You can make adjustments to your  homeschool curriculum. You have permission.
You can make adjustments to your  homeschool curriculum. You have permission.

Welcome to the Simply Charlotte  Mason podcast. I’m Sonya Shafer. 
Welcome to the Simply Charlotte  Mason podcast. I’m Sonya Shafer. 

When it comes to cooking, it seems  that there are two kinds of people:  
When it comes to cooking, it seems  that there are two kinds of people:  

those who follow the recipe  exactly and those who tweak it. 
those who follow the recipe  exactly and those who tweak it. 

Those who tend to stick to the recipe probably  like the security of doing what they’re told  
Those who tend to stick to the recipe probably  like the security of doing what they’re told  

to do. The idea that Someone has already  figured this out so I don’t have to can be  
to do. The idea that Someone has already  figured this out so I don’t have to can be  

a comforting thought. (Ask me how I know.) But sometimes the recipe just doesn’t fit  
a comforting thought. (Ask me how I know.) But sometimes the recipe just doesn’t fit  

your situation. Maybe the person who created  the recipe has a passion for hot and spicy,  
your situation. Maybe the person who created  the recipe has a passion for hot and spicy,  

while your family prefers mildly spicy. Maybe  the recipe says to bake at 450° for 15 minutes,  
while your family prefers mildly spicy. Maybe  the recipe says to bake at 450° for 15 minutes,  

but you know that your oven struggles to keep  a constant heat at that high of a temperature. 
but you know that your oven struggles to keep  a constant heat at that high of a temperature. 

So most cooks learn to make adjustments. They  might reduce the amount of cayenne pepper  
So most cooks learn to make adjustments. They  might reduce the amount of cayenne pepper  

or leave out the tabasco sauce. They might add  more minutes onto the baking time. Whatever  
or leave out the tabasco sauce. They might add  more minutes onto the baking time. Whatever  

adjustments they make, they tweak the recipe to  better fit their families and their situations. 
adjustments they make, they tweak the recipe to  better fit their families and their situations. 

Curriculum is a lot like a recipe. Whoever writes  the curriculum is setting forth what he prefers;  
Curriculum is a lot like a recipe. Whoever writes  the curriculum is setting forth what he prefers;  

what worked in his situation. But just  because the author presents it a certain way  
what worked in his situation. But just  because the author presents it a certain way  

doesn’t mean you have to use it exactly as it is. Maybe a certain curriculum moves a little  
doesn’t mean you have to use it exactly as it is. Maybe a certain curriculum moves a little  

too quickly for your child; you  can adjust it to a slower pace.  
too quickly for your child; you  can adjust it to a slower pace.  

Maybe you like everything about the curriculum  except one little part; leave it out.  
Maybe you like everything about the curriculum  except one little part; leave it out.  

Maybe a particular recommended “ingredient”  isn’t available in your location;  
Maybe a particular recommended “ingredient”  isn’t available in your location;  

substitute something similar. You see, people who create recipes  
substitute something similar. You see, people who create recipes  

are dealing with ingredients, not with your  family’s taste preferences or your finicky oven.  
are dealing with ingredients, not with your  family’s taste preferences or your finicky oven.  

In the same way, people who write curriculum  are dealing with the material, not with your  
In the same way, people who write curriculum  are dealing with the material, not with your  

unique child. It’s impossible to write a  curriculum that will address the specific needs  
unique child. It’s impossible to write a  curriculum that will address the specific needs  

of every single child. That’s where you come in. Think of it like this. Imagine you were making a  
of every single child. That’s where you come in. Think of it like this. Imagine you were making a  

cake for a special occasion and the recipe said  to bake it at 350° for 30 minutes. What if,  
cake for a special occasion and the recipe said  to bake it at 350° for 30 minutes. What if,  

at the end of the 30 minutes, you inserted a  toothpick in the middle and it came out messy?  
at the end of the 30 minutes, you inserted a  toothpick in the middle and it came out messy?  

If you were focused on the recipe, you would yank  that cake out anyway because the time was up.  
If you were focused on the recipe, you would yank  that cake out anyway because the time was up.  

