It’s not all business. It’s about community!

Last Sunday, a large room at a local Library filled up with veteran homeschoolers, homeschool resource people, and seekers of information. Hosting the gathering was the royalty of local homeschooling, Stephanie Brown Hood of Peach Blossom School (PSP). She’s earned the title as the go-to source of information for homeschooling in the Bay Area for well over a decade, and with her belief in giving back, paying it forward, and providing answers to new and long-time homeschool families. And though her own teaching has been religiously rooted, her heart reaches out beyond such boundaries. She promotes diversity, as I do! I encourage you to have a conversation with her about homeschooling. You’ll walk away amazed and filled with stories.

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In attendance were well-spoken and learned homeschooled teens. Homeschool moms came, too. Marisa Bean, an amazing and compassionate outdoor educator as well as a veteran homeschool mom shared info about her sons and her wonderful organization, Bean in Nature. She’s not only inspired kids to learn in nature, but has also employed older teens to learn leadership. What an asset to our community. Another well-known attendee was Vivace Youth Chorus, a long-time resource whose rep announced their annual European trip. There were plenty of other resources, including academic programs and a math tutor.

In between our brief presentations (fyi: I vote to double the time for veteran homeschool parents who offer twice the resource!), parents visited our modest table set-ups to ask us questions and chat about education. Talking about education and books — two of my passions! As an aside, I always find it interesting that parents of small children attend homeschooling Q&A events. Eager to be ahead of the game, I suppose. Good for them!

Photo by Thirdman on Pexels.com people reaching out their hands as if to suggest a team effort

As one of the many resources available in this area, I spoke of my experience with my children who deserved better than what the local school offered, about the fears that prevented me from jumping into the adventure earlier, and on my own practice of serving youth by focusing on their interests, goals, and needs without compromising standards. One delight I’ve lately realized is the ease of offering such a wide range of classes, each addressing a need that arose from a student or request from a parent: Women’s Lit, Classic Lit, Courageous Contemporary Lit, Science Fiction, Steam Punk, Journey Lit, Graphic Novel, Travel Writing, Blog Writing, and so on through the years. My writing and literature comes from a deep well.

This year, my focus will be on Personal Essay and Mystery Writing, but I’m open to hear what you need.

Connections are key. Most of what else I said or would’ve said can be found in the pages of this website, but I did want to highlight the privilege of working with a family of siblings and the notes and calls from previous students, year after year. To drive that point, I just received an email from a former student. She left my practice after being accepted to a prestigious private high school. She served as Poet Laureate for the county, and will be attending Yale in the fall. When we first met, her mom requested I accept her into my high school class. She was twelve. I admit I felt dubious. But I don’t guard gates, I believe educators must open them. Happily, she found herself a brilliant star among the brightest, most joyful, eager students that year. She writes in her email to me,

“It’s thanks to the time we spent analyzing texts like Frankenstein and Bless Me, Ultima that I feel very strongly about my passion for literature. . . . I distinctly remember how you pushed my writing to grow in every essay you handed back to me. . . I have to thank you for teaching me that literature is not, in fact, the irrelevant musings of some rotting corpse, but rather something to love and live by.

I’ll be attending Yale University this coming fall . . . I know I’ll continue to use the analytical and compositional skills I learned in your class in future studies. Thank you again for teaching me and for continuing to impact the lives of students like me. It goes a long way.

Photo by Jasmine Carter on Pexels.com. two hands shaped into a heart.

In short, the parents –such as Marisa, Stephanie and so many others — who have their children’s interest at the forefront created a community. But it’s the youth who have always made my choice to leave the classroom worth it.

Thank you to all the members of our community who have made homeschooling an enviable option for learning in the South Bay. And thank you to those learners, like Thy whose writing is above, who make every day a good day to learn. Congratulations for all your accomplishments small and large.

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Your turn!
How has your community helped you succeed?
What recommendations might you give to a parent considering homeschooling?
What advice would you give to a parent struggling with homeschooling?



The Bigger Questions

Who am I?

