefully wait until the U.S. History I guide to have students do this task, as we are desiring for them to practice orally narrating in various ways for years prior to doing a specific type of written narration. We are also desiring for students to have much practice in open-ended written narrations prior to be asked to write a specific type of written narration.

Students can experiment with different kinds of written narrations in World Geography, which will help their oral narrations.

So, with all of this in mind, I would encourage your daughter to experiment with her written narrations in the World Geography guide. It is fine to try summary-style narrations and descriptive narrations. It is fine to narrate more fully upon one episode that struck her or to insert her opinions within the narrations. She can practice in learning to use transition sentences as well, as she tries to link the paragraphs in their narration together in a cohesive fashion.

These skills students hone as they try to figure out how to narrate in writing upon a variety of authors and styles is good practice for future learning. They will truly sift and sort and find what works for each book they encounter, but it takes time to find the pattern that works for each author. The skills are in the sifting and sorting and are also in borrowing some of the author’s style!

Students’ practice with different oral narrations makes the transition to different written narrations seamless.

To encourage you, I will share that I saw the fruit of all the different oral narrations in my own son. When he began the U.S. History I guide, he did not balk at writing the written narrations in a certain style each week. The oral narrations he had practiced for years earlier made the transition seamless. I could also see that his wheels were turning as to what type of narration would work best for each type of book. That son is now in college and just recently passed the CLEP test for English Composition quite easily!

So, these skills taught in World Geography on up are great life preparation and great college preparation too. They prepare kiddos to write at the drop of a hat in a variety of styles in response to all different types of authors. It is a very different education than the one that I received, but I have seen the benefits firsthand!

Blessings,

Carrie

Books alive with thought and feeling

A Charlotte Mason Moment:

“Why in the world should we not give children, while they are at school, the sort of books they can live upon; books alive with thought and feeling, and delight in knowledge, instead of the miserable cram-books on which they are starved?”

(Home Education by Charlotte M. Mason Vol. 5, p. 291)

Caught Between a Textbook and a Living Book