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  • Beating the Block: Five Tips for Overcoming Writer’s Block

    Beating the Block: Five Tips for Overcoming Writer’s Block

    5 Tips for Overcoming Writer’s Block

    Dr. Patricia Huston describes writer’s block as, “a distinctly uncomfortable inability to write.” Every writer feels some resistance when staring down a blank page but some authors experience near paralysis when it comes to writing. Somehow, any writer who has ever written has beaten the block. The good news is that there are ways to make your brain work for you when it comes to writing. Here are some tips to help you get past your own writer’s block.

    Routines rule

    Anxiety is toxic to creativity. So the more you wait to start a project, the more anxiety you’ll feel about it, and the less creative you’ll be when it is time to write. How do you combat this vicious cycle? Exercise creativity by writing daily. You might choose to write something fun, something you care about, or something you’ll have to submit on a deadline. Creativity works like a muscle. When you exercise muscles, you exhaust them so that they work more efficiently next time. When you practice any kind of creativity, including writing, it gets easier over time. In order for that to happen, creativity – like exercise – has to be habitual.  Sometimes, what feels like writer’s block is simply your brains just settling down enough to write. You can expedite that process by training our brains to be creative by setting a clear time and space in which to do that. Do your writing when you feel most awake each day. For some people, that’s first thing in the morning. For others, that’s mid-afternoon. At this time, your brain is fresh and full of good ideas. You also work more efficiently to produce better writing more easily. Block off this time for your writing tasks and watch your ideas take shape on the page. Do this every day and you’ll never again feel that last-minute deadline stress.

    Start single-minded

    Writing anything is really hard work and takes a lot of focus. Focus means reducing the amount of things your brain has to handle for a little bit of time. Whether you’re perfecting a poem, tweaking that plot twist, or rounding out your research paper, you can set yourself up for success by removing distractions during your writing time. Cognitive science tells us that humans are simply not good at multitasking. In fact, every time our brains toggle from task to task, we lose a minimum of five seconds of focus (and we often lose much more time than that). Check your phone 10 times in a twenty-minute period and you’ve lost almost a whole minute (at least) you could have been writing. In order to maximize your writing time and to let your ideas flow freely, remove all distractions from your work time and space. This may mean clearing your desk, turning off your phone, silencing notifications, or all three!  I use an app called Self Control to block all Internet activity during my writing time. You can download it for free here.

    Embrace the sloppy copy (rough draft)

    The truth is there’s nothing scarier than a blank screen or a cursor blinking at you from an empty screen. You’ve got to start somewhere. Revision is far easier than new creation so just get something on the page. There is no expectation that your first draft comes out perfectly – just the opposite! When you begin writing each day, write whatever comes to mind. It can be in bullets, sentence fragments, or pieces of dialog: whatever works to get words on the page. Once you get cranking, you can continue the draft and spend time later on revisions. Bonus tip: start your writing time with five minutes of something fun and pressure-free to get your creative juices flowing. For a list of writing prompts, check out this link.

    Small chunks of work

    Bill Gates famously said, “Most people overestimate what they can do in one year and underestimate what they can do in ten years.” This goes for writing, too. Many of us think that we can knock out that assignment if we had, for example, six hours of uninterrupted time. But you probably don’t have six hours of uninterrupted time anywhere in your schedule. And the truth is, we tend to be less productive and certainly less creative when we do a task for more than about 90 minutes. The solution? Plan small chunks of time over several days or weeks to do your writing tasks. Break your assignment down into several pieces and spend 20 to 40 minutes a day. Piece by piece, you’ll build a better product (with less stress!). I love the Pomodoro timer, which prompts you to work for 20 minutes and then to take a five minute break. There are may apps available but here is the one I use (and here is a web-based option for PC users).

    Teamwork makes the dream work

    Community is essential to writing. Writing partners serve many purposes: they provide accountability, they suggest new insights, and they might even revise your writing (if you’re really nice to them). Identify someone who has assignments similar to yours or someone who can offer impartial feedback (think parents, writers, and other educators you may know). Choose a date in advance of your deadline, tell that person how much writing you’ll have done, and meet that deadline. Voila! You’ve built in two advantages for yourself: you completed the work (or at least a draft) well before your actual deadline, and you’ll get the benefit of another writer’s input. Get ready to have a thick skin – sometimes writing feedback feels a little painful, but it’s worth it!