Identity is one of the BIG IDEAS that pulse through literature because this question echoes throughout our lives. I am reminded daily, as I’ve bungled my way through the art of being an empty nester, our life stories change the response to this question.

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Ironically, as I shift my writing into the front and center spot, a book about a writer-in-training came up on my Hoopla shelf. The Messy Lives of Book People by Phaedra Patrick, whose main character housecleaner, Liv, moves through the story, taking on the identity of her boss, a reclusive author, and her favorite character. Liv’s growth and discoveries make the reading a fun romp with a few twists as she accepts a role of ghost writer and steps up to what the situation requires, fooling others (and herself) into believing what she’s barely dared dream of doing. While one aspect of the novel becomes an investigation — isn’t all of life? — Patrick underscores one of the pitfalls of living someone else’s life and the importance of becoming one’s authentic self.

In a related gear, though not as fun, I reread No No Boy by John Okada, to keep up with the reading demands of working with my literature students. The story begins when the main character, Ishiro, steps out of prison and returns “home.” Ichiro, one of about 300 Nisei who were taken with family from their homes, later from so-called internment camps, is imprisoned because he refused to fight in WWII. We follow Ichiro, witnessing several factors that have and will shape his identity, but especially the two extremes — his mother, who clings to the belief that Japan won the war, and his friend, Kenji, who has lost his leg in his military service in the war. Born American, the young man longs to believe this land is without prejudice and discrimination. But the Truth is harsh. Throughout the reading, Okada raises questions about loyalty, generational conflict and identity. This week, as my student finishes up the book, he will respond to some daily quick-write prompts about a few of the factors that shape identity: beliefs, people, ethnicity, and events. I’ve encouraged him to consider his own feelings about his parents who I believe are second generation American, and the choices that lie ahead for him. My young student understood Ichiro’s anger toward his mother who has been a dominant parent, and he felt confused about the father’s role who indulges his wife’s bizarre thought process. What kind of man is he? We’ll continue to discuss these questions and explorer the concept of identity.

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What has shaped you? What questions are raised with Who am I? What part of your identity whispers too afraid to show up in the light and which part shouts for attention?

Along the same lines of identity and parent-child relationships, I’ve heard plenty of complaints teens have against parents. While I know this isn’t anything new, I do wonder whether these expressions of dissatisfaction affect me more now because I’ve travelled more in this journey. My own two have questions about their decisions and our influence through the years. Given the time I spend reflecting on their questions, rehashing old mistakes, hoping they’ll come to visit, parenthood still is relevant to my identity.

And considering how many friends or family members have been dropped or cancelled for expressing an opinion, I worry about complaints becoming a more insidious trend fed by social media. Toxic seems to be a familiar and overused word. When is the label justifiable? Will social media’s usual over-simplification of life impact our most important relationships – with our family and ourseves?

Trust me when I say that I’ve walked away from people. At the very least, I encourage youth and even peers to choose friends wisely, to consider how to minimize contact with the energy zappers, the confidence thieves, and the whining voices of the privileged and powerful. I know to keep my distance from people who continually ruin my good mood, color my life gray, question or rebuff me at every turn because fighting– words or fist– isn’t attractive nor very useful in my book.

Of course, sometimes we can’t step away. Whether in the case of a parent or a sibling, or our own self, a pause is sensible, if not mature. Isn’t it in our best interest to untangle resentments and find an end to conflicts? The treat of quiet reflection is not easily enjoyed in our noisy world.

What to do?

Why look at me? It’s not as if I have concrete answers. It’s you who holds your answers.

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Some people will choose to burn a bridge. The flames that travel higher and hotter warms our resentment and satisfies a base need for vengeance. To watch it burn feels so right. After all, a bridge only invites crossings that may threaten us. Yet, once the bridge is gone, not only is rebuilding such a tough job, but also finding a better crossing point can be impossible.

While some vigilant ones are skilled at conversation distraction and reboot, others will choose to be brave and speak up in respectful but confident ways– as I watched a young woman do in a conversation with an older family who needed someone to wield a can opener to his head. At the very least we can zip it up and walk away, not to ghost one another, but rather to find the right words. A pause allows for the hope that a bridge will open up. In the best case scenario, we examine our own motives, mistakes, and needs.

