I’ve been sick. No, it isn’t COVID-19, thank goodness. It’s just a sinus infection run amok thanks to a confluence of genetics, weather, and environment. I’m dizzy–sometimes intolerably so–prone to migraines from the pressure, and super tired. You know. The usual. It isn’t life-threatening in a time when that distinction feels incredibly potent, so I ignored it for the first week and kept working my normal schedule, and then admitted it by the second week, just in enough time for me to feel likely even worse than I would have if I’d just rested during the first week. It’s been three weeks and two rounds of antibiotics (I just started the second round yesterday) and I’m finally starting to feel measurably better, though a quick trip downtown to campus yesterday landed me on the couch wathing old seasons of “The Amazing Race” for 5 hours recovering until I finally let myself go to bed.
During this period, especially those first two weeks, very little sounded good that wasn’t a carb. Except, of course, chicken noodle soup, that magic elixir of healing and comfort. But eating the same soup over and over can get quite boring, even with the most delicious of soup recipes. So, naturally, we made three different chicken noodle soups. I say “we” because for the first round of soup, I was so sick that Brian had to make it using my recipe. He is not an adept cook, so this was extra special and he did marvelously.
It worked its magic, though, and after a few days of eating that I was able to cook again, making round two and then a week later round three. Each of these soups are classics in our home that all help when you need a big warm hug in a bowl. The first is the most classic American-style chicken noodle soup. The second is actually a Vietnamese-style pho/ramen mash-up. It’s a mash-up because I rarely have the rice noodles that pho requires on hand, especially in sickness “emergency” and so tend to use ramen-style noodles more often. It is originally inspired by this recipe from Nom Nom Paleo. My kids have simply called it “The Good Ramen” since the first time I served it and it’s one of their favorite dinners. The third was inspired by the second, using a lot of the same process but adjusting the flavor-profile to be Latin-American inspired.
Magic Healing Chicken Noodle Soup Yield: about 4 quarts
Ingredients– 2 chicken breasts (unless you made homemade stock and have the whole chicken) 5 carrots, diced 3 stalks celery, diced including the hearts and stems 1 large sweet onion, diced 1 pound medium width egg noodles (homemade, frozen, or dried) about 3 quarts homemade chicken stock (or boxed/made from “better than bouillon” soup base) the juice of 1 very large lemon, about 2 T 2 to 4 T honey (to taste – more helps your throat) 1 T plus 1 t herbes de provence 1 t plus 1/4 t dried lavender flowers sea salt and pepper
Optional Homemade Chicken Stock: 1 whole chicken, uncooked, legs and wings chopped ½ head of garlic, unpeeled and just smashed 5 celery stocks, roughly chopped 2 medium onions, roughly chopped 2 large carrots, roughly chopped 3 bay leaves 2 sprigs fresh rosemary 5 sprigs fresh parsley 5 sprigs fresh thyme ½ lemon 5 whole peppercorns 1 T sea salt about 3 quarts of cold water (enough to cover everything completely in the pot)
For the stock: Place the chicken in a large pot with a lid and add everything else. Pour water in, bring to a boil then reduce to a simmer. Simmer about 4 hours, skimming the fat off the top periodically. Place a small-holed colander over a large pot or storage container and strain the stock into it, reserving the chicken. The chicken will be so cooked it will shred off the bone and the skin. You can use this meat however you’d like. You can freeze stock in portions.
Note: You can use simply a chicken carcass (no meat left on it) to make stock, and in fact, this is really excellent to just get in the habit of doing. If you’re just using a carcass and not the whole chicken, I recommend using 2 for this quantity to get a flavorful stock.
For the soup: Place chicken stock in stockpot and bring to a boil. Add whole chicken breasts and poach until done and soft, about 20 minutes. Remove to a cutting board and dice, then add back to stock. Cut-up remaining vegetables and add to stock, then season with everything else (but the noodles). Boil for 10 minutes then add the noodles and cook until done – about 10 more minutes. Add a little more lemon juice and the 1/4 t lavender just before serving for fragrance.
Note: Feeling naueseous? You can add up to 1 t of fresh ginger to this.
“The Good Ramen” aka Instant Pot Chicken Ramen Yield: about 2 1/2 quarts
For the broth– 1 heaping T whole coriander seeds 5 whole cloves 3 inch section of fresh ginger, peeled, chopped into a few sections, and bruised 1 whole sweet onion, roughly cut into smaller chunks 1/2 jalapeno, seeded and cut into a few smaller pieces 3 T tamari reduced sodium soy sauce 3 T fresh or bottled lime juice 1 fuji apple, peeled and diced 1 large bunch of fresh cilantro, stems separated from leaves and stems cut into pieces 1 whole 4-5 pound chicken 1 T sea salt 8 C cool water
For serving- extra soy sauce (to taste) extra fresh or bottled lime juice (to taste) 2 T honey 1/2 t siracha or more to taste extra chopped jalapeno the chopped cilantro leaves removed from the stems from earlier chopped green onion the chicken from the broth, chopped Ramen-style or Rice noodles, thin
For the broth: In an Instant Pot, heat on “saute” and warm the whole coriander and cloves for 1-2 minutes, until very fragrant. Add the ginger and onion and cook another 1-2 minutes, stirring, until even more fragrant. Immediately add 4 cups of cool, fresh water to stop the cooking. Add the jalapeno, lime juice, soy sauce, and sea salt. Add the chicken, and then the chopped cilantro stems and apple. Add the remaining water just up to the “Max Fill” line (this will depend on the size of your chicken, so it may not be 8 cups exactly). Using “manual pressure” cook chicken for 14-16 minutes (14 for a 4 pound and 16 for a 5 pound). Release the pressure and then strain the broth into a large stockpot using a fine mesh strainer. Remove the chicken to a cutting board.
For serving: The broth should not be in a large stockpot on the stovetop. We just need to bring it up to a hot temperature again enough to cook the noodles. I always add a little extra soy sauce and lime juice to the broth (probably 2 T each) and then let everyone add more to their taste (we all are citrus lovers and will ALWAYS add more fresh lime over the top). I also add honey and a squirt of siracha to the broth. Now, it’s time to “add” the noodles.
For the noodles, we tend to have on-hand most the packages of instant ramen. These work! Just discard the seasoning packet and use the noodles. Presto. You can use boxes of plain ramen noodles. You can use rice noodles. To cook the noodles, I’ve done this several ways, recognizing that traditionally the noodles would not be added to the entirety of the broth so that they don’t overcook. What I wouldn’t give for some actual ramen bowls with the lids (maybe one day?). I’ve taken the extra care to heat about half the broth in a separate stock pot, added the noodles (not boiling!) and put a lid on for a few minutes until the noodles are done. I’ve added noodles to a large bowl and poured hot broth over and put a make-shift lid over (this did not work the best). And I’ve simply gone “to heck with it” and added the noodles directly to the large stockpot, knowing we’ll likely eat most of this, anyway, because that’s how good it is. 🙂 Choose your path.
Once you’ve got finished noodles swimming in happy broth, top with the cooked, diced-up chicken, green onions, extra jalapeno, extra cilantro, extra lime juice, soy sauce, and siracha (if you’re Brian and I). Or, simply chicken, green onions, and lime juice if you’re our kids. YUMMY DELICIOUS.
Ah! I was so sick I forgot to photograph it. 🙂 Photo forthcoming!
Latin-Inspired “Chicken Ramen” Yield: about 2 1/2 quarts
For the broth– 1 t whole cumin seeds 1/2 inch cinnamon stick 1 T chili powder 1/4 t ground oregano a few turns of the pan of olive oil 1 sweet onion 4 cloves garlic 1 carrot 1 large bunch of cilantro, stems cut from leaves and stems only for now 1/4 C fresh or bottled lime juice 1/4 C honey 1 1/2 T sea salt 1/2 jalapeno, seeded and cut into a few pieces 1 whole 4-5 pound chicken 8 cups cool, fresh water
For serving– extra honey extra lime juice siracha, to taste sliced avocado chopped cilantro chopped green onion thawed frozen corn extra jalapeno the chicken from the broth, chopped ramen-style or even thin pasta noodles
For the broth: Using the same process from “The Good Ramen,” add the spices to a dry Instant Pot and toast using the “saute” function for 1-2 minutes. Add some olive oil to make a paste and then add the onion for 1-2 minutes and then the garlic for another 1 minute. Add 4 cups (half) the water to stop the cooking. Add all the other ingredients and then cook on “manual pressure” for 14-16 minutes, as stated above. Release the pressure carefully and then strain the broth into a large stockpot using a fine mesh strainer, reserving the chicken to a cutting board.
For serving: Using the same process from “The Good Ramen,” add a little extra lime juice and honey to the broth. Add a squirt of siracha to taste. Use the same methods as described above to choose your noodle cooking path, recongizing that if you use regular pasta noodles, your best option will be to add them to the stockpot and let them simmer 6-8 minutes. Once you have finished noodles and tasty, tasty broth, let each person top their soup to their choosing. For Brian and I this means all the fixin’s of avocado, corn, jalapeno, ciliantro, green onion, chicken, and even more lime juice. For the kids it’s usually just chicken, maybe some corn, green onion, and lime juice.
Yes, We Know Self-Care is Important (an Introduction): A few years ago, just after I graduated with my MA, I was was asked to participate in a panel discussion for incoming graduate students. One of the students posed a question to the panel about self-care, and balancing work and life in grad school, and everyone turned to look at me because everyone knew this was in my wheelhouse. My scholarship is situated in the realm of emotions, embodiments, and community relations, so the notion of wellness is folded in to my scholarly pursuits. Indeed, I had spent a lot of time in grad school focusing on care, whether for self or one another. And as an alumni turned faculty member, my perspective should have provided insight and encouragement. In short, I should have nailed the answer. Instead, I completely fumbled. Like, not just a little. I catastrophically fumbled. I actually said something to the effect of, “I had so much to do that the idea that I was also supposed to stop doing all the things to take care of myself became a source of guilt, perpetuating a severe anxiety loop that seemed inescapable.”
I work full-time in higher education. My job, like most jobs in education, is not constrained to 9-5 Monday-Friday. There’s more work to do than time to do it in, and a lot of my work is relationship dependent, and so ebbs, flows, gets messy and complicated, and doesn’t always align with my calendar or to-do list.