     

    Dr. Lauren Bailes is an Assistant Professor of Educational Leadership at the University of Delaware. She teaches Ready, Set, Go! College Writing and Readiness and Writing Research Right: The Research Paper.

  • Writers in Residence: the Online Class

    Writers in Residence: the Online Class

    Aim Academy  now offers a companion online course for the Writers in Residence curriculum that launches this fall. Students will work through the assignments in volume 1, Apprentice, and benefit from being a part of a writers group where students share their work and receive feedback from a qualified writing coach and their peers. In recognition of different skill levels, two sections are available. The first section is geared toward younger students or reluctant writers and the second section toward older students.

    Heather Eades is uniquely gifted to teach this program, she has used it with her own children and is a part of the editorial team at Apologia Educational Ministries.

  • The Ultimate Homeschool Planners: Planning to See God at Work

    I love homeschool moms.  I love their passion, their resourcefulness and love for their families. But now with the luxury of viewing homeschooling through the rear view mirror, I can see a couple of sore spots that contribute to our exhaustion and occasional loss of vision.

    • We are more aware of our own shortcomings in our homeschool life than we are of God’s activity.
    • We feel guilty when our kids work independently of us because our image of a good teacher is one who micro-manages her students.

    If there ever was a ploy of the devil in our midst, this is it: Our enemy doesn’t want you to notice God at work.  He wants you to keep believing it all depends on you! Secondly, he’d never want your kids to learn independently.  That would give them too much motivation and investment in this venture, and he isn’t looking for a successful outcome.

    My planners are a small attempt to keep your eyes of faith focused on God and not yourself.  Even though you are writing down the nuts and bolts of your academic plan each week, we ask you to first spend time recounting God’s faithfulness and surprising blessings from the week before.  We give you a place to list small beginnings, signs of progress, notable achievements and unexpected acts of kindness all under a heading we call “Evidences of Grace,” just so you can remember what the source of these memorable moments s — God’s unmerited favor in your family’s life.  We also know from our own homeschooling days your kids are going to look inside your planner to see what you think is worth noting.  We want them to find a record of God’s activity as the focal point, not a manmade effort.

    Secondary to that ultimate goal, we want to help you raise an independent learner. If you don’t, you aren’t going to finish the course. Dependent students are a key contributor to homeschool burnout.  We want you to know the truth about learning: You can’t teach anyone anything.  Is that a shocker? Especially from a teacher with thirty-some years of experience under her belt? You can only motivate a student to engage in learning. And learning only results when effort on the student’s part is expended.  If your child is staring at you dull-eyed and slack-jawed, go find something better to do with your time.  Kids only learn when they are cognitively engaged. The outward signs of that are effort, interest, motivation, and initiative.

    Here’s some really good news about that reality: God has hard-wired your kid to learn.  That’s right, we are built for learning. We will live longer, and lead happier, healthier lives as long as we keep using our brain to learn. Most of us were schooled under a different system, the powerful model in our mind is a teacher at the front of the room controlling our time, our work, our interests, our learning.  The Ultimate Homeschool Planning System ( UHPS) which includes a planner for mom, a planner for students ( 4th-8th) and a planner for teens (7th-12th) is designed to foster and reward independence and initiative while you provide accountability and strategic guidance.

    We pray putting our planners in front of you each day will be a gentle reminder of the central and secondary goals of homeschooling:  Seeing God’s handiwork in the details of your family life and raising up the next generation trained to seize responsibility and lead their own families according to His plans.

    How has God been faithful in your family’s life this past week? Let’s get that down in writing.

  • Online History Classes with Lisa Hawkins: Reviews

    Online History Classes with Lisa Hawkins: Reviews

    DebraBell/AIM Academy Reviews image

    Lisa Hawkins History Classes for Fall 2017

    Click the links below for more information about each class. Fall classes start August 28th.