Trained by my own mom to avoid head on battles at any cost, I willingly admit a novel to escape into is my favorite away path from challenging people. The world can be scary, so I often enjoy the retreat. I read for the life lessons to deal with the conflicts of humanity.

Who am I? And how does the answer help me manage today’s conflict. Am I the mom in Okada’s book clinging to my version of the truth? Am I Phaedra Patrick’s wanna be author who ignores what’s smack dab in front of her and waiting inside of her?

And what do I do armed with this knowledge? Ah, so many questions. And like the old phrase about books, so little time.

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If I dare, I’ll advise parents to ask your child for a hug, if you can. As you are trying to figure out who this kid is — because you’re sure an alien has abducted and replaced your child with an impostor– remember that he, she, or they are struggling to answer the very same question.

Hug or no, my other advice is to pick up a good book, one that teases out some of our biggest questions. Put yourself in someone else’s shoes for awhile. Take a new path. If not for the break from this world, do it understand this world. And while on a journey through someone’s story, maybe you’ll not only ask some BIG QUESTIONS along the way, but also find some of the answers you’re searching for.

Not the Carrot nor the Stick 2

On understanding and using ANNOTATIONS to retain and retrieve what you’ve read.

We all want good readers, those who remember, understand and apply analysis skills, and most importantly, enjoy what they’ve read. We want to build the desire to pick up another book and another.

What to do? My last post expressed some basic reasons for disliking study guide questions. This approach often fails not only to tantalize readers but also to create discerning readers.

Photo by Vlada Karpovich on Pexels.com

While at the top of a younger reader’s list is play and creative activities– drawings, reader’s theater, music– older readers can benefit from creative play, too. I’ve asked students to create junk journals with pages such as a character’s playlist, a collage of a theme, and more. These ideas should not simply fill up the cracks between discussion and writing, but be front and center to nurture an experience that creates readers. Experiential play engages all senses!

Of course, we must lead middle schoolers and high schoolers to do more than play, they must learn to trust their instincts, develop their own ideas, express their analysis in a well-organized essay and genuinely enjoy reading?

Discussion –especially driven by a BIG ESSENTIAL QUESTION would top my list.

But Marginalia– or annotation– would be an important choice in the right direction of youth taking ownership of their education. And help readers prepare to engage in a lively discussion.

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Fall 2022 What is in the Works?

Classes are still being developed! Share your interests NOW so I can offer the classes you want at the time you need them!

Claim your seat before the end of July with a 10% deposit and receive a 10% discount on the full semester.

Love to argue and make your points clear and cogent, so people will agree with you ? Want to learn to express yourself clearly? To discover your own opinions?

Argument Writing will be offered for both Middle School and High School level learners.

Writing classes often include readings of fiction and non-fiction, poetry, essays and speeches.

Objectives: To write effective arguments, one must analyze others’ arguments. Writers must use the tools of a careful reader to identify and apply the tools of the rhetorician. Build argument require investigating, collecting, generating, evaluating evidence, and synthesizing the results to support a position. We will do all these things, and especially read and WRITE, plus we’ll have energizing mini-debates. All materials and assignments will be influenced by the level of the students, their interests and input. As always, parents are encouraged to share their goals at the outset of the semester.

Students will receive specific strategies for writing assignments, feedback, open Q&A. This will not be an assign-only type of class. Discussions will be initiated to foster learning and camaraderie.

Warning: Many assignments will be fun!

Note: this class will continue into Spring 2023 and will build on what we’ve learned.

READY TO ENROLL? Send the following information to onegoodmentor@gmail.com Questions? leave a voicemail message at 408-359-7268 and I’ll return your call as soon as possible.

  • Your Name (parent)
  • Best contact info: phone number, email, address
  • Writer’s first name and age
  • Writer’s main interests, generally and in writing (and a favorite book!)
  • The title of the class
  • Preferred payment method (paypal, cash, check, apple pay, venmo)
  • If this info and 10% deposit or payment is received by July 30th, a 10% semester discount will be applied!

