How do I best use the BJU Teacher’s Guide in HOD’s World Geography year?
We have used Heart of Dakota for many years and enjoyed it very much. My son and I just started World Geography, and our start went so well! However, I have a quick question about the BJU teacher’s guide for literature. There are so many facets to the BJU teaching guide. So, my question is, do I have my student only answer the questions after the story when HOD’s World Geography plans say to do so? I hope so! But, I am just checking to be sure. Thanks in advance for your help!
“Please Help Me Know How to Best Use the BJU Teacher’s Guide”
Dear “Please Help Me Know How to Best Use the BJU Teacher’s Guide,”
I’d be happy to help you decide how to best use the BJU Teacher’s Guide! I’ve had some practice figuring that out myself. We just completed the HOD World Geography guide this past year with our third son. So, I’ll share a few things we’ve discovered about the literature.
You can view the Student Reader as a series of living stories to be enjoyed.
As far as the BJU lit goes, it really helps if you can view the Student Reader as a series of living stories that we want the students to primarily enjoy as they read. We don’t want them to feel like they must also be dissecting as they read. Likewise, we don’t want them to feel like they must elicit a whole host of specific responses. So, in order to allow them to enjoy the story, we must not get between the story and the reader. This means we need to let students just read the story from the reader without the aid of any Teacher’s Notes or without focusing on the end story questions the first trip through.
You can follow the HOD World Geography guide’s plans to know how to assign the questions in BJU.
Next, after reading the story, the HOD guide will assign the student questions from the end of the story. The World Geography plans will note when to answer in writing and when to meet with the teacher to discuss. Even at this point, it’s not advisable to be sharing all of the Teacher’s Notes for each question with the student. In fact, we don’t want to expect the student to answer even remotely as fully as the notes suggest. In my opinion, the notes are exhaustive and are meant to provide any and all possible answers that any student may share.
You can think of the Teacher’s Notes as Cliff Notes rather than as required answers.
I see the Teacher’s Notes as a Cliff’s Notes version meant to aid the teacher rather than as a grading rubric meant to show the ideal answer a student should give. Keep in mind that these notes were written for a classroom teacher. In a classroom, the discussion of a question would result in many varied responses. There would be a lengthy discussion from a whole group of students. This is a very different situation than we have in the homeschool setting with a single student being required to answer all the questions alone!
Students can read through the Teacher’s Notes just for the questions they are struggling to answer.
If the student is struggling with an answer to a question or has been especially short with an answer, then this is the time I’d have the student read through the Teacher’s Notes for only that question. The purpose of this is to simply give them a few more ideas of the direction he/she could have gone with his/her response. There is no need to have the student read the Teacher’s Notes for every question. This may result in the student feeling inferior and inadequate in his/her responses. We definitely don’t want the student thinking he/she can never come up with the breadth and insight the manual suggests for a response.
I learned a lot from using BJU American Lit along with full-length novels for my oldest son’s 11th grade year.
Before scheduling BJU lit for grade 9 in our World Geography guide, my oldest son and I went through BJU American Lit for his 11th grade year. The BJU American Lit is even fuller than the grade 9 lit! I also added a lot of full-length novels to my poor oldest son’s year. We learned a lot that year about what was too much for lit, about how many novels are appropriate to read, and about what was really helpful or enjoyable overall.
So, as I began World Geography with my second son, I took a lower key approach to the BJU lit. I simply allowed him to read and do exactly what it says in the HOD World Geography guide’s plans. Likewise, I did not delve so deeply into the BJU Teacher’s guide and all of its materials. We had a much better year, my son loved the stories, loved the boy set novels, and learned a lot!
You can use the manual more as a reference for your student’s answers.
So, I would encourage you to keep the manual only for reference for you as your student answers. Share the answers from the manual for only the questions that the student either misses entirely or answers very succinctly. Make sure you let your student know that the manual gives every answer you might encounter in a classroom of students. Be sure the student doesn’t feel like he never gets the answer “right.” So, by following the lit plans in the World Geography guide and by using the BJU Teacher’s Notes in this manner, your year in lit should be a terrific year!
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