Questions that homeschoolers often ask are answered in WPA's 285-page handbook, Homeschooling in Wisconsin. Here are answers the handbook provides to three of the most commonly asked questions. For more information about homeschooling, particularly homeschooling in Wisconsin, please consult a complete copy of the handbook.

See page 41.

See page 95.

See page 24.

Question: I've just decided to homeschool our children, but I don't know what to do next.

See page 41.

Chapter 6: Getting Going or Shifting Gears

• What To Do the First Week 42
• What To Do After the First Week 42

Here is a temporary, easy, low cost curriculum that has been a life-saver for many homeschooling families. It may be just what you need if you're in a situation like these.

• You're just beginning homeschooling and you don't know what kind of a curriculum you want. Maybe you've been planning to homeschool for a while but haven't been able to find a curriculum that appeals to you and your kids, and now suddenly it's the first day of homeschool and you have to do something. Or maybe you've just suddenly decided to homeschool (or had to make that decision because of events beyond your control), so of course you haven't decided about a curriculum. Be sure to read Chapter 2 and file form PI-1206 with the Department of Public Instruction (DPI).
• You've been homeschooling for a while. There are lots of things you like about it, but still it seems to be so much work and you're tired of struggling, tired of the responsibility of planning and directing your kids' learning, tired of hearing, "So why don't you just send them to school?"
• It's February in Wisconsin. Cabin fever time. The kids keep squabbling. You're basically glad you're homeschooling, but you'd sure like to go on a cruise or at least do something different for a little while.
• It's early May in Wisconsin. One day is sunny and warm, the next is in the 30's and drizzly. It seems like you've gotten what you're going to get from the curriculum you've been using all year, but it's not time to quit for the summer.
• You've heard other homeschoolers talk about relaxing their approach to homeschooling, and you'd like to try a more relaxed structure. But you wonder what would happen. Would the kids learn anything? Would it be pure chaos? What would you do all day?
• You're facing a complicated situation that has nothing to do with homeschooling. You have a new baby, one of your parents is seriously ill, your husband's business has taken a downward turn and he's just asked you to take over the bookkeeping, which will take you four hours a day. (In situations like these, you may want to do some of the activities listed here. But more to the point, let reading this list help you realize that your children will learn invaluable lessons about real life by going through this with you, rather than being shuttled off to school each day and missing much of what is happening. So do a unit study on newborns, or health and disease, or whatever. See page 54.)

Use the following ideas in any way that works for your family. Modify them so they fit the ages, needs, personalities, interests, and unique situation of your family. Many families find it helps to involve their kids in planning and preparation as soon as they are old enough. (Parents, of course, eliminate inappropriate or unsafe activities.) Involving kids means less work for parents, and kids (and older people) are more likely to participate willingly in activities that they have had a role in choosing. Do most of them. Or don't do any of them; instead do things that you think of yourself or that your kids suggest.

These activities are worthwhile in and of themselves, whether or not you expect to learn something from them. But as a matter of fact, people learn from doing each of these things. Therefore, they could be part of the "875 hours of instruction" and "sequentially progressive curriculum" that are required by Wisconsin law. (See page 24.) To emphasize that point, each activity is followed by the names of some of the conventional academic subjects that could be learned. The claim is not being made that children will learn all the language arts, math, science, or any other subject that they need from these activities. But many parents find it helpful to realize that children can learn basic subjects from activities such as these, just as children learn to walk and talk without formal lessons.

If you've been homeschooling for a while and are taking a break, you can set aside the curriculum you've been using and just do these activities. Or you can do a little less of your current curriculum , maybe an hour a day less or take off every Friday. You can do these activities for a week and then go back to a more conventional curriculum. Or you can do things like this for the rest of your life, learning as you go. At some point, read Chapter 7 for more ideas about curriculum.

Families who don't already have their week planned often spend time in the morning planning the day's activities. They also do jobs that need to be done, plan dinner, and sometimes start preparing it. It helps a lot, especially at the end of the day when everyone's tired, to at least have dinner planned.

What To Do the First Week

Take a break. Spend time getting to know your kids again. Give them a chance to unwind, especially if they have just left a difficult school situation. Relax and do things that you enjoy doing. It is usually a good idea to spend a week (or maybe more) doing what seems like "nothing" by society's standards except getting reacquainted with each other. (Don't worry that not doing academic work during this time may mean that you don't get in the required 875 hours this year. You can easily make up the time later.) Often the families for whom homeschooling works best and who continue with it are those who take a break from academics when they begin homeschooling or when they need a change of pace.