Looking to the Fall of 2022/Spring of 2023

Dear Parents,

Does 2023 sound futuristic to you? Shouldn’t we have flying cars by now? Or aliens in our midst? And when will be able to put the Covid Pandemic behind us?

Although I read and watch plenty of sci-fi, I try not to spend too much time thinking about the future. Worry is one thing; plans are another. In the interest of those who prefer planning ahead, here are some classes that I’d like to offer for the 2022-23 school year. Let me know what you think and what you want.

Photo by Ali Pazani on Pexels.com
  • Science Fiction Lit Discussion/Analysis
  • ARGUMENT writing class 13+
  • Creative Writing 12+
  • Creative Writing Editorial Workshop 12+
  • English 1A support for high school homeschoolers

By the way, 1-2 seats are still open at Creative Writing Wednesday Summer Hangouts 11:12:30. Either drop in for $22 or schedule 5-10 sessions to save some cash for shaved ice cones!


Why am I thinking about these classes for the fall?

An examination of Science Fiction Lit Discussion and Analysis seems like a fun jaunt through time and well overdue for the 21st century reader. Some of my Sci-fi favorites are Frank Herbert, Octavia Butler, Ray Bradbury, Heinlein, Clarke, but there are also some newer visions of the future that I’m interested in exploring. *

The History of Science Fiction: A Graphic Novel Adventure might hit the spot for intrepid Science Fiction lovers!

For the younger group: Legend of Greg (epic of failures) looks enjoyable, A Wrinkle in Time is a treasured classic, The Translucent Boy and the Girl Who Saw Him is well reviewed for 12 year olds, and Simon Bloom could provide some fun ways to consider science! Each of these could result in journals, science projects, and research. *

An ARGUMENT writing classes is a basic task for middle schoolers, and high schoolers always benefit from shaping their ideas, beliefs, and experiences into support of a cause, a passion, and into something more than a dry, ordinary thesis statement. Plus, I have some engaging argument assignments that students rate highly. How often do you need to persuade a teen to argue with you? Let’s ensure they use cogent, supported arguments.

I will continue to offer time for Creative Writing not only because I love stories, but I think captivating narrative writing serves us well from middle school through the college app and into adulthood. We all have stories to tell. This year I’ll add an Editing Review workshop for those who have already written something substantial and would love feedback from beta readers.

Finally, I have been wanting for years to offer some type of class for those younger students who jump into English 1A at our local community colleges. Every year, a number of students receive the supported needed to reach the college level bar. While the myriad of syllabi from a range of teachers has led me to question how to manage different writing and reading assignments, I’ve realized that I’ve been employing differentiation in my teaching my entire career. Besides, my creative writing classes attract all sorts of writers and writing assignments, so why not English 1A support for homeschoolers who come with different writing topics? Sharing assignments with others would provide students a foundation of writing basics and expose them to the finer points of writing well.

*Three Caveats: 1. I’m just as interested in contemporary novels as I am a fan of classic stories, and I can easily be persuaded to focus on Nature or Mystery, or Leadership. 2. Since I prefer to have only one literature class per semester, so I can relish the experience, the age level first to fill up will likely be my only literature class. Email me early on!

3. Returning students and early responders shape my schedule. I love planning around what YOUR children want and need. Message me!

Next step: ‘ll post a tentative schedule and class descriptions soon. If you have any interest in any of the above classes in bold type, and you’d like to throw out a time that suits your needs best, toss the messages of interests my way — Email onegoodmentor@gmail.com

May we experience more peace and joy this year,

Susan Miller

The Battle isn’t Over

A well-meaning but clueless faculty member once said to my daughter, “School isn’t a battlefield.” We laugh now about the naivete of her comment. She was, for lack of a better word, a cheerleader type – pretty, popular and smart – someone for whom schools were made. I would’ve laughed then, if she were not so serious, so convinced that her perspective was right. But my daughter was in the middle of a battle. For some, school fails to offer a safe place. Children can face a daily battle that requires arming themselves if they wish to carve a path beyond the obstacles to reach success.

