We will be using Tapestry for next year, but I'm concerned that our kids are not exactly eager about the switch to something more structured. We had done TOG with two of the kids when they were younger, but I was too much of a box-checker, and it was too hard for us trying to do it in Japan without an English library.

Long story short, we're going back to TOG now that we'll be near an English library, and I have gained more confidence (Lord willing!)so that I don't feel so compelled to check off all the boxes.

The problem? My kids are less than enthusiastic about what they perceive is less freedom. I suppose part of it is a discipline issue -- they need to understand that sometimes they need to do what Mom says even though it might not seem "fun." But, understandably, I don't want to emphasize that at first! I want to help them be excited about next year, even if I am telling them what we'll study. I'm hoping have the variety of choices of how to evaluate will help. Any comments on how to get them excited even though it will mean probably more structure and more work than before?

Related to this, my two older girls my overlap on their assignments since I don't think my oldest dd is truly in the R level. But she doesn't want to be on her sister's level. Any ideas how to help her see the good in being less "on her own" and not competitive with her sister?

Thanks for any help you can offer,
Hilary

Hi Hilary,
I presented Tapestry to my boys by showing them the projects they could choose to do, as well as show them that we would have lots of good books to read. Plus, the first week they set up their own notebooks and made cool covers for them and we did the salt maps, so it was a great way to begin.

I personally think that TOG will give your students more freedom: they will learn to manage their own time. Instead of you saying: "Now it's time to do literature," they will be able to decide (depending on their age of course) when they will do what. They *could* do all of the literature in one day, or they spread it out over the entire week. They could choose to do weekend homework...or not. All in all, we found it to be much more freeing. The only thing I tried to set in stone was the time for our discussions. They had to have their assignments done by then.

After my kids got into the swing of things and came up with their own method of planning their week, I was able to wash dishes, put on a load of laundry, etc. When they were ready for a math lesson or had a question about something, they were always free to interrupt. If I couldn't get to them right then, I'd give them a time.

Regarding both of your girls doing dialectic level work...I think it will make your discussions much more interesting. One option might be for her to do dialectic history, but rhetoric literature. (If you do this and you are doing Year 2, be sure and read "Customizing Rhetoric Literature" on the Loom.) OR, you could tell her that she is going to start on dialectic and you'll see how it goes. It might be that after doing dialectic level she'll understand that this is something she probably needs to work into. Lastly, if she is in 9th grade, you can tell her that is considered a transition year, and a large percentage of people begin with dialectic. **And, then, of course, it will be good to practice humility and overcome her possible pride in this regard.

Hope this helps...

Thanks, Dana,

Thanks so much for your insight. I hadn't considered doing D history and R lit. And I do think my oldest dd needs to work on overcoming pride .

So, thanks for your help. I'm hopefull that it will be a good year.

Thanks,
Hilary