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Gregory speaks in this chapter of language as a vehicle of instruction, an instrument of learning, and a storehouse of knowledge. Briefly, he means that through common language we communicate experience, by speaking we appropriate what we perceive, that without adequate words we cannot think through ideas clearly, and that what we know we will name. Beware, he warns, words with multiple meanings or homophones — children easily pick up confused meanings, unaware that their perception is inaccurate. It is what the student interprets in his mind, not what the teacher intends, that matters:
Not what the speaker expresses from his own mind, but what the hearer understands and reproduces in his mind, measures the communicating power of the language used.
This is particularly helpful at the end of a school year, but you can also adjust it for the end of each term to evaluate progress and determine the best adjustments to make. Auditing your year or your term is about noticing the progress that has been made. In the midst of the day-to-day, we often don’t see the trends, because they’re small changes that can be almost imperceptible at times. Taking a little time out now and then to assess each child’s progress in the important areas and interests outside of our school plan helps us see the big picture and realize that there is so much learning happening all the time. It’s not limited to progress in the number of math lessons or history chapters. And, if you notice an essential area they’re particularly resistant to, looking at the overall arch of their progress and their interests might give you insight into how to address the resistance for that particular child.
### Download the free homeschool audit and use this year's experience to make next year better.