But if you were focused on the end product—a  delectable cake—you would leave it in the oven  
But if you were focused on the end product—a  delectable cake—you would leave it in the oven  

and monitor it closely until it was a beautiful  golden brown and baked through just right. 
and monitor it closely until it was a beautiful  golden brown and baked through just right. 

It’s the same with curriculum and your  child. If you are focused on the curriculum,  
It’s the same with curriculum and your  child. If you are focused on the curriculum,  

you will continue plodding  along, checking off the lessons,  
you will continue plodding  along, checking off the lessons,  

but possibly not accomplishing your  goal of educating your unique child. 
but possibly not accomplishing your  goal of educating your unique child. 

As the parent-teacher, your focus needs to be  on educating your child as a person. In fact,  
As the parent-teacher, your focus needs to be  on educating your child as a person. In fact,  

that premise is the foundation on which  Charlotte Mason built her whole philosophy. 
that premise is the foundation on which  Charlotte Mason built her whole philosophy. 

The central thought, or rather body of thought,  
The central thought, or rather body of thought,  

upon which I found, is the somewhat obvious  fact that the child is a person with all the  
upon which I found, is the somewhat obvious  fact that the child is a person with all the  

possibilities and powers included in personality  (Preface to the Home Education Series). 
possibilities and powers included in personality  (Preface to the Home Education Series). 

So don’t expect a one-size-fits-all curriculum  to fit each unique personality perfectly;  
So don’t expect a one-size-fits-all curriculum  to fit each unique personality perfectly;  

it won’t. But that’s the beauty of homeschooling;  you can make adjustments. Any time. 
it won’t. But that’s the beauty of homeschooling;  you can make adjustments. Any time. 

You have permission. How might those adjustments look? Well,  
You have permission. How might those adjustments look? Well,  

let’s look at three examples,  three totally different situations. 
let’s look at three examples,  three totally different situations. 

First, maybe you’re in the middle of a lesson  and you realize that something’s off—perhaps  
First, maybe you’re in the middle of a lesson  and you realize that something’s off—perhaps  

your child is completely lost. Or maybe you’re  lost. It’s okay to stop the lesson and say, “Mom  
your child is completely lost. Or maybe you’re  lost. It’s okay to stop the lesson and say, “Mom  

needs to figure some things out with this history  book” or “this handicraft” or whatever it is.  
needs to figure some things out with this history  book” or “this handicraft” or whatever it is.  

Set that book or craft aside and  move on to a different lesson.  
Set that book or craft aside and  move on to a different lesson.  

Then take some time after schoolwork to  regroup and figure out how you want to adjust.  
Then take some time after schoolwork to  regroup and figure out how you want to adjust.  

Maybe just spending a little time  on the book or project yourself  
Maybe just spending a little time  on the book or project yourself  

will bring clarity. But maybe it will work better  to tweak how you’re using that book; perhaps  
will bring clarity. But maybe it will work better  to tweak how you’re using that book; perhaps  

you need to read shorter portions or maybe you  need to tackle the project in shorter segments.  
you need to read shorter portions or maybe you  need to tackle the project in shorter segments.  

Or it could be that you need to find a  different project or substitute a different  
Or it could be that you need to find a  different project or substitute a different  

book. It’s okay to pause, regroup, and  start over. That’s a much better option than  
book. It’s okay to pause, regroup, and  start over. That’s a much better option than  

muddling along with nobody learning anything  and both of you feeling discouraged. 
muddling along with nobody learning anything  and both of you feeling discouraged. 

Here’s another situation. A mom asked me, “How do  I get my first grader to sit still long enough” in  
Here’s another situation. A mom asked me, “How do  I get my first grader to sit still long enough” in  

order to determine whether she’s learning—to  check whether the cake is done, if you will?  
order to determine whether she’s learning—to  check whether the cake is done, if you will?  

In other words, “How do I know whether my  curriculum is working or I need to tweak it?” 
In other words, “How do I know whether my  curriculum is working or I need to tweak it?” 