I also homeschool both kids right now. That job, like any homeschooling caregiver would tell you, is also full-time. There’s planning and prep work. There’s content delivery and assessment. It also is relationship dependent, and so, just like my “real” full-time job, gets messy and complicated and doesn’t always align with my calendar and to-do list.
I also try to homestead, or at least as much as we can do right now. Homesteading is a value-system and a lifestyle, which means that if I’m not doing it all, I tend to feel like an impostor at best and a hypocrite at worst. Homesteading for me means we try to make a lot of our own things from scratch, whether that’s food or home improvement projects, using the skills we already have but also stretching ourselves to constantly grow and learn new things. It also means we try to build a community around us, which is, in part, the motivation for this blog. This means a lot of attention to gardening, to animals, to cooking seasonally and from whole ingredients, and reducing waste–trying to make-do and improvise and constantly, consistently striving for more knowledge and more skill–alongside blogging, vlogging, Instagram-ing and networking.
I am also a mother. And a wife. These relational entanglements are fragile–they require care and attention and hard work to maintain and build and grow.
And I am also a person. Just me. I am also fragile. I require care and attention and hard work to maintain and build and grow.
I am, thanks to the amazing women who paved this path with blood and strength, able to have these options; to have the choice, and a path to having it all. But, our society has yet to let go of its cultural norms and systemic patriarchy, and so here I am, more often than not doing it all.
We exist in a system informed by gender and lived experiences that means that yes, even now in 2021, we women still do the lion’s share of the household and family management. There are exceptions to this, of course, but they are still exceptions; they are in opposition to what is considered normal. Men get congratulated on a daily basis for doing what women have been expected to do alone for centuries. We have a second-gentleman for the first time in Washington who is, thankfully, quick to point this out.
The idea that we women are in charge of our own self-care and that this is the secret to doing it all is sexist to the core. If we’re doing it all, even taking care of ourselves, there is simply mathematically not enough time in a lifetime to get it all done, and so it feels shameful. We blame ourselves. We feel guilt over working too much. We feel like failures. And so the loop repeats.
I know I’m not alone. I also know that women are not alone in this, though that is my experience and what I am speaking to in this post. There are people all over the world who experience all manner of mental and emotional health crises and slumps. Not all of them can point to self-care as an intervention. Nor is access to self-care something that is equitable in our culture, not just because of sexism, but because of racism, classism, colonialism, capitalism, and prejudice. I don’t pretend to have all the right answers, nor am I recommending all of my journey would intervene in your life in the same ways. I am, however, sharing my self-care thoughts and journey here, plus a little of the wisdom of trial and error I’ve picked-up along the way, in hope that it supports, encourages, commiserates, and maybe even comforts some of you.
My 2020 Pandemic Self-Care Journey: Ever since this pandemic first impacted my life directly in early March of 2020, when I began working from home full-time, I have been reflecting more and more on self-care because I knew it would be more important now than ever. It’s something I had already been trying to do more of, anyway, but hadn’t always done successfully, as illustrated in the brief anecdote I shared in the introduction. You see, self-care is something we talk a lot about, but for women, especially women who are doing it all, we don’t often talk about the things that get in the way and how that feels in our bodies. I get emails from university chancellor’s recommending I take advantage of this program or that, or that I take time for myself, but the working conditions of my job plus the expectations of my family life make that untenable.
All of the self-care I had been undertaking helped stem the hurricane, sure. I no longer suffered from major panic and anxiety attacks as I had throughout grad school. I considered this a huge win and a sign that what I was doing was working. But it wasn’t enough. By Fall of 2020 I was burnt-out. I had what I described best as leadership fatigue. I was in charge of everything. I was leading because that’s what everyone needed from me and what my position in higher education demanded; it’s what my family needed–each person in the middle of their own mental health crisis and journeys. I carefully managed my emotions, my behaviors, and my time in order to manage the emotions and wellbeing of those in my care–those I lead. But it was lonely and the responsibility overwhelming. I had so many decisions to make every day and each one of them impacted bodies and relationships in long-term, potentially devastating ways.
Last Spring, at the outset of this work-from-home pandemic journey, I focused my self-care on the garden. This was something I had dearly missed in grad school because, I was right, I simply did not have the time. Every spare moment, including every single vacation we took during that time period, involved me reading and writing for my thesis. I wrote on trains, in cars, on planes, in deserts, on lakes, over oceans, and in moutnains. I had felt for a long time like a part of me was missing–the homesteading part. It felt wonderful to dig-in, get dirty, and grow so much lovely food. But then summer ended, and our greenhouse we knew would not be warm enough without more infrastructure. And so we put everything to bed, letting it rest.
In Fall I wanted to focus on my physical well-being. I had gained weight in grad school (no surprise given the stress and the long hours sitting at a computer) and had not had the opportunity to meaningfully exercise enough to get it off. Surely, working from home with a forest in my back yard, I could fit this in. But then I didn’t. And when I didn’t, I felt guilty; like I lacked discipline and focus. I am weak. I am the source of all of my anxiety. Because I am in charge of my self-care.
I regrouped. The advice is always to lower your expectations, make smaller, more attainable goals: “OK, maybe I don’t need to lose all my grad school weight in the middle of a global pandemic. Let’s just focus on wellness.” I tried to reinvigorate my once-daily yoga practice–15 minutes in the morning. I began listening to audiobooks while doing chores or cooking dinner. I let myself splurge on fluffy books with next to no content instead of weighty literature. I bought Bath and Body Works out of an aromatherapy scent I adored and that made me feel content whenever I smelled it. I diffused a similar scent at the dining table where I work all day. I focused on taking 10 minute walks–just 10 minutes–as an act of forest bathing where I would use my senses to ground myself rather than thinking of it as exercise. I started talking with students about self-care, comparing what we all were doing. I went to weekly and sometimes bi-weekly therapy appointments.
And still, by Christmas I was completely burnt-out.
And so I took deliberate and careful time over Winter Break to reflect. (side note: I resisted saying “winter break” because faculty do not get breaks. “Breaks” are when we do all the work we don’t have time for). But, sure, I had a lot of planning and prep to do for Spring, but without the daily management of teaching, I did have more time. Besides, planning and prep when done effectively can be a form of self-care. And that’s how I framed it for myself: If I put the time in now, then all Spring semester, I just have to follow along. No more daily decisions. Just stick to the plan.
I thought about where I felt the most stressed, when I felt the most stressed, and what I could control or how I could interevene to help. I journaled about it. Talked to myself about it. Talked to God about it. And came-up with a one word answer: agency.
All of my teaching and mentorship in higher education focuses on fostering this within the students in my care. Now, I knew I needed my family to be able to enact agency. Agency means that intrinsic motivation, responsibility, and effort coalesce happily towards a goal or deliverable. It means that people feel confident to make decisions and choices for themselves and connected to the relationships in their life enough to make meaningful and reciprocal interventions. In other words, agency would help create loving boundaries for me, as a leader, and for my kids, as growing learners.
This would relieve the leadership burden I felt. It would even power dynamics in my relationships. It would release some of the time committment of my responsibilities. It would create time I could use for myself without me feeling like I was taking it from somewhere else. And, it would also benefit everyone in my family. I developed a multi-level plan in the areas that I knew would have the greatest impact, and have added them to the pile of self-care strategies I just discussed. Here’s what it looks like:
Kelin’s Agency Intervention Self-Care Strategy 1: Relationship With a life partner, it helps when you both are pulling the same wheelbarrow, so to speak. Brian and I had been pulling two separate wheelbarrows for years, each of us trying to grow and do and become independently and in different directions towards different end-goals. We knew we desperately needed to work together, but we communicate so differently it was hard to understand how to do this. I also knew I needed a way to share the responsibility for self-care for both of us as partners, and the strict divison of labor we were doing wasn’t cutting it.
So for Christmas, I made Brian a relationship box.
I used a recipe box and notecards. Using the dividing tabs that came with the box, I sectioned-off the 5 love languages (physical touch, quality time, words of affirmation, acts of service, and gifts) and 3 levels of dates (free or inexpensive, moderate, and splurge). On the notecards I wrote actions that could be taken to satisfy each love language and ideas for dates at each level. For example:
physical touch = hold hands while watching television
acts of service = take on something for me today to support self-care time
quality time = cook a meal together
words of affirmation = write an encouraging note for something accomplished that wsa hard
gifts = pick a gift from the list (yes, we each wrote ideas of things we wanted)
When we’re feeling misunderstood, unappreciated, and even ignored or unloved, it’s likely that our “relationship bucket” is empty, so we can go to the relationship box, pull out the card that moves us in that moment, and simply display it in the lid, where the card would be displayed if it were a recipe, for the other to find. No questions asked.
The funny thing is, since introducing the box, neither of us has had to pull-out a card to display. The idea that these are the relationship interventions we have in our “tool box,” makes us more attentive to doing them each day. As you might have guessed, this is agency–each of us acting on our own accord for a shared goal that also creates in us beneficial emotions that has the lovely side-effect of helping us in our daily lives. It both creates more time for self-care and creates a shared responsibility for self-care beyond the individual.
Kelin’s Agency Intervention Self-Care Strategy 2: Parenting At 10 1/2 and 12 1/2, my kids are ready for some major agency intervention. I explained how I changed our approach to homeschooling in my previous post, which is designed to increase their level of control and responsibility (and intrinsic motivation) in their learning. It also has dramatically decreased the amount of time each day I have to spend in direct management of their learning.
In addition, though, we also implemented the Hull Family Weekly Meeting. Every Sunday after virtual church we gather in our main living room. The meeting has a standing agenda, printed in the Notes on our family shared calendar.
In their journals for school, at the beginning of each week, both kids have to plan their breakfasts and lunches. I have a printed list of all the breakfast and lunch options available from things we always have on hand. It’s up to them to make the plan, communicate it to me, and negotiate if I will be providing any of the cooking for those meals. Most of the time, I’m not. Some of the time I am, but it’s usually something I prep on the weekend, like corndog muffins, chicken nuggets, or breakfast burritos. It also gives me an opportunity to make transparent the work of the food: one kid wants the special yogurt that I can only get on Thursdays from Market Wagon on a Tuesday. Not possible. Make a different choice. Or, no, I can’t make chicken nuggets this weekend because I either don’t have time or we’re out of chicken. If you wanted chicken nuggets, you should have put in a request before I did the shopping. Make a different choice.
