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I'm wondering what I can do.

I started HOD by combining my oldest three in LHFHG, so we've been with the program from the beginning. The last guide this sibling group did together was Preparing.

Last year I decided to let my oldest skip CTC, and do Res to Ref. The younger two did CTC. My kiddos loved the guides and were able to work through their materials pretty independently. So the placement decision worked out quite well. However, I had more kids in the mix this year and that was an incredible strain for me personally. My third grader really excelled in Bigger, but it was time consuming. My youngest did LHFHG, loved it, but had difficulty in math and reading, so we ended the year spending the majority of our time on these two subjects. Fortunately, my little guy is loving reading now and I'm thankful that hurdle is crossed.

I do CLE math and reading because it's fairly independent. They all do well on their tests and quizzes, usually scoring in the 90's. So I don't see the need to change on those two subjects.

Last year was tough, manageable, but tough. Prior to this I had only done two guides and then I went to four. Honestly, I don't think I can do it again. I am completely overwhelmed at the thought.

So the question is, now what? I can't combine my youngest two. My rising fourth grader is ready for Preparing, and my little guy needs to finish LHFHG. So that brings me back to my older three. For my own sanity, I want to combine them again. There is only so much time in the day for me as the teacher, and I don't like the feeling of being stretched to the max. My children and I liked the independence of programs, but I still felt stretched on the oversight on their daily work.

I know skipping manuals is not recommended, but I'm considering recombining them in Revival to Revolution and keeping them together from here on out.

I'm completely open for suggestions.

Please help.

I don't have an answer, but I am wondering how much less work it will be to run one guide vs two for the older ones. You would be doing R2R and Rev2Rev. You have already done R2R once, so doing it again will probably be less work for you the second time around. The time with each child will probably be about the same, as these guides are mostly independent from what I have read. So, the difference would be in the prep for science, maybe the writing? Are there other parts that would be simpler for you with them together?
Also, what are their ages?

StephanieU wrote:Also, what are their ages?

They fit within the age range of the guide, from a just turned 11 year old, and then a 12 and 13 year old.

StephanieU wrote:I don't have an answer, but I am wondering how much less work it will be to run one guide vs two for the older ones. You would be doing R2R and Rev2Rev. You have already done R2R once, so doing it again will probably be less work for you the second time around

I agree with you, because it has also been our experience that working through a guide a second time seems like less work.

StephanieU wrote:Are there other parts that would be simpler for you with them together?

I guess that is what I'm wondering about, too. I just don't know what that would be. That's why I thought combining them would be an easier solution.

Thanks for asking some good questions.

I think you'll find that this year with the third doing Preparing instead of Bigger, that once you get past the first few units and hit your groove with it, it will be a much easier year than last year.

How old is your youngest, the LHFHG child? Is there a younger one than him? Is it possible to do LHFHG half speed with him for a while? Or half speed Preparing? Doing those things would help make things easier, at least at first.

I don't think I would try to combine the older three again if they are well placed in the guides they were in last year and then moving them up. From what I'm seeing (we are finishing up CTC with my oldest), the higher ones are pretty well all the kid doing the work and you checking it. So there would really be no advantage to combining.

I think maybe this year was tough because both CTC and R2R were new. I also wonder if your husband can handle the story time for 2 of the guides for you. Or if you oldest or older ones can help with the child in Little Hearts?

I don't know that I would combine the older 3 again. But that is just me. Also, with the oldest, can that child read their story time to themselves?

I also very much agree with MomtoJGJE, I think that the child going into Preparing is going to be a breath of fresh air for you! Preparing is SO much less work than Bigger. And since you do CLE math and English for all of them, by next year you should only have to spend about 30-45 minutes with each older child and that is all. Then you will have plenty of time to invest with the younger child and if that child should only take an hour a day max. This will get your schooling done with all 5 in 4 hours or less a day. Would that work for you?

Thanks for the responses.

It's so encouraging to get a fresh perspective from other mothers who are familiar with the program.

I was thinking I might be able to save time by combining my older students, but that's probably not that's not a wise solution since they're properly placed.

Nealewill, if I could get my school day done in 4-5 hours, then I'd be thrilled. I'll have to see how this school year goes. If it's exceeding that amount of time, then I'll write again later and ask for suggestions on how to reduce that.

It sounds like all the dc are placed well and doing well, so more than anything, it's probably about making the day function well for you as the teacher. I want to encourage you by sharing that I found my teaching time in RTR to be less than my teaching time in CTC. I also found my teaching time in PHFHG to be less than my teaching time in BHFHG. These 2 factors should help lessen your teaching time within the day. Also, you've now taught RTR before, and very recently, so that will help you as the teacher. Your little one coming back to complete LHFHG will be a help as well, as you've done a good job of focusing on LA and math and are now going to be able to return to the guide you were doing with more skills for the little one intact, as well as with somewhat of a familiarity with the guide for your little since that child has already done some of LHFHG. All of these things should work together to help this year go more smoothly.

I work part time late afternoons, so my goal is to have my formal teaching time be done by 1:30 PM. If there is work to be finished after this, I plan for it to be independent work and have the dc leave it open on the counter for me to correct later. I also have given permission for my older students to work on independent work either at night when they go to their wind-down time in their rooms from around 7:30 or 8 to 8:30 or 9 PM; or early in the morning before we start our chores/breakfast routine around 7:30 AM. They love having some control over when they do their work and when they finish their school day. This does require each of them to have their own guides, and the guides do get used and look worn, but it is so worth the independence and confidence it instills.

One other thing that has helped is to have times I meet with each of the olders for a midpoint meeting time. For one of them it was about 10 AM and for another about 11 AM. At the time I came to meet with them, we followed this order... oral narrations given first, correct completed work (checked off boxes) together, dictation, grammar, math, DITHOR/writing, any other T-directed box. We then looked at what was left, and I answered any quick questions they had about it. I taught my littlest guy in Beyond first. I also had my middle ds have a 45 minute play time with my youngest during a portion of my meeting time with my oldest. I'm not sure if any of this will help, but it sure made a difference in the flow of my teaching time each day. It worked well for us, so I thought I'd share.

In Christ,
Julie