A student and I recently finished “Warriors Don’t Cry.” Melba Patillo Bealls’ story is one of courage, sacrifice, and relentless trials to overcome. If you haven’t read the story of the Little Rock Nine, imagine this scene of a 15-year-old black student outside the school with a white girl jeering in her wake.

The famous photograph, taken by Will Counts, features one of the Little Rock Nine, Elizabeth Eckford.

In the memoir, Bealls recounts the story of the first group of African American teens to desegregate an all white high school in Arkansas, under a conservative governor who believed only whites had the right to a good education. President Truman called out the National Guard to protect the students from angry mobs. As my student put it, Bealls’ readers learn of the “plight of those fighting against injustice.” I pushed her to explain “plight”, to dive deeper into the heart of this fight, while I searched for a few passages that echoed her idea:

“It felt as though we always had a white foot pressed against the back of our necks.”

As my student wrote to expand her ideas, she included a paraphrase of the passages, and how each illustrates a theme of the book, this one pointing to a physical battle. When an author highlights the physicality of an experience, she wants you to pay attention. She calls a reader to manifest feelings on more than one level– physical, mental, spiritual, and perhaps, even political.

After finding another passage that reverberated the brutality that Bealls and her peers faced, we expand our discussion to ways in which others might experience school as a battle. In this next passage, Bealls illustrates the change that attending school amidst an enemy makes on one’s mind. Is this what bullied children think? If they survive, I’ve read that the trauma can last long into adult life.

“A new voice in my head spoke to me with military-like discipline: Discover ink sprayed on the contents of your locker—don’t fret about it, deal with it. . . . Kicked in the shin, tripped on the marble floor—assess the damage and do whatever is necessary to remain mobile. Move out! Warriors keep moving. They don’t stop to lick their wounds or cry.”

To survive, our minds must prepare to stay in the fight assuming the eventual success is worth more than the pain endured.

Starting with the character, this story, this author is the first step in recognizing the full impact of a book’s message. Taking another step outward often means we confront the way a book can reach beyond its pages, for example, bullied children and vulnerable adults who feel they must respond as a soldier in battle — steeling oneself to the cause. Like a stone thrown in a pond of our mind, we imagine the ripples growing out from the book, reaching us.

Pixabay on Pexels.com

At the edge of the ripples is the way one author in one story can implicate humanity not only as the the victims and survivors of such experiences, but also the responsible aggressors. We ask ourselves who has felt that life is like a battlefield? How about those without access to money, or those who feel powerless and marginalized? Perhaps those whose stories have been removed from the shelves as a shortsighted action of those who cry out against so-called cancel culture? Or those whose rights have been taken by a small group of judges?

We collect our evidence and our thoughts to return to the story and its message. What might Bealls want us to walk away with? In the end, many of us felt bullied and survived, but some have yet to achieve more than survival. For some, life has been, is, and will be a battle that continues to be endured. The concept raises other questions– the life blood of the best literary discussions. How must we judge those who own the “foot of inhumanity that presses against” some of us? Can we condemn them if we choose to remain silent bystanders while others push us into harm’s way? Are bystanders contributors? How might we step in to become a shield against such actions? What are we willing to change? To sacrifice?

Aren’t books fantastic! Bealls writes her memory, and from a story we move from its focus on an influential historical event to consider our own stories which leads us to questions about life.

In our final wrap up, we ponder whether a book can be dismissed as we would the latest news, changing the channel, or following the feed to the latest story. Not so fast. Can we learn how to become more than a bystander and rise to serve as an ally? Or better yet, an active participant in change?

Having experienced the battle in a variety of ways, both at school and on the front lines, my daughter has been an ally, providing aid to the protestors who suffered heinous actions perpetrated by the Portland police, ICE agents and Border Patrol against their own citizens. Still fighting against racism and oppression, I’d say she’s come a long way from the bullies of her youth , and I know Bealls would be happy to fight beside her on the battlefield. I know I am. Can you claim the same?

