It wasn't even ambitious to begin with. And yet.
The moment Mum's semester started, our home learning plan began its quiet collapse. Early mornings packing three or four lunchboxes, long days back in lectures for the first time in a while, then the dash to collect the youngest from her new school before she'd even had time to find her feet there. Some afternoons I came home and simply fell asleep.
The girls spotted the gap immediately. And I — cycling through commitments, surfacing for air whenever I could — found myself reduced to asking: did you do this one? What about that? A pair of questions lobbed across the room, hoping something would land. It wasn't a system. It was barely a pulse.
But it kept a few things alive. The ones that didn't need me: e-ako, Steps Web, Duolingo, independent reading. The self-running things. The ones that asked nothing of a tired mother except that she'd set them up once, a long time ago.
Here's what I've come to think about that: it isn't failure.
Imperfect, yes. Inconsistent, certainly. But the learning didn't stop — it just changed shape. We played word games over dinner when there was no time for worksheets. The girls borrowed the English editions of Korean picture books they already loved, and I found the film adaptations and put them on in English. The science project moved slowly, but it moved. We brought home a stack of oversized encyclopaedic picture books about New Zealand history, Māori culture, and the stories underneath the landscape we now live in. And both older girls landed with teachers who are genuinely teaching them to write — which feels, honestly, like luck.
When we start home learning each term, I try to remember this: we live in a world of variables. Mum gets busy. Someone gets sick. A concept takes longer than expected. When that happens, the goal isn't to push harder — it's to keep walking, not well, just steadily. That's already half a success. And half a success, held onto long enough, becomes something to build from.
Like now.
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