Classical Conversations Conference Notes, part 1

This was a local homeschool convention that I attended part of. This was my favorite lecture at the event- it made me think of President Thomas S. Monson- he is such an amazing speaker/ writer. He has such an amazing memory- of personal experiences, great literature, poetry. It makes me wonder what his education- at home and school- was like. I also think if Sister Hinckley, another great communicator and someone who understood people. She also was very well read- much done on her own as an adult when she had to drop out of college to help support her father and his family.

Classical Conversations Convention
Andrew Pudewa http://www.excellenceinwriting.com/
Classical Conversations http://www.classicalconversations.com/

2-28-08 Andrew Pudewa: Nurturing Competent Communicators

You can't get something out of your brain that is not in there! (In reference to writing/speaking- you can't write/speak something using words you don't have IN you mind)

What are the main sources of "input" in our children's lives:
1. Media! Media in its various forms (I would add culture) are one of the greatest influences of English going into our children's brains. Most newspapers are written at a fourth grade level.
2. Peers: Children who spend time with other children + or – 2 years from their own age have better vocabulary, syntax (learn from older, teach younger). Worst situation is to always have them always with children the same age. Less learning opportunities and opportunities to teach.
3. "Busy" Adults: We are all busy- we teach our children by the way we speak. (think of how your kids imitate what you say!)
4. Books: Usually the best source for reliably correct English patterns. We MUST keep reading aloud to our children. Most parents stop reading aloud when children learn to read themselves, but ironically that is when they need it the most. They need to hear books to get sophisticated and reliably correct information, language, and sentance structure.

Reading "whole" books to the whole family:
- Good writers have been read to a lot through childhood. They have those patterns in their minds.

- Choose books you enjoy. Your children can feel your passion/fun and it's contagious. They will know if you don't enjoy it.

-Family reading time is NOT optional. All family must be in the room, no electronics (texting, email, etc.). If you have children who have a hard time sitting still and listening, give them something to do- like legos, knitting, etc. so their hands are busy.

-The "Golden Age" of literature is 1840- 1940. America was at its highest literacy rate. People with only a few years of education could read/write better than high school seniors today. (I came across this trying to check the literacy fact: http://www.audiblox2000.com/learning_disabilities/illiteracy.htm.) Earlier books are fine to read, but the syntax is different. After 1940 literature was split into adult (which was spiced up) and children's (dumbed down). But, during this golden time period books were written for the general public. Books were becoming more readily available. Families (without electricity) would read together. There are lots of great books before and after this "golden age", but recommends you choose most for family read-alouds from this period.

-Kids need about 3 hours a day of reading aloud. Supplement with audiobooks (in the car, around the house, ipods). Make use of the technology around you. Reading is not an academic subject, but a rather a brain function. It comes at different times with each individual. Someone is not necessarily smarter if the read earlier- like learning to walk. You do it when all developmental abilities are capable.

Memorization:-Very important- grows the brain. Precise memorized patterns help learning. Kids who do better on the SAT tend to have a background in music (instrument or choral) or drama. They have experience with memorizing patterns.

-Memorized language patterns build templates for speaking/ writing.

-Story of Andrew learning Japanese "Suzuki" style. (referring to Dr. Shinichi Suzuki: http://www.amazon.com/Nurtured-Love-Classic-Approach-Education/dp/0874875846/ref=sr_1_2?ie=UTF8&s=books&qid=1204669239&sr=1-2). He went to Japan to train to be a Suzuki violin teacher, taught by Dr. Suzuki. He really wanted to learn Japanese during his three years there so immersed himself in the culture. Feeling frustrated he decided he need to learn "Suzuki" style- which is a lot of memorization. To learn Suzuki violin you learn a piece by memory, then when you learn another piece you repeat what you have learned first. He listened to a tape of "Jack and the Beanstalk" everyday, memorizing the first line, then second- repeating the first- first. And so on until he had the whole story memorized. The sentences in the story gave him syntax for him to use as a template for communicating in Japanese.

-Andrew previously taught a preschool class and had them memorize poetry. He began with one poem, repeated 3 times a day until it was memorized. Then added a new one, repeating the first one first.

-Memorizing linguistic poems create patterns for communicating.