Sometimes it can be hard to evaluate the  effectiveness of your curriculum. I think  
Sometimes it can be hard to evaluate the  effectiveness of your curriculum. I think  

it all boils down to two questions: What are your  goals? and Are you making progress toward those  
it all boils down to two questions: What are your  goals? and Are you making progress toward those  

goals? In a Charlotte Mason education, the goal  is to feed your child’s mind with ideas so your  
goals? In a Charlotte Mason education, the goal  is to feed your child’s mind with ideas so your  

child will grow. And that growth will be seen in  many different areas, not just academics. You’re  
child will grow. And that growth will be seen in  many different areas, not just academics. You’re  

looking for growth in habits like self-control,  kindness, respect, and attention; you’re looking  
looking for growth in habits like self-control,  kindness, respect, and attention; you’re looking  

for growth in that child’s knowledge of God, of  the universe, of other people, and of herself.  
for growth in that child’s knowledge of God, of  the universe, of other people, and of herself.  

Yes, you can look for growth in skills like  reading, writing, and math, but don’t limit your  
Yes, you can look for growth in skills like  reading, writing, and math, but don’t limit your  

view to just that narrow portion of who your child  is as a person. So ask yourself, What are my goals  
view to just that narrow portion of who your child  is as a person. So ask yourself, What are my goals  

for this child as a whole person? and Am I seeing  growth toward those goals? Maybe that growth isn’t  
for this child as a whole person? and Am I seeing  growth toward those goals? Maybe that growth isn’t  

happening as quickly as you want it to, but it’s  still growth. As long as you are making progress  
happening as quickly as you want it to, but it’s  still growth. As long as you are making progress  

and your child is growing, I’d be inclined to  say that “the cake is baking” as it should. 
and your child is growing, I’d be inclined to  say that “the cake is baking” as it should. 

Here’s a third situation as another example.  Perhaps you have a child who loves to stay  
Here’s a third situation as another example.  Perhaps you have a child who loves to stay  

focused on a project or a story for hours. That  can make it challenging to do short lessons.  
focused on a project or a story for hours. That  can make it challenging to do short lessons.  

One mom described her son like this: “Some  skills like copywork or math he still likes  
One mom described her son like this: “Some  skills like copywork or math he still likes  

the shorter lessons, but on other subjects where  his imagination really grabs ahold of an idea,  
the shorter lessons, but on other subjects where  his imagination really grabs ahold of an idea,  

he likes to remain there longer, for hours  sometimes. When I implement the short lessons  
he likes to remain there longer, for hours  sometimes. When I implement the short lessons  

he is truncated in his thinking and very  frustrated. Am I right to adjust my lessons  
he is truncated in his thinking and very  frustrated. Am I right to adjust my lessons  

for this uniqueness, or is there a higher  reason I should stick with the shorter lessons?” 
for this uniqueness, or is there a higher  reason I should stick with the shorter lessons?” 

It’s a great question, and I’m glad this mama  is raising her eyes to look at the big picture  
It’s a great question, and I’m glad this mama  is raising her eyes to look at the big picture  

and make sure that an adjustment in one area  doesn’t negatively affect other areas of the  
and make sure that an adjustment in one area  doesn’t negatively affect other areas of the  

child’s growth. In other words, “If I adjust  this, does that adjustment have a downside?” 
child’s growth. In other words, “If I adjust  this, does that adjustment have a downside?” 

It’s good that this child likes to “live” in  an idea for a while; that’s one way that we  
It’s good that this child likes to “live” in  an idea for a while; that’s one way that we  

know he has formed a relation with it. So  is it a helpful adjustment to encourage  
know he has formed a relation with it. So  is it a helpful adjustment to encourage  

that relation-building and processing  time by throwing out short lessons? 
that relation-building and processing  time by throwing out short lessons? 

I think this mama is wise to be cautious  about throwing out short lessons. Here’s why.  
I think this mama is wise to be cautious  about throwing out short lessons. Here’s why.  