Meals negotiated, we move on to self-assessing their chore completion. I printed-off a list of every chore I needed them to do each week in order to maintain what I call our home’s “ecosystem.” I stress that it is an ecosystem because if one person doesn’t do a chore when they say they’re going to do it, the whole system tends to fall apart. I gave them each the choice of chores, day of week, and time of day. Choice is critical to encouraging agency. Underneath each assignment is an area to check it off. At the meeting, they go through and count their checks then record their score of how many completed out of how many possible checks. We negotiate whether anything needs to change and talk a lot about learning and growing. Nobody will be perfect, but we should see a positive progression over time. I stress which chores are most important to the ecosystem. And if there is, for example, a regression instead of a positive progression, they have to journal about why this happened–what got in the way–so we can discuss strategies. Sometimes they get to suggest a consequence.
Next we compare our schedules. The kids grab their syllabusses with the semester schedule, which helps them preview and prepare for Monday morning. Brian and I pull-out our work calendars. We have an honest dialogue about what we can expect from one another this week based on how busy we all are. This helps the kids understand themselves in relation to us, which is also crucial for agency. At this point in time, we also make at least one plan for a family quality time activity–watching a movie, playing a board game, or going on a hike are all favorite picks.
Lastly, we have a feelings check-in. Liam found a heart-shaped rock when we were last in South Haven on the beach, so we take turns holding the rock and discussing how we’re feeling. This models a lot for the kids when Brian and I take our turns, and also helps them learn to express and advocate for themselves difficult feelings that might arise. It helps them feel valued and respected as people, and we don’t discourage them voicing complicated and difficult emotions that might have arisen during the meeting. It also helps us all know who might need extra support and care this week.
This meeting has been crucial to me releasing some of the leadership burden I was feeling because it consistently reinforces everyone’s ability to participate and intervene in the family.
Kelin’s Agency Intervention Self-Care Strategy 3: The Work Calendar This strategy is less about agency than it is about restructuring the daily management I found so stressful to making decisions. I think the Dave Ramsay saying about telling your money where to go is the same for your time. I decided to tell my time where to go, very deliberately and with a lot of careful thought, until the end of the semester, when I know I’ll have fewer constraints. I have told myself when I need to shower if I am to fit-in my new routine of 15-20 minutes of pilates each morning. I have told myself when I am prepping for class, attending to the administrivia of the writing center, when I am eating lunch, reading, writing, attending therapy, and squeezing in a 20 minute workout in the middle of the day. I have scheduled recurring meetings with students I know will need my support and with co-workers I know I will need to communicate with. I simply have operated my calendar as one would a Dave Ramsay budget: on a near-zero balance.
I have left a few precious hours here and there each week for those necessary meetings and other incidental interactions that need to happen, but for the most part, from now until my birthday in May, I know what I need to do each and every day to get it all done. (And, consequently, what I have to say No to in the meantime).
I always thought this would stress me out because I could see how behind I would be getting. It has rather had the opposite effect, though. I can more easily make critical decisions about my time based on the balance I’ve already tabulated. I can prioritize, adjust, and adapt quicker and with less emotional effort than ever before. So I missed a workout today–it doesn’t mean I lack discipline, it means something more important needed my care and attention in that moment. I have 3 workouts scheduled in the week. My goal is to hit 2 of them.
Concluding Thoughts: We’re three weeks in. I’ve managed pilates every work morning. I’ve snuck in workouts. I feel not only happier but more energized, more able to participate and do and be in my daily grind than I have in a long time. I feel like I’m operating at my best right now, which is not something I think has happened in two years.
Brian sees us as a system of relations with effects and affects that circulate and cause patterns. We are bodies in relation to one another, not islands or buckets, responsible for ourselves. We are better partners to one another.
I am a better mother to my growing kids. I no longer have to manage everyone’s time all day every day, and that alone has been a huge weight off my shoulders. They know what they need to do. They know when to do it. And they are in charge of self-assessing whether or not it got done.
And I am better to myself. When self-care doesn’t happen, it is either a choice I made for self-care (“I don’t want to do pilates this morning; I’d rather read a book and sip my coffee”) or a choice I made that is still for me (“if I have this meeting today instead of next week, it means that week won’t feel as bogged down”). It is not a lack of discipline. A failing. Self-care is no longer solely my responsibility. It is shared between all of us. In designing systems for agency, I no longer have to do it all.
For more thoughts on a feminist approach to self-care, read this excellent article from CoFEM.
Happy Saturday morning, lovely readers! It’s been a whirwind couple of months here at the Homestead, so I need to start providing some updates on our goings-on because it’ll be Spring before we know it. In fact, I just ordered seeds a few days ago!
But before we get into that, I’d like to talk about education. As you know, I work in higher education as a professor of English and in writing center administration. My job is demanding but high-impact and values-driven. I love it. You also know that Chloe and Liam both experienced a lot of anxiety last Fall early in the semester as they attempted virtual learning through our public school system. After talking with them both, we embarked on our first-ever homeschooling journey.
Once we got going with homeschool last semester, I felt a little off-kilter about it, but seeing as how we were kind of thrown into it, I think we did an admirable job. Most importantly, it accomplished what it needed to: it reduced anxiety for all of us and helped both kids exercise more balance in their days.
But, it took a lot of time management and direction from me each day, which is not only hard to do while working a full-time job from home, but I know is not good for the development of my kids as advancing learners. I also felt like the emphasis was consistently on the content rather than understanding the activity of learning the content. In education, this would often be referred to as the bucket approach–the idea that learners just need to be filled with the right things to become educated.
As a liberal arts professional, I strongly disagree–education is about learning to think critically and communicate that thinking out to an audience. We are fond of reminding everyone that the more you learn the less you think you know, the opposite effect of the bucket approach. Moreover, truly effective education helps a learner position themselves as a life-long learner–someone who understands how and why they learn, which necessarily involves metacognition and fostering an environment that encourages learner agency, a word that means a learner is responsible for themselves and exercising intrinsic motivation.
So, over Winter Break, while planning my spring courses and doing administrative work for the writing center, I also made a lot of changes to how we do homeschooling. This was a lot of work and also, I mean, what the heck is going on in the world? So most of the time I felt like this meme of this smartly dressed dog concentrating on his job while the world burns around him.
Nonetheless, though, I got done. The kids started back at homeschool this past Monday. I finished all of my college course prep yesterday. Classes start Tuesday. I’m feeling as prepared as one can feel in the middle of a dystopian reality.
Homeschool Adjustments Made: 1. Reduced the reading load but kept the complexity = too much content means they didn’t have time to meaningfully engage with it. I loved the reading list that came with our curriculum, which is why I wound-up purchasing it. It takes a decolonial approach to social studies, which is a huge part of what I do every day in higher education. It focuses a lot on the implications of history on bodies, and especially bodies of people of color and minorities. It includes a ton of minority and people of color voices in the reading list. For those interested, I use the Build Your Library American History 2. Here’s a lot of the books we’ll be reading this semester (though not all of them)
2. Added weekly low-stakes reflective writing in a journal = for literature they get to choose from a list of literature discussion questions; for social studies they are prompted to reflect on things that interested them, confused them, or made them react during the reading and write about it; and at the end of the week they self-assess through reflecting on and writing responses to a series of consistent questions.
3. There are 4 major projects that organize their interaction with the content = the curriculum I chose last semester included a few project ideas, but none of them really signified creative engagement. Last semester I made my own project to finish-out the semester (they had to collaborate on a historic fiction book about the Civil War). This semester I didn’t want to think of things on the fly (not only is that stressful for me, but it’s less effective at influencing learner agency) so I’ve plotted 4 units of 4-5 weeks each. Each project I’ve designed to incrementally scaffold towards learner agency through metacognition and critical thinking (I’ll briefly outline them below).
4. They get time in the schedule to pre-write and reflect on the work of the major project in their journals, right in the context of all their other reflective writings, which helps them see the relationship between all of the content and thinking they do.
5. Lots more feedback from me = each Friday they turn-in their journals and I read through their weeks and provide feedback. The feedback is NOT on grammar, punctuation, or format. It is feedback that asks questions or prompts for more critical thinking. Things like, “what do you think this means?” and “this is an interesting thought, can you explain it more fully?”
6. They have a full syllabus now, including a full semester schedule. This helps them see where they’re at in relation to the semester. It’s like a trail map on a long hike. Walking endlessly can feel overwhelming if you get tired and don’t know where you’re at–you start to think you’ll never stop walking. If you look at a map and see you’re halfway through, though, it’s a lot easier to moviate yourself to keep going.
7. In the syllabus I list a weekly schedule instead of a daily schedule. I give them the pages of books they need to have done by the end of the week, or what activities, etc… need to be done, but they get to decide when it all gets read.
8. I introduced an actual English text = it irked me that there was no formal writing instruction in the curriculum. Literature is not writing; they are two separate disciplines. Furthermore, writing is not natural but requires metacognition, instruction, and practice. Writing is a way of thinking and making our thoughts visible to ourselves and one another, though, so it’s an incredibly useful skill when trying to increase learner agency. They are using a college-level textbook that many professors use in first-year writing because it encourages reflection and is super approachable. It’s called Habits of the Creative Mind. I use a different text for first-year writing because I think Habits is more of a “back door” and I prefer college students to walk through the “front door,” but I do think this one is highly effective for “writers who don’t know they’re writers.” It’s a good fit regardless of age level, and I do have my college students read a few of the chapters alongside the primary text I use. For my kids, though I’m not using every chapter because some are asking too much of them, but for the most part–who cares if it’s for college? Each “chapter” is less than 4 pages long and provides at least 2 low-stakes writing activities to reinforce the concept. These are done in their journals.
9. I provided an overarching theme to our learning that aligns with our family’s values: we are travelers, not tourists! Travelers have a deep engagement with where they are, whereas tourists are visitors mostly focused on relaxation and amusement. Travel is hard but instructive and therefore rewarding. Each major project uses this theme.
10. I drastically changed the schedule = the traditional school model of “these same subjects at these same times every day of the week” was not working for us. We have different energy levels at different times of days. Some days we need to do more of one thing and not others. And college does not operate on this kind of schedule, so fitting my work-life in with homeschooling was challenging. The schedule I’ve designed prompts the kids to do certain activities and subjects at certain times, but these change each day and are flexible to adjustments. In fact, just yesterday we swapped two time blocks out based on how they were feeling and it went smoothly. The schedule exists so they can see about how much time they need to do the work of the week.