This "doing nothing" may seem like nothing, but families end up doing quite a bit during this time. They may bake cookies, read aloud, go for long walks, or visit a museum. Some families go on a short or long trip. Others take a vacation at home, setting aside as much work as possible and doing what they want to do.

Take advantage of this time. Spend an afternoon playing board games. Go to the park and play on the playground (no matter how old you are). Put together a jigsaw puzzle. Go window shopping. Watch a carefully selected movie or video. Invite friends over for lunch or supper.

What To Do After the First Week

• Go to the library, get library cards if you need them, and let each person check out at least 5 books. Visit the children's section, no matter how old you are. Many nonfiction children's books provide basic, easy-to-understand explanations of complex topics, like how computers work, and are a good place to start. Similarly, encourage children of any age to check the adult section for books on other countries, history, and crafts; appropriate magazines; music; etc. Investigate other resources the library has to offer. If your family watches videos, check out a few carefully selected ones. If it interests you, look into the library's collection of CDs, tapes, and records for both music and spoken word. (Learning possibilities: Reading, how to use the library, music, just about any subject)
• Spend some time in a near-by nature area, your own yard or neighborhood, or a park. Take a picnic. Enjoy being outside, looking around, and listening. (Science, physical education, esthetics)
• Call the Wisconsin Department of Tourism at 800-432-8747 and request a map of Wisconsin and free information for the parts of Wisconsin that interest you the most. When you receive the material, plan a trip, deciding exactly where you would go, what routes you would take to get there, what you would do once your got there, and how much the trip would cost. If possible, take the trip. (Geography, science, math, reading)
• Make baker's clay by mixing together 4 cups of flour, 1 cup salt, and 1 1/2 cup of water. Knead until smooth. Add food coloring if desired. Shape. Bake in 300 degree oven until dry (about 1 hour, but time depends on the size of the piece). Paint or color with magic markers. (Art, math)
• Choose a craft activity that you know little or nothing about but would like to learn. Ask someone who knows the craft to help you get started. Sometimes it's easier to ask if you explain to them that this is part of your new homeschool. Many people, including older people, are glad to be asked about something they do. Buy a few supplies and work on the craft at home. (Art, problem solving, math)
• Get a book like Steven Caney's Kids' America. Choose activities that appeal to you. (Depends on the activity, but there's a lot of social studies, including American history)
• Spend an hour or more in a pet store, looking even at animals that do not appeal to you at first. Try to find a clerk who is not too busy to answer questions. If possible, select a pet that is new to you, take it home, and take care of it. Observe the pet, keep records of what it does, how much it eats, etc. Draw pictures of it. Read library books about it. (Science, math, reading, writing, art, taking responsibility)
• Get a set of colored pencils and a few coloring books, perhaps on other countries, history, famous people, designs, animals, etc. Color them any way you want to. (Art, whatever subjects the coloring books cover, such as social studies, history, science)
• If you have a VCR, see what videos are available in the library. Use them to learn about science, other countries (both fiction and non-fiction videos), new skills (exercises, cooking, crafts, etc.), etc. (Whatever subjects the videos cover)
• Reorganize part of the house. Ask what materials people use most and want to have readily available, such as arts and crafts supplies, games, tools, musical instruments, and writing materials. Involve as many people as possible in deciding how these materials can be stored so that they are easy to find and put away again. Put what is used most often in the places that are easiest to reach. Store or give away things that aren't used. Try to provide a fairly large flat surface where people can work on projects, and leave them set up for several days (in other words, not the dining room table). (Home economics, planning and organizational skills)
• Paint or wallpaper a room. Choose the paint or wallpaper, ask the clerk for instructions on how to prepare the walls, etc. Study design, its history, cultural perspectives, etc. Work together on the project, using materials and tools properly but not expecting perfection. (Art, math, social studies)
