How Can a Homeschooled Person Get a Utah High School Diploma: Guide to the T.A.B.E. and the G.E.D. Test


I started investigating this about 3 years ago and I am still learning about it. After conversing with a friend about it, she told me I should share what I have learned with other moms who homeschool their kids. My friend told me more institutions are now requiring an official Utah High School Diploma. I have also heard that employers require it of some, even after a Bachelors Degree is achieved. It seems ridiculous but I think it is true. Some employers, colleges and Universities just want that silly piece of paper that many homeschool moms laugh about. This is not news to me, which is why I have been researching it for 3 years. It is my hope that sharing this helps many homeschool moms and homeschooled kids to get an official Utah High School Diploma.

The Passing of the G.E.D. Test Battery Can Get A Person an Official Utah High School Diploma!*

I hope the abbreviation, “G.E.D.” does not strike fear into your hearts or make you run screaming into the next room, covering your head from desire to avoid it. It may. It may be that you do not believe in tests, or that you have read my previous post about the Fascist, Socialist and Communitarian indoctrination in the G.E.D. test. If the test causes you to feel great worry and fear, I hope that after finishing the reading and printing off onto multiple pages for reference, this post, you will feel much more at ease because of how well you know you have prepared your child-student for all of this. I hope you will feel confident that your child will be able to fake it and pretend he or she has been fully indoctrinated, much like a spy (covert operative) would, knowing the truth and armed with it. I know that if you have been a good homeschool mom and have taught your child-student the truth about things first, then your child-student will not be indoctrinated by the G.E.D. test. This post will help you to know a bit about the test so that you may warn and prepare your child-student for this test and to not become indoctrinated. He or she will indeed have to fake having been indoctrinated—- I can promise you that! I hope you will print out this blog post and use it as a guide in helping you get an official Utah High School Diploma for yourself or your child-student after he or she turns 16!

Here are the basic things your child will need or will need to do in order to take the G.E.D. test at your local school district’s Adult Basic Education (A.B.E.) Office. The G.E.D. test is an online test, but a person cannot take the official test from home. The only place that officiates this test in my area is the district’s A.B.E. Office.

Note: I am going to assume that you are homeschooling legally because you filled out the affadavit. If you are not, this process will be different. Check with your school district offices and ask them what to do.

What You Need:*

  1. An official Utah photo I.D. card showing that he or she is 16 years of age (a driver’s license if he or she has one).
  2. An official letter filled out by a professional at your local school district office called, “Adult Education Program and/or GED Testing Application for 16-18 Year-Old Non-Graduates,” which my district has nicknamed “the drop form.”**
  3. The taking of two other tests at the Adult abasic Education Office of your local school district, in order to qualify to take the G.E.D. test in your district. These are: a. The TABE Online Locator test for the Test of Adult Basic Education (T.A.B.E.); b. The passing of a T.A.B.E. 10 Complete Battery (meaning your child-student has achieved at least a 10th grade level education. If your child-student does not qualify for the TABE 10, but only a lower TABE, they will give your child the option of taking a $40 class with the district that will teach your child what he or she needs to know to be able to achieve readiness for the TABE 10 Battery. Your child can still take the TABE 9 Battery.
  4. Completion of the “Utah Futures” Packet, available at the same district Adult Basic Education Office.
  5. For the days of each of the G.E.D. Battery Tests: Photo I.D., approved G.E.D. electronic scientific calculator and (recommended) a healthy snack and water bottle.
  6. Cost of G.E.D. test. 


*Sources: Weber Adult Education Phone Conversation 801-476-3920 and conversation at my school district office.


Here are some things I have learned about the tests from the YouTube videos of official G.E.D. 🎓 High School graduates, from the McGraw Hill T.A.B.E. guide and from the two G.E.D. test guides I have been reading.

The T.A.B.E.’s Online Locator (30 questions in 37 min.):

The TABE Online Locator test will be a summary (shorter) test, quizzing the student on some of the same knowledge that is on the T.A.B.E. 10 Complete Battery. It will determine whether the student knows things that a 10th grade graduate should know. If the student passes the locator test to show they are at the level expected of a student in an accredited school at the beginning of 11th grade, they will then take the T.A.B.E. 10 Complete Battery. When they pass that, they are qualified by the district to take the G.E.D. test.

  • Reading: The student must 10 out of 12 questions correct to take the TABE 10.
  • Math: General Math (8 questions) & Applied Math (8 questions). The student must get 10 out of 16 correct to take the TABE 10.
  • Language: The student must get 10 out of 12 correct to take the TABE 10.