Think about what purpose that aspect of the  curriculum serves. Short lessons increase the  
Think about what purpose that aspect of the  curriculum serves. Short lessons increase the  

habit of attention; they decrease the tendency to  dawdle; they allow time to include a wide variety  
habit of attention; they decrease the tendency to  dawdle; they allow time to include a wide variety  

of subjects during the day and during the week.  So as you’re pondering adjusting lesson lengths,  
of subjects during the day and during the week.  So as you’re pondering adjusting lesson lengths,  

you need to keep that bigger picture in mind. With those ideas in view,  
you need to keep that bigger picture in mind. With those ideas in view,  

let me give a couple of helpful reminders  and then a suggestion for this mama as she  
let me give a couple of helpful reminders  and then a suggestion for this mama as she  

thinks through how to teach her child best. Reminder #1: Make sure you are stopping the  
thinks through how to teach her child best. Reminder #1: Make sure you are stopping the  

lesson before your son loses attention. The  longer the lesson goes, the harder the task  
lesson before your son loses attention. The  longer the lesson goes, the harder the task  

of paying attention can become. The mind can reach  saturation point pretty quickly as time stretches  
of paying attention can become. The mind can reach  saturation point pretty quickly as time stretches  

out. In other words, don’t let him get in a habit  of expanding a lesson until he loses attention.  
out. In other words, don’t let him get in a habit  of expanding a lesson until he loses attention.  

That will set up the bad habit of “the  lesson is over when I lose attention.”  
That will set up the bad habit of “the  lesson is over when I lose attention.”  

Do you see how that practice could sabotage  the foundational principle of giving focused  
Do you see how that practice could sabotage  the foundational principle of giving focused  

attention for the whole lesson? So try to end  lessons before he hits the saturation point. 
attention for the whole lesson? So try to end  lessons before he hits the saturation point. 

Reminder #2: Make sure the extra time he  is spending on certain subjects is not  
Reminder #2: Make sure the extra time he  is spending on certain subjects is not  

elbowing out other subjects. That variety of  subjects is what provides a wide curriculum,  
elbowing out other subjects. That variety of  subjects is what provides a wide curriculum,  

a variety of knowledge, and it provides a  much needed change of pace for the brain.  
a variety of knowledge, and it provides a  much needed change of pace for the brain.  

Your child will be less fatigued if  you use different parts of the brain,  
Your child will be less fatigued if  you use different parts of the brain,  

rather than getting bogged  down using just one part of it. 
rather than getting bogged  down using just one part of it. 

So here’s a suggestion to consider: Maybe it would  work well to put the subjects that he likes to  
So here’s a suggestion to consider: Maybe it would  work well to put the subjects that he likes to  

spend extra time on last in your daily plans.  That way you can keep the lesson time short,  
spend extra time on last in your daily plans.  That way you can keep the lesson time short,  

but then after the lesson, he would  have plenty of free time to imagine,  
but then after the lesson, he would  have plenty of free time to imagine,  

to ruminate, and to play with the idea at hand. All that to say, keep the big picture in mind  
to ruminate, and to play with the idea at hand. All that to say, keep the big picture in mind  

as you consider different adjustments to your  curriculum recipe. You know what your end goal  
as you consider different adjustments to your  curriculum recipe. You know what your end goal  

is. With a recipe, it might be a pot of chili  or it might be a cake. With a Charlotte Mason  
is. With a recipe, it might be a pot of chili  or it might be a cake. With a Charlotte Mason  

education, it’s growth as a person in all areas of  personhood. As long as you keep your goal in mind  
education, it’s growth as a person in all areas of  personhood. As long as you keep your goal in mind  

and make adjustments that will help you  move toward that goal, you’ll be just fine. 
and make adjustments that will help you  move toward that goal, you’ll be just fine. 

It’s your family. It’s your child. You know him or  her better than any curriculum writer ever could. 
It’s your family. It’s your child. You know him or  her better than any curriculum writer ever could. 

So don’t just teach the  curriculum; teach the child. 
So don’t just teach the  curriculum; teach the child. 

If you enjoyed this podcast, be sure to  subscribe, and I’ll see you next time.
If you enjoyed this podcast, be sure to  subscribe, and I’ll see you next time.