• Choose a country. Think of as many ways as possible to learn about it. Read books and watch videos, both fiction and non-fiction. Visit stores with imports from the country. Learn to cook foods or eat at a restaurant that offers foods from the country. Try to meet people from the country. Make a traditional costume. Have a party using the country as a theme. Draw a map. Make a book. Get a pen pal who lives there. (Social studies, reading, home economics)
• Plant a garden. Grow old favorites and try new flowers and vegetables. Find an experienced gardener in your area who is willing to answer your questions and perhaps sell you some plants for starters. Or visit the local farmers' market for ideas of what to grow. If it's not the right time of year for that, get some seed catalogs and plan a garden. Learn to sprout alfalfa and other seeds. (Science, nutrition, math)
• Buy or build an inexpensive food dehydrator. Experiment to see what kinds of foods you can dry and how they taste when dry. (Science, nutrition, industrial arts if you build it yourself)
• Learn to do something new with the car, like checking fluids or changing the oil, the spark plugs, the filters, or a tire. (Auto mechanics)
• Fix something that is broken, or do something to improve your home. Put up a shelf or coat hooks, replace a cracked window, or build a bookcase. (Problem solving, reading if you consult books for information, industrial arts, wood working)
• Visit museums. Call the curator, schedule a tour in an area that especially interests you. Ask to use their library for your research. (Science, social studies, language arts)
• Go to a music store and learn about the instruments available and how they sound. If possible, buy one and teach yourself to play, take lessons, or ask someone who plays the instrument to help you get started. (Music)
• Get singing tapes from the library (either songs that appeal to you or tapes especially designed to help people learn to sing) and learn some new songs. Sing together as a family, at special times for singing, before or after meals, riding in the car, etc. Explore songs from other countries. (Music)
• Read aloud. If you feel you really should be doing something that is obviously academic, even during this "start up" period, or if the children want to feel they are doing something like "school," try to read every day, even if only for five minutes just before bed. If you have children of different ages, it may work well to have several different books going at the same time and take turns deciding what books will be read. But good books cover a wide range of ages. Picture books with attractive art work appeal to all ages, and many young children enjoy listening to books that are supposedly written for older children or adults, especially if they can be part of a cozy family group. Don't insist that children sit still to listen. (Some people think and concentrate better if they can move around.) Encourage children who are interested in reading aloud to do some of the reading, but don't force them. It is more challenging to read aloud than to oneself, and it's more important that reading be a pleasant activity than that children learn to read aloud well at a young age. (Reading, plus whatever subjects are covered by the books you are reading)
• Interview a person with a job that interests you, an older person, or someone else you think would be interesting to talk with. Plan some questions ahead of time. Consider taping the interview, if it is easy and people are comfortable with it. Children who want to write can then write up parts of the interview that interest them and possibly turn it into a book, maybe including interviews with other people as well. (Social studies, writing)
• Put maps of the United States and the world on the wall in rooms you use often. People who are interested can locate places that come up in reading or conversation. (Geography)
• Get a book of math activities. (A good one with activities for people of all ages is Family Math by Jean Kerr Stenmark, Virginia Thompson, and Ruth Cossey.) Try some of the activities for fun, in a low-key way. (Math)
• Do "free writing" together as a family. Everyone sits down with a notebook and pen or pencil. Spend 10 minutes writing without stopping. (People who are not yet writing can draw pictures.) If you can't think of anything to write, just write "I can't think of anything to write" over and over until you think of something. For right now, don't worry about spelling or punctuation; it is more important for people to be willing to write than to do it perfectly. Writing together frequently pays big dividends in helping people to learn to write. (Writing)
• Make your own books. Just sew pages of paper to a piece of cardboard and fold it in half, or find a book that gives instructions for more elaborate versions. Decorate the cover. Draw or write inside. (Art, writing)
• Cook something you've never cooked before. (Home economics)