The 4 Major Projects:
Map Your Learning Process (Week 1 – 4)
Learning Journey Archaeology (Week 5 – 9)
Choose Your Own Adventure (Week 10 – 14)
Discovery Island: Investigate to Infinity and Beyond (Week 15 – 18)
Map Your Learning Process: Everyone learns differently, which is why you need to make your own learning process visible to yourself. Remember how we talked about writing helping us make our thoughts visible? A map is a form of writing; it’s also a form of art. Art is, arguably a text to be read. It communicates to a viewer-reader, after all. So, for this project you will be mapping how you learn. Maps can take many forms–a game board is a map, a hiking trail guide is a map, a globe is a map, an illustration of our solar system is a map, and a flat drawing of the continents and countries is a map.
Below I’ve listed some questions to help you consider what all goes in to learning–it’s likely more than you think! Each of us have feelings about learning that play a role. Where we are can play a role. What we’re learning plays a part. Consider how you might read and feel differently depending on the subject, as well.
How you think/feel about learning? Anxious? Frustrated? Overwhelmed? Excited?
What environment do you prefer? Inside? Outside? Alone? Quiet? Music?
What technologies do you learn best with? Pen? Paper? Laptop? Tablet? Book? Movies? Games? Video Games?
What think you like learning around? Tea? Hot Chocolate? The cats? Cookies? Your favorite blanket? A messy room? A clean room?
How long can you learn before you attention span wanes?
What gets in the way? Family stuff? Chores? Fun things? Distractions? Feelings?
What stimulates you? Talking with someone? Taking a walk? Reading? Writing?
Learning Journey Archaeology: After mapping your learning process, you now see what all relates and impacts how you learn–it’s a lot! For this project you’ll be expanding on your maps and a journal entry for English to consider how your learning process has developed and grown over time. You’ll use your memories of events, feelings, and experiences, and then use those experiences to write a story.
Whereas with maps we drew a process of learning and included activities related to l earning to help illustrate what impacts us as learners, this project asks that we become archaeologists. We have to dig through our histories, helping us put together a picture. Once we have this picture, we can draw some conclusions about learning, ourselves as learners, and about how both are experienced and felt in our bodies.
This project should be a narrative–a story–but does not have to be limited to a written document. A narrative can take many forms–a graphic novel and a power point are all relevant ways to “write.” Use your creativity, and most of all, what you think expresses your learning journey best.
Choose Your Own Adventure: The past has implications in the present and the future; in fact, what we do today shapes what our world will be like in the future! For this assignment you will be traveling back through the time periods we’ve studied to select your own adventure. All adventures start with a question–the spark that leads us to travel somewhere for some purpose. You should look at your journals for clues of what seems interesting and exciting to you about what we’ve learned. Using this spark, you will explore, forging new paths with your ideas and tracing your journey in some way that others can follow. This can be a map, a story, a documentary movie, an illustrated guide book, a travel brochure, and more–anything that can be “read” by a viewer-reader that would make them want to take your adventure, too.
Your project should clearly state your spark–your question–to ignite the curiosity of your viewer-readers and then should persuade viewer-readers to take your adventure by connecting it to our present day–did what happened in your adventure change something for us in our world now? Is there something some people have and others do not have as a result?
Discovery Island: Investigate to Infinity and Beyond: In this project we will be field scientists discovering and exploring a small part of the world around us–our own Discovery Island–to better understand how we live and how we feel in this world. Together we will collect water saamples from a variety of local sources and from rainwater, then test them. Once we have tested them, we will analyze the results and from there, the possibilities are seemingly infinite! You can compare water samples across various locations to draw conclusions about the safety of our drinking water. You can investigate acid rain and ecosystems. Or, you can use water to investigate soil and its health for plant life.
Once you have investigated using the scientific method, you will initiate some impact for our small island. For example, you might write a letter to the major with your findings, start a website, or create a volunteer activity. This project can be collaborative or individual.
In this set-up they have choices and control, both necessary to fostering an environment of learner agency. They are also tasked with thinking about the process of learning, which encourages metacognition. And they’re also being asked to exercise independence and self-direction. Because the focus of the first 2 projects is on themselves, it naturally encourages intrinsic motivation. I also do not assign grades, but only give feedback intended to generate more thinking; it’s a risk-free environment, perfect for taking chances, making mistakes, and getting messy with their learning.
Chloe is going to be in 7th grade next year, and is loving this. In her words, “I feel like I’m in college,” to which I replied, “Well, you kind of are.” She practically preened when I told her I’ve worked with college students who were homeschooled and started at a younger age. She is at an age where she wants more control and responsibility, and so this is very good for her.
Liam will be in his first year of middle school as a 5th grader next year, and likes the idea of having control and autonomy, but needs a lot of redirection and encouragement to exercise it wisely and conistently. This is developmentally appropriate for his age, and so really, if I get to the point where I don’t have to say, “It’s in your syllabus,” 7 times a day, I will be one happy homeschooling momma. Challenging him in this way will help him make the transition to middle school a little easier, and will serve him well in managing his anxiety.
We made it through the Fall semester, both with Homeschool and my university’s semester! Celebrate! I still have some things to button-up in both places before I can say “Winter Break!” and even then, the kids will get a break, but I will be planning the next unit for them while also planning for my Spring course and the coming semester at the writing center. There is no such thing as a full break in academia because that’s when you have time to do all the things you didn’t have time to do during the semester. 🙂
But, with the Break comes less day-to-day demands on my time, which does help me focus on creating Holiday Magic for my family, and this year–2020–I feel we need that dose of wonder and belief even more. 2020 being 2020, aside, the past two Christmases for my family have been less than ideal. Two years ago Brian’s father passed away unexpectedly at Christmas and we also lost a few other important things. We dubbed it the Year of Loss and muddled through. Christmas that year was bittersweet.
Last year I was determined to make-up for it, but Brian had just started his business and was working long hours doing odd things and wound-up deathly ill. After two weeks of fighting it, and actually saying aloud to me, “it feels like I’m dying,” on Christmas Eve I tried to take him to the ER but he stubbornly refused, so I have one sad and alarming-looking photo of him trying to watch the kids open presents on Christmas morning before he had to retreat to go back to bed. The following day I did get him into the ER where they immediately took the obviously incapacitated grown man with a gray pallor back to treatment and referred all questions and paperwork to me. They diagnosed him with severe pneumonia and Legionnaires disease, administering fluids, inhalers, and some other things. We wonder now if he didn’t have COVID-19, though, because one of his customers at that time had recently travelled to China and Brian had been in direct, close contact with him. He certainly had all the symptoms.
Which brings us to this year: 2020. Ha! It’s been a strange and upsetting year, to put it mildly, yet it’s also another bittersweet year because we got to spend an awful lot of time together, suddenly, which is something I had desperately wanted. We did some amazing things this year in spite of the pandemic.
And so far this Christmas season, things are full of wonder and belief. It’s been magical! Chloe and I put-up the Dickens Village together as always, we found a great tree at a local tree lot and had fun decorating it, and I fussed over the mantle and added new decorations all within a week of Thanksgiving. For the 12 days before Christmas I always give the kids little presents each morning to build anticipation (socks, stickers, ornaments, crafts, etc…), we started our annual gingerbread house, we went to two COVID-safe outdoor light events in central Indiana (Christmas Nights of Lights at the Indiana State Fair and Winterlights at Newfields at the IMA), and baked cookies (so. many. cookies). It’s a week before Christmas today. Our church is doing a parking lot Christmas Eve service where we all tune-in to the radio and stay encapsulated in our vehicles right up until the end, where we all silently and with masks on get out of our cars for a candelight moment. I have a fun and fussy Christmas Eve planned with a full high tea for breakfast/lunch and a fancy dinner. It’s all been just lovely.
One thing we can’t really fix is the fact that we won’t get to see and spend time with our friends and family, so in the midst of baking this past week, I thought why not send a little bit of our Homestead to them! Baking is part of our holiday tradition and it’s also a proven stress reliever, so, I may have gone a little overboard this year: BAKE ALL THE COOKIES! Cookies make everything better. I mean, while it may sound delicious, who really wants to eat 12 dozen cookies by themselves? 🙂 I wound-up sending cookies to far-flung family across the country and sent some to the students who work at the writing center. Below are all the recipes. I have so many more I wanted to bake, but I mean, really, there’s only so many cookies one can bake/eat/mail at a time. 🙂
6 T salted butter, softened 2 ounces bittersweet chocolate, cut into pieces 1 C sugar 1 large egg 2 t vanilla extract 1 t peppermint extract (optional) 3/4 C AP flour 1/4 C cocoa powder 1/2 t baking powder 1/4 t salt 6 ounces white chocolate chips (optional) about 1 C of powdered sugar for coating
Instructions: In a stand mixer or mixing bowl with an electric mixer, cream the butter with the sugar until very light and fluffy. Add the egg, vanilla, and peppermint extracts and beat another minute.
Meanwhile, melt the bittersweet chocolate in a double-boiler, a glass shatterproof mixing bowl set over a pot of simmering water, or in a glass measuring cup in the microwave, stirring frequently. Be careful not to overheat the chocolate; residual heat will help continue to melt, so it’s best to pull it off the heat just before everything is melted and continue to stir.
Add the melted chocolate to the mixing bowl of butter, sugar, etc. . . and beat together until well incorporated. Measure the flour, cocoa powder, baking powder, and salt into the bowl and beat together until a soft dough forms. Stir in the chips, if using.
Place the bowl in the fridge to let the dough rest for 15 minutes. In a separate container, add the powdered sugar. Using a cookie scoop or forming balls of dough with your hands, roll dough into 2 inch balls and coat in the powdered sugar.
Place on a baking sheet lined with parchment paper and pat them down lightly with the palm of your hand, just enough to depress the ball shape a little. Bake in a preheated 350 degrees Fahrenheit oven for 13-15 minutes. Remove and let cool before servings.