Have you joined any battles waged on behalf of a better life for others?

A note about the photograph of Eckford: In later years, the young woman screaming faced Elizabeth Eckford and apologized. The two became friends, though that friendship was questioned. In addition, three of the 1800 white teens apologized to several of the Little Rock Nine on Oprah show.

Creative Minds: Seeing Potential

An entire 2″ binder, a five-inch suitcase-looking 8.5 x 11″ box, and way too many digital files on my computer are devoted to creative writing.  Two shelves in my office hold books on creative writing (more shelves hold essay writing resources) and one entire floor-to-ceiling bookcase is filled with novels, mostly paperbacks.  The short story and poetry collections take up more shelves.  I haven’t counted the used and unused journals I have –and yes, I love giving and, especially, receiving journals as gifts!

During my recent de-cluttering pandemic-coping phase, I read Dana K. White’s Decluttering at the Speed of Life. In the book, White encourages her readers to estimate the space filled with possessions, particularly the not used ones, calculating its percentage of rent or mortgage to assess the price of the supposed treasures, junk, or procrasti-clutter (a term White coined).

While plenty of home (and a bit of garage) space has been devoted to books, in my most recent efforts, I’ve sold and donated over seven boxes of books, and I have three more boxes intended for homeschoolers. Of course, I have plenty of things that need review, such as crafting supplies. Eliminating stuff, however, is not the main reason I finished White’s book, I became hooked on her story when she described herself as a person who sees the potential of things.

That’s me, I thought! But she talks as if seeing the potential of something is a bad thing.

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How would you start your story?

Musings on narrative writing lesson for middle school writers

“Tick tock!” Nearly 1:00. “Chucka chucka chuck!” The printer rolled out the last few handouts I needed. Am I ready? “Yes! I’m jazzed! In five minutes, young writers will walk through my gate to gather at my patio table to talk about, laugh about, and strengthen their writing. (onomatopoeia)

“I finished my paragraphs! Can I show them to you?” one young writer tells me. She’s almost as excited as I am. “Great! Let me see them! How about the rest of you? How did it go with the writing task?” Over the week between meetings, they were tasked with writing five paragraphs on anything from the name tent they created at our first meeting. I soaked in their enthusiasm. (dialogue)

Their eyes scanned the paper I handed them–an exercise in finding voice. Before writing, we babbled about the expressions we use when we’re surprised or disappointed. I heard “Heck” and “Ew” and “Sigh” as they expressed different emotional experiences listed on the handout. Then out came the pens, as down went their heads down as they all wrote down the expressions they frequently use. While they wrote, I hoped that I’d find the expressions in the two page narrative they’d be working on and prepped the next activity. (action)

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Are we teaching research skills?

When you think of a research assignment, what feelings, skills, and practices come to mind?

A look at Sam’s research might prove interesting:  Sam loves everything penguin.  If you’ve watched Atypical on Netflix, you know that Sam, the main character, is a lovable, quirky, and sometimes bristly teenager managing life with autism. In the recent season, a survey question leads Sam to focus all of his energy to prepare for a trip to Antarctica, chosen by him as a way to claim personal growth.  Since Sam has learned quite a bit about the land of the penguins, he is on good footing, but he wants to know everything about the penguin home because he intends to visit; while his search isn’t exactly driven by curiosity, his pursuit to know and solve possible problems compels him. Along the way, Sam shares everything he learns with his family and friends, so they, too, will know how to help him prepare for the experience ahead. Can he complete this challenging journey?

No doubt, research can help us prepare for what comes next or what is needed to make a big decision. My daughter has been researching grad schools.  She’s both overwhelmed and exhilarated by her search. And while not every search leads to the thrill of pursuit, the determination to find the best answer motivates us–-

What’s the best cell phone plan? What’s the plant to grow on my patio? What’s the real history behind the latest regency drama?  Yet “Research Assignment” sounds exceedingly dull and tedious.

Alone in a library or on the internet OR engaged in authentic research?

Context: Who started this and why?

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