Very Important Notes:

Try to take time to answer your kids' questions. If you don't know, say so and try to help them find the answers. But don't wear yourself and your kids out by constantly looking for opportunities to "teach" them something. Focus on their strengths, especially if they have been in a conventional school situation that emphasized their weaknesses.

If your kids complain that they are bored, congratulate yourself: You have managed to help them find some free time that they can decide what to do with. Ask them for ideas about what they would like to do. List possibilities that they can choose from.

Question: I want to continue homeschooling, but I feel tired, overwhelmed, confused, and discouraged.

See page 95.

Chapter 14: Solving Problems

• It seems like no one's learning. 92
• Our children are having trouble with reading (or math or... ). 93
• Our children won't settle down and study. 94
• The children seem to squabble so much. 94
• Solving Family Problems 94
• Dealing With Discouragement 95

Dealing With Discouragement

Here are suggestions for parents who want to continue homeschooling but are feeling overwhelmed, tired, or confused.

• Try not to make comparisons. Enjoy your children as they are without comparing them to others. Expect your house to look more lived in than those belonging to families who only eat and sleep there. Remember that homeschools are different from conventional schools and do not need to duplicate them.
• Consider trying a different approach to curriculum. See Chapter 7 for different approaches. Maybe a different one would work better.
• Think about taking a break for a while from academics, or at least the part that is frustrating you or your children. Take off a day, a week, a month, or more. After all, you may be homeschooling for years, and your children can continue learning throughout their lives, so you can certainly afford to take a little time off. Or, if taking a break for a week or longer sounds too risky, try taking every Friday off. Start by doing the day's household tasks, then decide what you most want to do for the rest of the day. Try some of the activities in Chapter 6 or think up your own.
  
  At the end of the break, look around. What have the kids learned? What have you learned? Most families who try this are amazed at how much they learn during times like this.
• For ideas about parenting homeschooling children, including finding time for yourself, see Chapter 13.
• Start a small parents' group. One possibility is to invite a few families for a brown bag lunch or a potluck lunch or supper. Parents can talk informally or discuss a specific topic while the children play. (This may not be a good time for children's activities designed to promote learning.) If the children need some help, give them paper and magic markers, board games, play dough, ingredients to make cookies, or a place to play games like tag. (If neighbors are likely to be concerned, explain that it's physical education.) It helps if the kids can interrupt when they need you. If the gathering works well, pick a date to meet again, and ask someone to plan and host that gathering. If not, try again with a different group of people.
• Remember that many problems are "life problems" or "kid problems" and not "homeschooling problems." Some would be even more difficult to deal with if the children were attending conventional schools.
• Think about the alternatives to homeschooling. Many homeschoolers feel that even at difficult times, their family is still better off than it would be if the children were attending conventional schools.
• Include topics and activities that you enjoy in your family's curriculum. Homeschooling provides many opportunities for us as parents to grow, to explore new areas, to learn things that we were told in school we did not have the ability to learn, and to express ourselves creatively. These are opportunities not to be missed. By setting an example, we are doing important things for our children and our communities, as well as ourselves.
• Attend the WPA conference in spring. Many homeschooling parents find the conference provides information, encouragement, and support that help prevent and overcome discouragement.

Question: I want to begin homeschooling. What is legally required?

See page 24.

Chapter 3

Requirements for Homeschooling in Wisconsin

• Understanding and Complying with Wisconsin's Homeschooling Law 24
• Additional Considerations 25
• Some Things Not Required 26

Understanding and Complying with Wisconsin's Homeschooling Law

Wisconsin law requires that a "home-based private educational program" (the term used in the law to refer to a homeschool) provide "at least 875 hours of instruction each school year" and "a sequentially progressive curriculum of fundamental instruction in reading, language arts, mathematics, social studies, science and health." (See Appendix A for the complete text of this law.) Parents or guardians are required to file form PI-1206 with the Department of Public Instruction (DPI) notifying them that the requirements of the law are being met. Before filing the form, however, it is important to understand what the law does and does not require.

1. The law requires 875 hours of instruction, which could be 175 days of five hours each or some other schedule. In planning and recording these hours, many parents consider the variety of ways in which instruction can take place. In addition to the conventional "teacher talks and student listens," students can be instructed by
   • books that they read themselves and/or their parents study with them;
   • workbooks and exercise sheets which provide opportunities for them to discover and use skills such as mathematical computation and penmanship;
   • hands-on experiments and observations which give them a chance to discover things for themselves;
   • computers, including the Internet, and educational audio-visual materials (films, records, video tapes, audio tapes, etc.);
   • hands-on experiences such as field trips and practical studies such as home economics, vocational education, typing, industrial arts;
   • educational games; and
   • other methods.
2. The law requires a "sequentially progressive curriculum." This term is not explicitly defined in the law. However, according to the intent of the law, this is assumed to be an educational plan in which new subject matter builds on what has previously been learned. Many different curriculums are acceptable. Some families choose a standardized curriculum similar to those used in conventional schools, perhaps selecting one from the numerous curriculums available for purchase. Some families develop their own curriculum, based on their children's needs, interests, and abilities, being sure to include the subject areas required by law. See page 46 for more information on choosing and using a curriculum.
   
   The subject areas listed in the law (reading, language arts, mathematics, social studies, science and health) are commonly understood and assure that the educational program will be well-balanced. However, the 875 hours of instruction can include any other subjects that a family chooses, such as art, religion, or music.
   