    U.S. History

    AP U.S. History

    World History/Western Civ I

    World History/Western Civ II

     

    “Wow! I cannot thank Mrs Hawkins enough. Her US History class has been inspirational and very thought provoking. The Socratic discussions led by Mrs Hawkins invited thoughtful participation. The assignments were carefully designed and helped deepen understanding of important topics and concepts. My son (a history buff) enjoyed every minute of this class. I only wish Mrs Hawkins would offer summer workshops on topics like Current Events, History of Europe, Intro Econ etc so that kids can keep learning all through the year. I cannot recommend this class enough. Mrs Hawkins is a treasure.” Arvinder Oswal

    “I had Mrs. Hawkins for an online AP US History class. I hoped to learn a lot about the history of America, and Mrs. Hawkins did not disappoint. I felt completely confident when I went to take the AP exam, thanks to her instruction. The class was a lot of work, more than I ever thought that I could do. I gained new confidence with each assignment I completed and, by the end, the assignments that were so daunting in the beginning became effortless. While I could tell that others taking the AP test around me were frightened by the essay section, I actually looked forward to it. Mrs. Hawkins assignments, and excellent feedback, allowed me to be unperturbed by a task that most students equated with torture. Mrs. Hawkins didn’t just prepare her students for the AP test; she also refined student’s skills in areas other than history. I could feel that my writing improved over the duration of the course, and I could complete assignments from other classes much more easily and successfully. Mrs. Hawkins is very knowledgeable about history, and can effectively teach the material to students in a way that builds their skills, knowledge, and confidence. In my opinion, that is what makes a great teacher. I highly recommend both Mrs. Hawkins and her AP US History course.” Spencer J. (former AP student)

    “This is my third history class (Western Civ II) with Mrs. Hawkins and I loved it! The lectures are interesting, engaging, and very interactive. We have all kinds of discussions in the class about history and how it play into current events. The homework is (dare I say) FUN! I personally enjoy the quizzes and essay questions, as they help us to explore the reading more thoroughly. There is no busy work, so you never feel bogged down with homework. I highly recommend this course to anyone interested, as well as any of Mrs. Hawkins other courses. She is a wonderful teacher and will help you fall in love with history!!!” Georgia Reichard

    “If you are looking for an educational yet fun class, this is the place to be! Mrs. Hawkins interacts with her students making class both productive and entertaining. It is evident that Mrs. Hawkins has mastered the art of presenting history in an intelligent, exciting manner, making her an extremely effective teacher. There is not a better history teacher on the market ?” Daniel K. (Aim Academy student)

    “This was the first class my daughter took with Mrs. Hawkins, two years ago. (The original review is tied to the US History class.) Since that time she has also taken US History as well. I cannot say enough about her teaching style. Her classes have made it an enjoyable high school experience for her and an enriching one. She intensely disliked history prior to Mrs Hawkins’ classes.I am really grateful for that as I wanted her to enjoy her homeschool journey. Her love of history definitely comes out in her teaching. I have no problem keeping up with how she is doing as the grades are available for parents to view, along with the entire course requirements. She is also quite accessible and responded well to all of my inquiries. I only wish she was teaching economics/government or another type of history class so that I can sign her up for it. I also hope her college teachers are exactly like Mrs. Hawkins.” Ginny B.(Mom of former & Future Aim Academy Student)

    “I have two high school students that took Mrs. Hawkins Western Civ I class this past year and they loved it. My 9th grader will be taking her Western Civ II class in the Fall and my 10th grader will be moving on to her American History class. She is a wonderful teacher, a pleasure to listen to and has given both of my children a deeper love of history and learning. They worked harder for Mrs. Hawkins than they had previously in their homeschool co-op and I appreciated her level of expectations and assignments. Additionally, Mrs. Hawkins is very thorough in her explanations and responds immediately to emails. Aim Academy has been a wonderful experience and we will continue to pursue classes here because of the quality of teachers like Mrs. Hawkins.” Christine Atherley

    “Mrs. Hawkins is a wonderful teacher with an infectious enthusiasm for the subject. I did not enjoy history prior to taking this class and I look forward to taking American History with her. The supplemental information she provides for the world history class is interesting, funny and not tedious to plow through. She varies the structure of the class so that it is not just lecture only. Although the class presents a lot of material, Mrs. Hawkins covers the content thoroughly. She makes herself readily available if I or my mom have any questions. I am always aware of how I am performing in this class as my grades are available on the assignment portion of the system. I would highly recommend her classes.” Angel B. ( Aim Academy student)

    “My daughter has absolutely loved Mrs. Hawkins’ US History class. She has learned so much and loves telling me everything the class talked about in the lively weekly lectures. She has been challenged by the assignments and feels Mrs. Hawkins gave her great feedback. My daughter already loved history, but Mrs. Hawkins has helped her develop a much deeper appreciation for the subject.” Greg

    “Nicely done, Mrs. Hawkins! Thank you again for working with our family to have our daughter in the US History course right for her. It was always good to hear your voice, the upbeat tone, how you engaged the students, the lighthearted moments, and how you responded to each student. (After our daughter returned to homeschooling in Feb’17 I could hear you when the earbuds were off!) The study of history comes alive through a great storyteller like you. With much gratitude.” John Britto

  • An Interview with Amy Wallace

    What classes are you teaching at Aim Academy this fall and what makes each of them unique?

