Professional Educators partnering with parents.
Love the Lord your God with all your heart and with all your soul and with all your strength. These commandments that I give you today are to be on your hearts. Impress them on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up. Tie them as symbols on your hands and bind them on your foreheads. Write them on the door frames of your house and on your gates. (Deuteronomy 6:5-9)
The hybrid model redirects some portion of a child’s learning process from structured classroom time to other more informal venues as chosen by the students and their parents, encouraging strong family relationships. The schedule is adapted to the primary and secondary school environment.
- Professional teachers conduct classroom instruction in scheduled, more formalized settings.
- Students attend structured classes between 18 and 30 hours per week.
- Parents continue lessons or monitor their child’s learning during times outside of scheduled classes.
The parental roles in educating their children under the hybrid model are much greater than ensuring their children make it to and from school and queries that do not explore their learning experience (e.g., Is your homework done? What did you do in school today?). Parents need not have teaching experience but must commit the time to actively engage, direct, instruct, and mentor their children as students.
Parents will play different roles throughout the K-12 educational experience:
- Co-instructor – During the elementary years, there is a slow transition from being the primary teacher to implementing a joint effort with professional educators and part time structured classroom instruction.
- Course Monitor – During areas of study (particularly skills development) where most of the teaching occurs in more formal settings, the parental role of encouragement and progress monitoring is of primary importance.
- Guide for Dependent Study – Usually occurring at about grades seven through 10, where the parents’ role is more that of ensuring the child’s study habits and diligence remain adequate.
- Guide for Independent Study – at this point (usually the upper two grades) the parents’ role becomes that of a facilitator; providing progress oversight and ensuring that study inputs are made available when needed.
- Project Assistant – These activities may require a parent to take on a supporting role.
- Active Supporter – During times where the learning activities of a child do not require the direct involvement of a parent, the role becomes that of continuing to teach the child Christian character and virtue to be displayed by the child during the activity.
Typical hybrid model schedules for primary and secondary students are as follows:
- Grammar School: (K-6th Grades) – Attend formal classes three days a week (M/T/TH) with parents as co-teachers on non-classroom days
- Logic School (7th-9th Grades) – Attend formal classes three or four days (M/T/W/TH) a week with parent-guided self study on non-classroom days
- Rhetoric School (10th-12th Grades) – Attend formal instruction at various scheduled times coupled with independent study under parental oversight.