Sugar Cookies Yield: around 2 dozen (depending on size and shape of cookie butter)
1 C salted butter, softened 1 1/2 C sugar 1/3 C powdered sugar 2 large eggs 1/4 C vegetable/avocado/olive oil 1 T vanilla extract 1/4 t cream of tartar 1/2 t baking soda 1/2 t baking powder 1 t salt 4 – 4 1/2 C flour
Instructions: In a stand mixer or mixing bowl with an electric mixer, cream the butter with the sugar until very light and fluffy. Add the eggs, vanilla, and oil and mix another minute. Measure the flour, cream of tartar, baking soda, and salt into the bowl and mix to form a soft dough. Rest in dough in the fridge for 15 minutes.
Roll the dough out on a lightly floured surface and cut into desired shapes. Place cut-outs on a parchment-lined baking sheet and bake in a preheated 350 degree Fahrenheit oven for 6-8 minutes (bake time will depend on thickness and size/shape of cut-out, as well as desired done-ness. I prefer mine to have a soft chew rather than a snap).
Eat plain of frost with desired frosting. For mailing I did a simple water/powdered sugar/vanilla glaze to make it shelf-stable. For enjoying at home I always prefer buttercream, though royal icing will allow you a wider range of decorating choices (see example of decorated buttercream cookie above).
Shortbread Cookies Yield: 1 dozen (depending on size and shape of cut-out)
1/2 pound (2 sticks) of salted butter 1 t vanilla extract 1/2 t almond extract 2 C flour 1/2 C powdered sugar
Instructions: In a stand mixer or mixing bowl with an electric mixer, beat the butter until incredibly light and fluffy–this is important to help the shortbread have lightness since there is no raising agent. Add the extracts and blend well. Add the powdered sugar and continue to beat until light and fluffy again. Measure the flour and beat in until a dough forms. Rest dough in the fridge for 15 minutes prior to rolling out. I always make these smaller shapes than the sugar cookies (stars and candy canes instead of snowmen, mittens, and Christmas trees).
Roll the dough out on a lightly floured surface and cut into desired shapes. Place cut-outs on a parchment-lined baking sheet and bake in a preheated 350 degree Fahrenheit oven for 6-8 minutes (bake time will depend on thickness and size/shape of cut-out, as well as desired done-ness. I prefer mine to have a soft chew rather than a snap).
I always glaze these with a mixture of water, powdered sugar, vanilla, and almond extract. I dip the entire cooled cookie in, and then lay on parchment or wax paper to dry. After a few moments, top with festive sprinkles and let continue to dry until the glaze is hard.
Italian Wedding Cookies Yield: 2 dozen
1 1/2 C salted butter, softened 1 C powdered sugar 3/4 t salt 1 1/2 C almond flour 1 1/2 T vanilla extract 1 1/2 t almond extract 3 C flour powdered sugar for coating
Instructions: Cream the butter until very light and fluffy. Again, there is no raising agent, so we want light and fluffy butter for a light (not too dense) cookies. Add the extracts and powdered sugar and continue to beat. Measure the almond flour and beat in to the douguh. Measure in the salt and regular flour and beat until a dough forms. Using a cookie scoop or forming balls of dough with your hands, roll dough into 2 inch balls and place on a parchment-lined baking sheet.
Bake in a preheated 325 degree Fahrenheit oven for 15-20 minutes (being careful not to brown them!). Remove the from oven and let cool only slightly (enough to handle) then roll in powdered sugar, being careful as they are going to be more fragile as they cool. Once completely cool, roll them again in the powdered sugar.
2 egg whites 1 t lemon juice 2 1/4 C almond flour 1 3/4 C powdered sugar 1 pinch sea salt 1/4 t baking powder 1 t orange zest 1 T almond extract 1 t vanilla extract 1/2 C additional powdered sugar for coating
Instructions: In a stand mixer or mixing bowl with an electric mixer, whisk the egg whites and lemon juice until stiff peaks form. Sift together the almond flour, powdered sugar, sea salt, and baking powder. Fold in three batches carefully into the egg whites, being mindful to not deflate them as much as possible. Add in the extracts and orange zest and fold in.
Line a baking sheet with parchment and prep a container with the powdered sugar. The dough will be quite sticky, so I find a cookie scoop the easiest tool. Scoop out the dough and roll carefully in the powdered sugar, then place on the baking sheet. Do this for all the dough. Let rest on the counter for at least 1 hour. Bake in a preheated 300 degree Fahrenheit oven for 20 minutes.
Gingerbread Cookies Yield: 2 dozen
3/4 C salted butter, softened 1 C sugar 1 egg 1/4 C light molasses 2 C flour 1 t baking powder 3/4 t salt 1 1/2 t ground cinnamon 1 t ground ginger 1/2 t ground nutmeg 1/2 t ground cloves
Instructions: Cream the butter with the sugar until light and fluffy. Combine the molasses with the egg and whisk to combine, then add to the creamed butter and mix. Add all the spices and mix well. Measure in the flour, baking powder, and salt and combine until a dough forms.
Rest the dough in the fridge for 15 minutes. Roll the dough out on a lightly floured surface and cut into desired shapes. Place cut-outs on a parchment-lined baking sheet and bake in a preheated 350 degree Fahrenheit oven for 7-10 minutes (bake time will depend on thickness and size/shape of cut-out, as well as desired done-ness).
Chocolate Chip Cookies Yield: 1 1/2 dozen
1 C salted butter, melted 1 1/2 C brown sugar, packed 1/4 C white sugar 1 large egg 1 large egg yolk 1 T milk 1 T vanilla extract 2 1/2 C flour 1 t sea salt 1 t baking powder 1 1/2 C chocolate chips
Instructions: Over the years I’ve tinkered with my base chocolate chip cookie recipe. Sometimes I want a chewy, rich cookie (like the one above) and sometimes I want something lighter (in which case I’ll do half-and-half brown sugar and white sugar), and sometimes I want something with a bit of a snap (do the sugar change mentioned above and split baking powder into half powder and half baking soda). No matter how you do it, creaming the melted butter with the sugars to a caramel-like consistency is key, as is resting the dough. The sea salt is also important because it off-sets the sweetness of the cookie.
Melt the butter in a saucepan or in the microwave. Measure both sugars into a stand mixer or mixing bowl with an electric mixer. Pour the melted butter over the sugars and beat until caramel-like in consistency (the sugars will be dissolved and it will come together, so you shouldn’t be able to see a separation of butter and sugar). Add the eggs, milk, and vanilla and beat. Measure the flour, salt, and baking powder into the bowl and beat until a dough forms. Stir in the chocolate chips.
Rest the dough in the fridge for 30 minutes (our butter was melted, which warmed the dough-up substantially, so we need a longer resting time). Using a cookie scoop or forming balls of dough with your hands, roll dough into 2 inch balls and place on a parchment-lined baking sheet. Bake in a preheated 350 degrees Fahrenheit oven for 12-14 minutes. Remove and let cool before servings.
In (Pandemic) Life Updates: The “Lost” Two Months, I gave a quick synopsis of the struggles both kids were having with remote learning and announced that Chloe had decided to homeschool for the remainder of the school year, but that Liam had improved enough that we were keeping him enrolled in remote learning public school.
We made it one week of homeschooling Chloe before Liam’s anxiety severely spiked again, and I realized I was just done. I was done expending energy and time just trying to help him get through a day when it obviously hurt him to do so. Done emotional laboring and collaborating with overworked, underpaid, completely overwhelmed teachers and administrators at his school that, despite their best intentions and high degree of professionalism, can’t actually make many systemic changes on Liam’s behalf right now. There’s just no right way or one-size-fits-almost-all way right now in public education, and my son was hurting as a result.
Meanwhile, after that first week, Chloe’s energy and spirit was bright and high in ways I hadn’t seen from her in months. We had time for walks together, to talk together, to read and discuss literature together. We could eat breakfast and lunch together. And, most importantly, her screen time went from 13 hours per day to less than 2 (and most of those 2 includes her newly found leisure time to play Roblox or update her Youtube channel again). The answer for Liam seemed obvious. I decided I could simply adapt Chloe’s 6th grade curriculum for Liam’s 4th grade level, and just work with both of them together. They could read aloud together, work on projects together. We could have richer discussions and centralize our family’s focus in a powerful way–a way that I perceived would help simplify a complicated, fraught time.
I don’t know that I’m by any means an expert on homeschooling, seeing as how I’ve only been at this officially for four weeks. But I do know that so far what we’re doing is working. The kids report that they are enjoying their school days, that they feel less stressed than they did in remote learning, and that they feel like they’re learning. On my part, I feel as if I have a chance to help guide my kids towards a deeper understanding of how they learn and why, to help them discover learning strategies that will impact their engagement well beyond this time period, and to also encourage the development of their intrinsic motivation to learn. Below I’m writing out our basic homeschooling day, with notes and thoughts about my balance as a full-time remote profesional.
We start our homeschool day with Health. Sometimes it’s 8:30 on the dot, sometimes not. That’s the beauty of homeschooling: I can adjust and adapt on the fly. Often this is a short yoga routine or walk in the forest, but sometimes it includes reading age-appropriate articles on topics like self-care, how germs spread, personal hygiene, and what yoga does for our bodies and brains. Sometimes it even means picking-out a recipe for them to make at dinner that evening. In the fuzzy gray-area between getting dressed and Health starting, we have a brief (~5 minutes or less) morning meeting where we review the schedule for the day and I apprise them of any changes I need to make (maybe due to my schedule or a hiccup the day before) and have them write it into their schedule binders.
Work-Homeschool-Life Balance: I wake-up at least an hour before the kids. I’ve had coffee, read the news, perhaps gone on a solo walk or a walk with Brian, so I feel good and ready to start my day. As the kids wake-up, I hop in the shower. They stumble groggily around for 15 or so minutes then start getting dressed, completing a few simple chores, and getting organized, during which time I take a few minutes to log-in to work stuff and make sure all is well. The writing center opens at 9, so I like to make sure before 9 that things appear smooth and organized for the day. I usually have to approve a login to the student-access writing center accounts, but that doesn’t take hardly any effort. It just means I have to be by my phone.