   The four additional requirements (#3-6 listed below) are seldom a problem for home-based private educational programs. However, parents need to be familiar with them and comply.
3. "The primary purpose of the program is to provide private or religious-based education."
4. "The program is privately controlled."
5. "The program is not operated or instituted for the purpose of avoiding or circumventing the compulsory school attendance requirement under s. 118.15(1)(a)."
6. "The pupils in the institution's educational program, in the ordinary course of events, return annually to the homes of their parents or guardians for not less than two months of summer vacation, or the institution is licensed as a child caring institution under s. 48.60(1)." (This provision applies to boarding schools and other such institutions and not to homeschools.)

In addition, the definitions section of the private school law states that, "An instructional program provided to more than one family unit does not constitute a home-based private educational program." Disobeying this provision would jeopardize other homeschools because it would raise the question of whether homeschools need greater regulation and/or oversight.

These requirements for home-based private educational programs are exactly the same as those for any other private schools. Home-based private educational programs are, in fact, private schools. This is clear from the statutes: "118.165 Private schools. (1) An institution is a private school if its educational program meets all of the following criteria: [those listed immediately above and listed on the form homeschoolers must sign]." Homeschools are called "programs" in the law only to satisfy concerns that if homeschools were formally identified as schools, they might be eligible for federal or state funds that are paid directly to schools to cover the cost of things like school lunch programs and school bus service. (For more on this see page 165.) However, private school students, including homeschoolers, are eligible for services provided by public schools, including courses in special education and other subjects.

For more detailed information about Wisconsin's homeschooling law, see page 163.

Additional Considerations

Homeschooling parents assume a very serious responsibility. In addition to meeting legal requirements, many parents consider the following questions:

• What are our goals for our children's educations? In addition to instruction in specific subject areas required by law, many parents include some or all of the following: developing religious and moral values, learning to take responsibility, appreciating beauty in nature and the arts, participating in a community and assuming social responsibility, serving others, and using resources wisely.
• How will our children's progress toward these goals be evaluated? Many approaches to evaluation are available; flexibility is an asset. Observing children is one of the best approaches; homeschooling provides parents with many opportunities. A review of records that have been kept along with samples of children's work also gives valuable insights into their progress. See page 63 for more on evaluations and record keeping.
• How will adequate supervision be provided for the children? A parent at home full-time is one of the most common answers, of course, but there are other options, depending on the age and abilities of the children, family circumstances, etc.
• How will we provide adequate social interaction for our children? Learning to interact with a variety of people of different ages is commonly recognized as an important part of growing up. Many parents find that homeschooling makes it easier for children to have meaningful contact with both older and younger people. Contact with peers comes through neighborhood activities, organized sports, homeschooling support groups, and youth organizations such as 4-H, church groups, and scouts.
  
  The interaction of 25 children in a classroom can have negative aspects, such as intense competition and peer dependency. Many parents feel that the social aspects of a classroom setting need not be duplicated and in fact may best be avoided. After all, school is the only place where people are required to interact with a group of people who are all the same age.
• What community resources are available and how will we use them as part of our children's education? Much depends on opportunities available in the community; children's interests and abilities; and parents' imagination, time schedules, and willingness to chauffeur. Many parents seek opportunities for their children to serve as well as be served.

Some Things Not Required

It is important to be aware of things not required by Wisconsin law and not necessary for homeschooling.

• Review and approval of homeschooling families' curriculums and calendars by public school officials are not required. See page 197 for information on handling contacts from public school officials.
• Testing or other assessment of homeschooled children is not required.
• A certified teacher, a parent with a high school or college diploma, a hired tutor, or other "professional educator" is not required.
• Homeschooling does not need to be expensive. With planning and imagination, many resources can be borrowed from the library or other places, or obtained free or at minimal cost.
• Parents do not need to know everything children will need or want to learn. Parents and children can learn together, older children can work independently, tutors can be found, etc.
• A two-parent family is not required. There may be additional challenges for a single parent, such as working out scheduling and providing adequate supervision, but single parents can homeschool.

  For more detailed information about Wisconsin laws governing homeschooling, see Homeschooling in Wisconsin, pages 163-182.

  For the text of Wisconsin's homeschooling law and other laws that apply to homeschoolers, see Homeschooling in Wisconsin, pages 243-257.