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327 pages, Kindle Edition
First published October 1, 2012
Because we are conditioned to think that kids need a teacher as a mediator between knowledge and their young brains, we do not trust children to learn independently. In the realm of home education, many parents never let go of the bicycle once the child understands the fundamental rules of the road. (p. 15)
Why do we move on when a child makes a C on a test and obviously did not understand all of the material? (p. 117) An A is not the goal. However, it should be the outcome of mastery learning every single time. ... Accepting less than A-level work from our children sends them the message that either the material isn't important enough to be learned, that it isn't important to do your best, or that excellence isn't worth the trouble. We must fight against the "a B or C is ok" mentality! (p. 118)
The goal is for the student to learn and to be self-disciplined enough to learn despite the fact that the material may not thrill him. It still must be done and be done well. (p. 169)
While it can be useful, the "learning style" concept is overrated. People have learning preferences, but must learn to adapt to all learning styles. A college professor does not care about a student's learning style, neither does an employer. Rather a child should be taught to adapt and work through weaker areas to achieve mastery learning. (p. 179)
A student does not need you to understand physics for him. If he is a self-learner, he will be able to work through it himself. (p. 186)