After Health we start our Humanities block with Social Studies. The curriculum I selected is called Build Your Library and so it is a reading-intesive curriculum that centers around history as its focus. The curriculum includes a basic schedule and assignment and project materials that I’ve found useful and also easy to adapt and customize. All of the books are sold separately. We’re doing Civil War through Civil Rights, and I couldn’t be more pleased with the opportunities we have to connect what we’re learning to modern day contexts. Our Election Day discussions were robust and fascinating. The kids rotate through quite a few books in chunks, but there’s definitely a primary text we lean on and they only read one creative nonfiction at a time (I’ve emboldened the primary text below and listed the creative nonfiction texts in order so far). They will read-aloud the primary texts together, practicing popcorn reading, and then either read individually or via audiobook (depending on availability) the creative nonfiction text. We are working on a long project on the Civil War that has smaller scaffolding assignments.
Work-Homeschool-Life Balance: Once we’re done with yoga, it’s usually 9am on the dot. If Brian didn’t have time to make the kids’ breakfasts, I make them and they eat while they read. I generally make myself a quick smoothie (something I can eat and do work at the same time) and sit down at my “desk” (ahem dining room table) by 9:15. Work things have been up since 8:30, with sound notifications on, should anyone have needed me (and sometimes they do). I’ve already glanced at email, Discord, the schedule, Canvas, one.iu, and even Facebook groups of professional relevance, so I know what needs my attention first. I do have to circle in to make sure the kids are on task, especially if reading together, and once each week I’ve found I have to do the reading with them so they get caught-up to the schedule (at least they’re having fun reading together), but I generally get a solid hour to plug away on work before I need to shift them from one book to another. Once a week I have Office Hours during this time and so need to be available, but since I host those in Discord, it’s been really manageable to multi-task. At least once a week, I try to do a 15-20 minute Supernatural workout on the Oculus during this time.
After Social Studies, we have English. Usually this means we do their favorite part of the day–narration cards. Every Monday we have a discussion and answer reflection questions about our literature reading. On weeks we’ve finished a reading, I use Monday for true writing instruction. We’re building-up their summary and strong response skills with discussion, activities, and example worksheets. For their literature reading, which may be independent reading, audiobook reading, or me reading aloud to them, we have been completing after school or before bed to make better use of class time.
What we’re reading/have read in the first 4 weeks for Humanities– Nonfiction: American History Encylopedia, Two Miserable Presidents, We Were There Too, Words That Built a Nation Creative Nonfiction: The Underground Abductor, Silent Thunder Fiction: The Giver, The Not So Boring Letters of Private Nobody
Narration Cards: These came with the Build Your Library curriculum, but I modified and added some personalized ones for each kid. These ask them to reflect on our readings, which I rotate between subjects, in a new–and hopefully fun–way. Chloe’s are very art-focused, and say things like: create a cartoon using 2-3 quotes from the text, illustrate a scene from the reading, create a Kinemaster animation asking and answering 2 questions from the text. Liam’s are drama-focused, and say things like: write a scene script for an important idea or scene, conduct a pretend interview betwen you and 1-2 characters, write a scene from the reading as if it takes place in a favorite fan-verse. They both have cards that say things like “retell the reading in your own words” and “annotate the readings with visuals.” Our science narration cards for science readings also get done during this time and say slightly different things.
Work-Homeschool-Life Balance: If they do a narration card for English, which they do 4 out of 5 week days, then I get even more time to work once I’ve helped them select a card and gotten them started. I may have to circle in to do a time management check, and then need a few minutes to review their work. If I need to conduct a discussion or a writing lesson, then I’m actively engaged with them for this full hour. My work windows stay up with notifications on, should the writing center need my immediate attention (and it sometimes does). This is usually my most productive work hour of the day.
After English, they get a full-hour for recess and lunch. Again, once I’ve made them lunch and made myself lunch, I have still-more time to work. If I’m in the middle of a good workflow, I fudge the schedule a little to keep working until I’ve completed whatever it is I was doing. Occasionally, and especially if we did yoga and not a walk during Health, we’ll take a group walk at this time, which eats into my work ability. But, it’s lunch and I don’t really take a full lunch, so a 15 minute walk is fine, I think.
At 12:30 we reconvene for Science. Science is included in the Build Your Library curriculum (again, books sold separately). This year they are doing Astronomy, which is wonderfully appropriate for Brian and I to facilitate as two space-loving nerds. So far we’ve read two chapters in the textbook. On a week where we worked through a single chapter, the kids read aloud or independently (up to them) from the textbook the first two days, then we did a lab on Wednesday, did an activity or watched a video on Thursday, and then worked-on a learning comprehension set of questions on Friday. The second chapter we read took much longer, so they had more days for reading, a lab, an activity, several media days, and two reading comprehension days. I added narration cards for Science to increase engagement and reading comprehension. We just enrolled them in a NASA education course component that lasts a week, but is relevant to their studies, and also developed a list of even more science activities to make this time as active as possible. In addition to the textbook, they also have a companion creative nonfiction science reading. I read this aloud to them and we have very brief discussions about it afterwards. For these first four weeks, it has been George and the Big Bang by Lucy and Stephen Hawking, which has produced some very enjoyable laughs and memorable moments.
Work-Homeschool-Life Balance: I try to read the textbook on the weekends so I know what’s going on. Brian tends to facilitate the labs and activities for me once or twice each week. I facilitate discussions, read the creative nonfiction, and watch media with them.
After Science we have French. On Mondays and Wednesdays they do Muzzy. On Tuesdays and Thursdays they complete pages in their French workbooks and we go over the answers together, having short practice conversations as we do. On Fridays we practice conversations, read short stories in French, and do other activities like plan a Passport Night to France. (Note: I was once fluent in French. Given that I haven’t spoken any French in 15 years, I’m rusty, but it’s all coming back to me relatively quickly and easily).
Work-Homeschool-Life Balance: I tend to have meetings in the afternoon, which is why French rotates between an independent screen-based learning mode and a hands-on active learning mode. Depending on my week, they might do even more Muzzy than the two days, or we might skip a French day altogether.
After French comes Math. We started out using Kahn Academy, but both of my kids are creative-minded and profess to struggle with Math. I don’t think I’m bad at math, but I also don’t use most of the math equations and whatnot in my professional life as an English professor. Brian uses Math every single day of his life, but struggles to communicate the concepts in a way the kids can understand. Therefore, we have just switched to Beast Academy after they reviewed the materials online and felt positively about them. Beast Academy uses graphic story-telling to engage critical math thinking and then asks students to engage in the text for problem-solving. Given Chloe’s love of graphic novels and art, and Liam’s love of story-telling, and the fact that both of them are good creative problem-solvers but tend to freak-out if it’s just a bunch of numbers, I’m hopeful this will work out better for them. This was expensive, but they get beautifully illustrated books and workbooks plus online access for practice and review. It also has clearer schedule guidelines for me to follow than Kahn Academy did, so I know what to assign and when, which is helpful.
Work-Homescshool-Life Balance: More meetings happen during this time than any other time, which is why I need Math to be fairly self-directed. I’m also usually getting pretty fatigued by this point in the day. I drink decaf coffee to help control my anxiety, but have been adding about a 1/4 caf to my second cup of coffee of the day, the one that I treat myself to during this time. If it isn’t a special latte I make myself, then it’s a cup of green tea. Also dark chocolate. I’m hopeful Beast Academy will help us all feel better about this hour. If I managed a workout earlier, I tend to feel more energetic at this point in my day.
Because Math has not been going well, we’ve paused the Music/Art block at the end of the day. I think they get plenty of art-making time in the regular curriculum, but lack art-history and art instruction, which given that Brian has a BFA in painting and I took a bunch of art history classes, I’d love for them to do. They both are musical (Chloe plays flute and Liam trumpet), but we’re all usually fried by this point and Math has been taking double the time. It’s ok, honestly. I’m realistic to life and don’t want to push us to be and do too much right now. They know it’s a goal to work towards, but they’re also okay with how things are right now.
Work-Homeschool-Life Balance: by this point in the day I am BEAT. I’ve multi-tasked from 8 in the morning onwards. I need a breather by myself to center my thoughts. I keep my work tabs open and notifactions on, but tend to slip my wireless headphones on and either take a walk in the forest by myself to energetic music, or mellow to an audiobook while I do dishes and prep for dinner. I’m still available for work, and will keep those tabs open until 5:30 or 6. The writing center closes at 7. Before bed we read aloud from our literature reader, which has been a good and fun routine, especially on The Not So Boring Letters of Private Nobody, which is a delightful and fun read. I’m more relaxed by then and can put energy into the voices and dialogue delivery, much to the kids’ delight.
On the weekends: I take a few hours to prep the coming week. Build Your Library suggests a schedule, but I can tweak it to suit our family’s needs. I compare everyone’s calendars for the coming week and consider successes/failures from the previous week and the overall emotional/mental/physical health of all of us and make some decisions on what we’re doing. I may need to read ahead or glance ahead to make sure I have materials necessary for labs and activities and that we know what we’re doing. I make any materials: discussion questions, assignment sheets, etc. .. and print them out. I print things from the provided curriculum. I print the schedule for each of our binders and get them reaady for Monday’s morning meeting. Overall, though, I try to be intentional about sellf-care on the weekends. A lot of people depend on me to be at my best during the week, and taking good care of myself helps me be at my best. I clean, I bake, I read for fun, I do some chores while listening to audiobooks, I sleep in, I stay in pajamas all day. I plan the menu and make sure we have all the food we need so I don’t have to worry about it during the week.
I’m fatigued in places, but not empty, not “done” in the same way I was when we set-out on this journey. It takes a lot of self-grace and patience. Some days that’s easier said than done. Some days I focus on work more and other days on them more. Next semester, when I have a synchronous class to teach, that will make things a little more difficult. But, we’ll also be far more than four weeks in to homeschooling. In sum, at the end of this fourth week, I can say that the kids are engaged, happy, and healthier with this schedule, and that to me tells me all I need to know. We made the right decision. We are in this, doing this, living it, and learning to love it together.
Yes, I’m posting two back-to-back soup recipes. I love soup! I especially love how filling and warm and comforting a big bowl of soup is on a cold winter day, and I also love how inexpensive (both in dollars and in caloric value) most soups are. They’re also quick and easy to eat when I’m in a hurry, which now that I’m homeschooling a middle schooler and an upper elementary schooler while also working from home full-time and trying to maintian some impact with homesteading, you know, time is not a thing I have much of. And lastly, soup is flavorful, when done right. Good soup has layers of flavor, built-up over a few different steps before being simmered all together into a complex mouthful that is just satisfyingly delicious and delightful to eat.