    I’m excited about teaching three courses with Aim Academy: Comprehensive Language Arts: Middle School, Comprehensive Language Arts: High School, and Novel in a Year.

    Many students are intimidated by intense grammar instruction and poetics, but I engage students through both of these elements of writing to show them how to use their words well and wisely in any medium of composition. I am a true logophile, and this comes through when we study vocabulary. Part of our weekly vocabulary lessons are times where students practice and play with our vocabulary words to make unique and entertaining sentences. I believe deep learning can be deeply fun, and I’ve seen how every year students who come into Language Arts with a dislike of writing, poetry, and vocabulary leave class having learned a great deal, improved their writing, and actually enjoyed the process.

    Novel in a Year is a one-of-a-kind, interactive class where students learn the vital skills needed to write, complete, and edit an entire novel in the course of one school year. Students in this class are taught fiction writing and publishing industry standards of editing from the perspective of a published novelist, someone who has been there and understands the emotional, physical, and spiritual rigor required to complete the monumental task of finishing a novel. Another unique feature of Novel in a Year is the writing community students create that remains intact long after our school year is finished.

    How did you become a professional writer and how does that experience impact your teaching?

    My publishing journey began with reading novels where I’d reach the end and want to rewrite it because I didn’t love the ending or didn’t want the book to be over. Apprehensive at the idea of writing my own novel, a series of God-directed meetings inspired me to begin researching and then writing my first novel. My next step was attending a writing conference where I met not only people who would become my best friends but also my future agent and editor. God opened the right doors at the right time, which included signing a contract for my first piece of fiction and working with my dream publisher and editor.

    Being a published author, I can relate to student writers and teach them not just facts about writing but the heart and soul of what writing is and how to give their all to their writing to make it the best it can be. I also draw from a plethora of “in the trenches” stories to teach, encourage, and illustrate the why behind the what that I teach. I also like to tell writing stories that make my students laugh because I believe when we laugh and love what we’re learning, we learn better and retain more than we would otherwise.

    What advice would you give to parents whose children are motivated writers?

    Building a writing community with critique partners and fellow writers who can brainstorm with them is so vital to student growth, story depth, and the drive to complete a novel, a journey many adults don’t complete because it’s tough and trying work.

    I would also suggest writing clubs and writing classes geared for students. Most writing books and writing conferences focus on adult writers, but students require a more structured approach that provides for mastery of topics with directed application.

    Also, as an author and mother of authors, I would recommend great patience and kindness when your student talks non-stop about his or her story or when he or she gazes out the window, world building for some imaginary intergalactic battle instead of finishing math homework. Yes, math is vital and has to be done, but sometimes day dreaming is productive work, especially for a writer.

    What advice would you give to parents of reluctant writers?

    One of the best ways to encourage reluctant writers is to help them get excited about reading. I’ve found that when my children or my students find books they connect with, they see in practice good writing, strong vocabulary, and excellent pictures created with words. That helps build their writing toolbox.

    Also, making writing fun is a huge part of inspiring reluctant writers. I teach my children and my students to write about what they love. Their passion for the subject can help motivate them to express their ideas and work hard to use their words well and wisely.

    How does your Christian faith impact the way you view and teach writing?

    I see every student and family as a gift from God, and they extend to me a trust and privilege by allowing me to speak into their lives, not only about writing and editing, English and essays, but also about life and character and growth and encouragement. It’s my heart to teach students, to inspire, to encourage, and to help them grow, and to do all of that prayerfully and for the purpose of glorifying God.

    I believe teaching and writing are not only skills to be learned and careers to enjoy, but they are also a calling and ministry that involves all of who I am. Because of my faith, I bring great passion and joy into the work God has given me, and I endeavor to teach well and show students that learning- even punctuation rules and why they are vital- can be fun and fruitful work.

  • Government and Economics

    Nate Gilbert joins our staff this year to teach economics and government. He is offering them as two separate, semester-long courses.

    Why study economics?

    What can parents expect in each course?

     

    You can register for the economics and government courses separately or together for a discount.