Today’s soup was a quick and easy concoction on a particularly blustery and cold Fall day here in Central Indiana. I find most squash or sweet potato soups too sweet on my palette, but there’s a squash curry recipe from Deliciously Ella that I absolutely adore. So, I used that curry recipe as inspiration in building the flavors of the soup, and voila! A new favorite squash soup recipe was born. I own the cookbook with this recipe in it, but you can find Deliciously Ella’s Sri Lankan curry recipe right here. The curry recipe is vegan, and you can easily make the soup vegan, as well, by subbing coconut oil or a vegan butter for the butter. We served it with more fussy grilled cheese sandwiches, which I listed in my previous blog post.
4 T butter 3 leeks, sliced 2 T olive oil 1 butternut squash, peeled and diced 1 very large sweet potato, peeled and diced 1/2 red bell pepper, seeded and diced 5 cloves garlic, minced 1 t cumin 1 t cinnamon 1 t yellow curry powder 1/2 t turmeric 3/4 t chili powder 1 t sea salt 1 1/2 C apple cider 4 C water or vegetable stock 1/2 t more sea salt, to taste 2-3 T pure maple syrup, to taste
Instructions: Preheat the oven to 400 degrees Fahrenheit.
In a dutch oven or soup stock pot over medium low heat, melt the butter. Add the sliced leeks, a pinch of sea salt, and then place the lid on the pot. Cook leeks 10-15 minutes, stirring occassionally until they are soft but have no color.
On a sheet pan, combine the squash, sweet potato, red bell pepper, garlic, olive oil, and all the seasonings listed in the recipe up to the apple cider. Toss to combine well, then roasted in the oven for 20-25 minutes.
Add the roasted vegetables to the pot with the leeks with 1 1/2 cups apple cider and about 4 cups of water or stock. Bring the pot up to a low boil for a few minutes. Blend the mixture with an immersion blender until smooth. Add the maple syrup and more sea salt to taste. Serve hot with a garnish of coconut milk (optional).
Once upon a time, in what feels like a different life, I co-owned a boutique wine shop with a small upscale cafe, where I was the executive chef. I served everything from wine-inspired appetizers, pizzas, and soups/salads/sandiwches to 5 course $150 a head wine dinners. But, during this time, I also had two very small children. The hours were awful, the stress was great, and it was the middle of the Great Recession. As much as people loved it, they could only buy so much wine and fancy food, and so we closed in Fall 2010, and I was honestly relieved. I became a stay-at-home-parent until my return to higher education once both kids were in kindergarten.
It’s been a decade since we closed, but sometimes I still like reaching-back at some of the old recipes I used. While I may be relieved to not have that kind of stress, I’m still proud of what I managed to accomplish. It always filled me with immense satisfaction to feed people food I loved and have them love it in return. Yesterday evening we took a small trip down memory lane by opting to make some old recipes. I served a variety of sandwiches I used to serve (cut into very small portions that encouraged sampling) and serving it with a delicious soup. Here’s some of the sandwiches I used to make:
Paris Lunchbox = brie, salami, and sliced apples toasted together on crispy baguette
Pesto Grilled Cheese = pesto slathered generously onto a baguette and toasted together with american, smoked provolone, and English cheddar cheese
Apple Butter Grilled Cheese = apple butter toasted with English cheddar
Baked Brie = brie toasted together with homemade jam
London Pub = apple butter, smoked bacon, and English cheddar toasted together on baguette
Whereas I could serve many different sandwiches, I could only reasonably pick one soup, and I had a hard time picking, because soup is something I love dearly and enjoy making. I considered making a sweet potato soup, a corn chowder, a roasted red pepper soup, or a potato soup. The old favorite brie cheese soup was discarded by me early on simply because I no longer have wholesale pricing on brie cheese. 🙂
I asked Brian for his input and he wanted either mushroom or potato soup. While I absolutely love mushroom soup, I had been craving potato soup all week and it was the one constant between both of us. However, mushrooms and corn still sounded good. I used to make a simple potato-leek soup in the French style for the restaurant, so I opted to use that as a base but do a vegetable garnish that included some mushrooms and corn to get that rich seasonal flavor. The end result was delicious. So delicious I’m going to make it again this week.
Potato Soup with Herb-Roasted Mushrooms, Potatoes, and Corn Yield: about 8 servings
For the roasted vegetables: 1 pound portabello mushrooms, sliced 2 russet potatoes, peeled and diced 1 1/2 C frozen sweet yellow corn 2 T olive oil 2 T butter 1/4 C fresh lemon juice 1/2 C sherry or port 2 T snipped fresh chives 1 T fresh rosemary 2 t fresh thyme sea salt, pepper, and white pepper to taste
For the soup: 3 Leeks, green stems discarded and sliced 5 scallions, green parts saved for another dish and sliced 6 large Yukon gold potatoes, peeled and quartered 6 T butter 2 C buttermilk 1 quart plus 2 C water or vegetable broth 2 t sea salt 1 t white pepper 1/4 t freshly ground black pepper snipped chives for garnish
For the vegetables— In the bottom of a ceramic dutch oven, heat the oil with the butter over medium high heat. Add the mushrooms, the lemon juice, the spirits, and a pinch of sea salt and pepper. Cook until alcohol has completely evaporated then brown mushrooms for 5 minutes, stirring and caramelizing. Add the potatoes and the remaining seasonings and cook another 5 minutes, making sure the potatoes get coated in the remaining fat in the pan. Add the corn and place a preheated 400 degree oven for 15-20 minutes, stirring at least once, until the potatoes have cooked-through and crisped slightly. Remove from the dutch oven and set aside. Taste for seasoning.
For the soup— In the bottom of the dutch oven set back on the stovetop over medium-low heat, melt the butter. Add the leeks and scallions and a pinch of sea salt, place the cover on, and cook for 10 minutes, stirring frequently. You want them soft but not with a lot of color (there will be color from the bottom of the dutch oven from the vegetables, and that is good flavor, but we don’t want that flavor in our leeks).
Once leeks have fully softened, add the potatoes, the water, and the seasonings. Bring the heat back up to medium-high and bring the pot to a low boil. Place the lid on and cook for 15 minutes, until potatoes are nicely soft. With an immersion blender, puree the potatoes smooth; the soup will be quite thick at this stage. Add the buttermilk and bring to a bare simmer, just enough to heat it through. Taste for seasonings.
To serve: Place the soup in a bowl, top with the vegetables and fresh chives. You can finish with a swirl of truffle oil, if desired.
Oh my goodness it’s mid-October already! We’re still editing vlogs from South Dakota. I haven’t updated the blog in awhile. And we’re putting the garden to rest for the season while also loading in the greenhouse. So much is happening at the Homestead to talk about, but before I can start the post routine again, I need to explain what exactly has been going on these past two months to make life so stressful and hectic that we’re this behind on homesteading.
You might remember that we were dealing with failing plumbing all summer long, putting us behind on some of the garden projects we had on the to-do list. When we last updated, we had gotten back from South Dakota and were getting ready for school to start. You may remember I had a choice between remote learning or hybrid learning for the kids, with the hybrid option oscillating between full in-person depending on numbers within our local county and the recommendations of the health department. We were told we would have the option to choose between remote and hybrid when the change to in-person occurred. The rules shift a little between elementary, where Liam still is, or middle school on up, where Chloe is.
Meanwhile, the university I teach at is recommending remote learning as much as possible, recognizing that different disciplines have different needs, and offering a high-degree of flexibility in course structure and faculty time. As an English professor, remote learning is actually my preference because it allows me flexibility: time to continue my administrative comittments as assistant director of the writing center and time to be the primary parent to my kids. Most of the research I’ve read lacks scientific consensus on things like children and community spread and whether children are at-risk for the virus or even for things like autoimmune diseases being triggered by exposure to COVID-19. Both of my parents are high risk. My elderly uncle just relocated to here from Florida and has no other family. I feel great responsibility for them and could not fathom a world in which we could not safely reach them in-person when necessary. And lastly, Liam wanted to be homeschooled, or at the very least a remote learner.
So, for these reasons we opted for the remote learning offering at both of their public schools. Liam would be assigned a remote learning classroom, and would have his own remote learning teacher for 4th grade. Chloe would be assigned a locker and a class schedule just as she would for in-person, and would Zoom into live classrooms with other remote learners. Liam’s option is automatically more pedagogically feasible than Chloe’s, and I was nervous for her from the start as a result. No matter how much of a super-hero a teacher is (and believe me, they all are right now), there is no possible way for a teacher to instruct a room full of face-to-face learners effectively while also instructing a handful of remote learning students. It’s asking far too much of teachers, and it’s stressful for all involved. Best practices between the two learning environments do not align, and so I really didn’t see how this was going to work for anyone.
Alas, though, for the first several weeks of school, Chloe assured me she was doing fine while Liam was absolutely not. His anxiety skyrocketed and we got him back into therapy with our family therapist. I began spending a large amount of my time each day helping him get through school. His teacher, like so many teachers this year, had never taught online before. Most often, teachers default to the pedagogies they enacted successfully in face-to-face environments, believing they will translate to the digital environment. With several meetings and a lot of hard work adjusting the schedule and listening on her part, within the first month of school, Liam started improving. There were still bad days, but not as many, and with some adjustments on our part, as well, we could get him through a school day and get his work finished, even if, at times, it took him until 4 or 5 in the afternoon instead of 2:30 when the school day is supposed to finish.
All during this time, my semester had started. I was spinning like a top between work, home, and Liam. I continued to check-in on Chloe each night, and each night she would assure me she was fine. I saw little of her during the day, however. Our carefully planned schedule didn’t completely match the reality of the school day, and she barely had time for lunch, let alone a walk with me in the forest. I felt suspicious that she was not fine, but had no concrete reason to doubt her assurances and so didn’t press any further. Until, one day, I received an email from one of her teachers asking why Chloe was missing so many assignments. Even though I should have been checking Canvas Parent (the learning management app used by their school and mine) to help her track her assignments, I simply had not; I was too busy setting up Canvas for my work, among other work tasks, and helping Liam simply get through a day. I talked things through with Chloe and together we made a plan to get her caught-up in what I thought was this one class. I still had not fully checked Canvas Parent, but instead trusted her to exercise agency and track her missing assignments herself.
The next week, however, I received emails from another two of Chloe’s teachers asking why she was missing so much work. I’m going to pause here to say a few things: 1) I sincerely doubt Chloe is alone in missing work as a remote learner 2) the adjustment for students used to face-to-face learning environments to digital learning environments is hefty 3) this is part of the adjustment of best practices: the type and amount of assignments should differ between face-to-face and digital classrooms and 4) life is just super hard right now between pandemic stuff and swirling political, socio-cultural, and environmental crises, and so I also doubt she is alone in general in missing work, remote learner or not. She’s super smart, but I care less about what grade she gets this year than I do about her mental and emotional health. I wanted her to gain enough points to pass her classes, but viewed the missing work as a symptom of a much deeper problem.
She started seeing our family therapist again, which means all four Hull’s meet with him independent of one another via Zoom each week, and thank goodness for it. Family therapy is more important now than ever before, and I highly recommend it. I also sat with her and gave her the option of homeschooling for the remainder of the year. We talked-through the pros and cons, what homeschooling would look and what it might feel like. And then we also met with her teachers. We talked about how detached she feels from the learning space and therefore the content. We talked about how she spends 12-13 hours each day sitting at her laptop, first attending the classes required of her, and then struggling on her own with the content to do her assignments. We thanked them for their energy and time spent with Chloe in break-out roooms and in meetings like this, but emphasized that 10 to 15 minutes summarizing content was not the same as feeling connected enough to engage in the content delivery method of the full-class period. At the end of the meeting, Chloe said she felt better and so we decided to keep her enrolled for now, but I let her know homeschooling was on the table as an option for her.
We got to Fall Break, which started last weekend. She spent three days in a row working until 11pm at night trying to get assignments turned-in. I awoke Saturday morning to a beautifully written note letting me know she wanted to homeschool. I’ve never homeschooled before. I teach college, not middle school, and do not view myself as somehow more adept or capable at teaching than her highly trained professional teachers. But I also know that those teachers aren’t actually super-heroes, even though we like to think they are and seem inclind to set expectations of them that matches. They did their absolute best and we thank them wholeheartedly. I may not be super-mom, either, but I can try my best for my daughter and that, at the very least, I can get her away from the screen and craft curriculum that caters to her learning styles, something almost impossible to do under the remote learning model set-up at her public school (she’s a kinetic and visual learner).
In the middle of all of this, and on top of me continuing to try to do my best for my students at my university, Brian unexpectedly and with next to no time to maneuver or make alternative arrangements, lost the shop space for the makerspace he’d been renting for a year. This set his business into a state of uncertainty that impacted his ability to be present and engaged with home chores and life and also set our finances into another tailspin.
I’ve spent the last week crafting assignments, writing a syllabus, and ordering materials for Chloe. Brian has reorganized our garage into a viable shop space so he can continue working on jobs he already had going (hey, I was barely using my car, anyway). And, most importantly for him, he’s also pursuing some interesting arrangements that could really help catapult the makerspace towards his highest goals while also providing more of an income for us (because despite what you may have heard, most university professors do not make a lot of money).
So, yes, all of this has been stressful. I dubbed these last two months “lost” because I honestly have no idea where the time went. I simultaneously dragged on and on but also felt like a blink. I doubt we’re alone in a story like this. And indeed, I’m positive there are far worse stories out there. We have our health and our homestead. I can, at least, exercise the privilege of having a flexible employment situation to homeschool Chloe. Brian can, at least, make his business work. There’s plenty in our nation right now who can’t say that. So while it has rightly demanded our time, attention and energy, we’re still here: grateful, full of hope and love, and ready to get dirty doing some Homestead chores.
The other day I weeded the perennial beds and planted some bulbs. A week or so ago we built-up the greenhouse structure to ready it for winter. And today I harvest the last of the summer garden. Tomorrow we start homeschool, and now that I’ve prepped, I feel excited for this journey.
Labor Day is such an interesting holiday, having a foot in two seasons. On Saturday we grilled out, enjoying freshly harvested local sweet corn, watermelon, lemonade, and bbq. And then on Sunday, the wind had that specific scent and voracity and bite, the trees had that sound of rustling, and we started deep cleaning everything in sight, getting ready for the end-of-season harvesting that would need organization and attention. Hello, Autumn!
I’ve been using my dutch oven again for about a week (and have those recipes to share soon), but I wanted to make something uniquely autumnal to welcome the season–my favorite season, as it happens. For years I have made a variation of this pasta; sometimes it’s stuffed shells, others ravioli, sometimes it’s pumpkin instead of squash, and even sometimes it has Italian sausage mixed into it. Some of the sauces change, depending on my mood and the weather–a heavier bechamel if it’s chilly and I want something hearty, a light cream sauce on other occasions, or, as is the case last night, a barely-there browned-butter sauce. No matter how I dress it up or down or package it, it’s always a dish that centers me into the season and makes me excited for apple cider and pies. 🙂
Roasted Butternut Squash Lasagna with Sage and Honey Brown Butter Sauce Yield: 6 servings
For the filling: 1 butternut squash, peeled and cubed 1 large sweet potato, peeled and cubed 3 medium to large cloves garlic, smashed and peeled 1/4 C fresh sage, chiffoned 1/4 t crushed red pepper 1/4 t ground cinnamon sea salt and fresh ground black pepper pepper, to taste 3 T coconut oil
For the sauce: 1/2 C salted butter 3 T red onion, finely diced 3 T fresh safe, chopped 1 1/2 T fresh rosemary, chopped fresh ground black pepper, to taste 2 T raw honey 3 T fresh squeezed lemon juice
For the lasagna: 15 ounce ricotta cheese 1/2 C parmigiano reggiano cheese, grated 1 egg dry lasagna noodles of choice 3/4 C water
Instructions: For the filling– Preheat the oven to 425 degrees Fahrenheit. Prepare the vegetables and toss with the coconut oil and all the seasonings well. Place on a baking sheet and roast for 15-20 minutes. Remove from the oven and let cool slightly (recommend preparing the browned butter sauce during this time). Then, mash the roasted vegetables together as you would make a mashed potato.
For the sauce–In a medium skillet, melt the butter over medium high heat. When it has fully melted and beginning to foam slightly, add the onion, the herbs, and the black pepper. Cook 2-3 minutes then add the honey, stir for 30 seconds, and add the lemon juice. Remove from the heat.
For other ingredients–combine the egg with the ricotta cheese and whip thoroughly to combine.
Assembly: Set oven temperature to 350 degrees Fahrenheit. In an 8×10 baking dish, spread half the butter sauce on the bottom of the pan. Place dry lasagna noodles in a single layer. Gently spread half the mashed squash and sweet potato mixture to make an even layer, top with a little parmigiano reggiano cheese, then add another layer of noodles. Spread the whipped ricotta onto the new layer, then add another layer of noodles. Repeat twice more–mash and then ricotta–until you add the last layer of noodles. Sprinkle the remaining parmigiano reggiano cheese onto the top layer then drizzle the other half of the butter sauce over the top. Carefully, from a measuring cup with a spout, pour the 1/2 C water into all four sides of the lasagna pan. Then gently pour the other 1/4 cup onto the very top layer. Cover the pan tightly with foil. Bake for 40 minutes covered, and then remove the foil and bake another 10 minutes, until the cheese browns on the top.
I am so behind on the blog and vlog and basically all things Homstead right now. After South Dakota, the kids had to get ready for remote learning for their respective schools, and I reported back to my full-time job in higher education; and, well, as I’m sure most of you can imagine, there’s quite a lot to do and quite a lot to learn to navigate given everything going on in the world. We are still here on the Homstead: gardening, taking forest and garden walks, filming vlogs, cooking, canning, and preserving and are anxious to share more with you all once we settle in to our new routines for the semester. 🙂
In the meantime, I have a backlog of recipe posts, so we’ll be leaning on those a little more than normal. This is one that takes advantage of some of the herb abundance in the high summer garden and also features those bright, intense, fresh flavors I crave when it’s hot and sunny.
Chimichurri Chicken Yield: 4 adult servings
4 boneless chicken breasts 1/2 recipe chimichurri pesto sea salt and pepper
Chimichurri Pesto: 4 ounces fresh cilantro 2 ounces fresh basil 1 ounce fresh flat leaf parsley 6 cloves garlic 2 T lemon juice 1/3 C red wine vinegar 1/4 C walnut oil (optional) 1 fresno or anaheim pepper, seeded, or about 1/2 t dried red chile flakes 1/4 t sea salt 1/2 C olive oil
Instructions: Assemble the chimichurri pesto by combining all ingredients except olive oil in a blender. Blend until very well combined, then drizzle in olive oil. Reserve half in the freezer for another meal.
Pour chimichurri pesto over chicken and marinade overnight, or at least 3 hours.
Remove chicken from marinade and season with sea salt and pepper. For best results, grill until the chicken is done. You may also bake the chicken on a sheet pan in a 400 degree oven until nearly done then use the broiler to finish.
Roasted Spiced Sweet Potatoes 2 organic sweet potatoes, peeled and sliced into frites 6 T olive oil 1/2 t black pepper a dash or two of cayenne pepper 1/4 t smoked paprika 1/4 t cumin 1/8 t coriander 1/8 t cinnamon 1/4 t garlic powder sea salt (at the end)
Instructions: Peel and cut the potatoes into 1 inch cubes. Toss the potatoes in a bowl with the olive oil and all spices but salt. Bake at 425 for 10 minutes, rotate the pan and flip the potatoes, then bake another 10 minutes. Watch them to see that they don’t burn. Remove them from the oven and immediately season with sea salt.
Avocado Corn Salad (barely adapted from this recipe) 2 T salted butter 3 C of frozen corn 2 T organic sugar 2 cloves garlic, minced 3 green onions, chopped 1/2 jalapeno pepper, seeded and diced 3 T homemade mayo 1/2 t chile powder sea salt and pepper 1/2 C feta cheese 2 avocados, diced 1/4 C lime juice (1 to 2 limes) a handful of chopped cilantro
Instructions: Melt the butter in a medium skillet. Add the corn and sugar and let cook until corn begins to turn golden, about 10 minutes. Add the garlic, green onions, jalapeno, chile powder, sea salt, and pepper. Cook 2 more minutes. Add the lime juice and cilantro and toss into a serving bowl. Add the mayo, feta, and avocados, stirring to combine. Serve room temperature or cold.