If the student does not get the scores required above, he or she will be given the option of taking a class to prepare him or her for the TABE 10. They can take the test again at the the end of the class. Another option is to continue to teach the child, yourself, from home, then take them back in for the test again later.

T.A.B.E. 10 Complete Battery (3 hrs.):

The student must bring his or her own pencil. (Source: Weber Adult Education)

  • Reading: 50 Reading Comprehension Questions in 50 minutes
  • Math: 2 Math Sections. Math Comprehension: 40 questions in 25 minutes; Math Application: 50 questions in 50 minutes. 
  • Language: 3 Sections. Language Mechanics: 20 questions in 14 minutes; Vocabulary: 20 questions in 15 minutes; Spelling: 20 questions in 14 minutes

Source: Trivium Test Prep T.A.B.E. Book (link below)

TABE Online Workshops

Free Online Tests by Mometrix

Free online T.A.B.E. Study Guide


T.A.B.E. Test Prep including Online Flash Cards

T.A.B.E. 3 Book Test Prep by McGraw Hill including Workbooks and Multiple Practice Tests

T.A.B.E. Test Prep Secrets Book Including Strategies and Practice Tests by Mometrix

T.A.B.E. Practice Test and Strategies by Trivium Test Prep

T.A.B.E. Levels

  • L= Literacy, grades 1-1.9
  • E= Easy, grades 2-3.9
  • M= Medium, Grades 4-5.9
  • D= Difficult, grades 6-8.9
  • A= Advanced, grades 9-12.9

The G.E.D. Complete Battery:

The G.E.D. Complete Battery (taken on a computer) does not need to be taken all at one time, or even on the same day. One could study for and take one test at a time. The Tests are:

G.E.D. Reasoning Through the Language Arts Test (3 sections):

Section 1 (35 min.) and Section 3 (60 min.):

Grammar and Reading Comprehension

75% of these are from non-fiction sources: 

This 75% includes these or pieces similar to these: I.R.S. forms, voter registration forms, job applications, newspapers, magazine articles, workplace memos, workplace instructions, the Bill of Rights, the U.S. Constitution, other historical documents, opinion pieces about contemporary or historical civic, socio-economic or socio-political issues (a chance for them to indoctrinate the person), technical manual instructions (such as how to set up, build or use a product), history or science or social studies textbook sections

25% of these are from literature sources:

This 25% may be intermixed with the above, and asks questions about pieces taken from (mainly public domain) novels, plays, poetry, short stories and so forth.

Section 2, Extended Response Essay (45 min.):

In this section, not only does the student prove ability to write an essay correctly, spell correctly and use correct grammar, but the student must also be like the judge in a Speech & Debate Tournament. I have been one of these many times and through it, I have learned how to decide not which student in Lincoln-Douglass Debate is most correct or aligned with my opinions and world-view, but which student has main points that back up his or her assigned position, which best backs up his or her points best during the debate, and which has the best sources, data and facts. This is what the student must do. They must note for which side the best evidence, data and sources is given by the test writers. They must write an essay showing why this point of view is correct. They must do this regardless of their own world-view, knowledge or opinions. They cannot use outside sources, even if memorized. This is the part wherein your student must see himself or herself as a covert operative or spy. He or she must go along with this horrible way of writing an essay which excludes opinion, world-view, research and knowledge in favor of allowing the test-writers to tell them what is truth and what is not from their world-view and opinions.

This test is written to make sure people have been taught social studies concepts which are aligned with Agenda 21. If the student understands the evils of Agenda 21 (which I have blogged about in my Political posts), then the student will know just exactly what they are looking for. They are looking to see that the student has been properly indoctrinated. Whether or not the student believes the Agenda 21 wolf-in-sheep’s-clothing DECEPTION, the student must pretend he or she does for the duration of this essay. I highly recommend first educating your child about how this doctrine is deceptive. Only then will yo feel safe allowing your child to covertly operate on this test in order to deceive the essay readers trained by those serving the evil elite.

Sources: “Cracking the G.E.D. Test 2017 Edition,” by the Princeton Review, 2017, “GED Test for Dummies, 4th Edition,” by Murray Shukyn with Jane Burstein, Learning Made Easy, 2017, My own knowledge of Agenda 21 and the like (see my blog posts on the topic).

What to expect on the G.E.D. Language Test:

  • To do a whole lot of reading
  • To be expected to type a great amount for the 2 essays. (Make sure your child-student is good at keyboarding).
  • To have a great deal of vocabulary understanding and ability to read fast and still have a great reading comprehension level.

Extended response essay covers a controversial civics or political social studies topic. In the essay portion, the student will have to argue for the side that has the most or the best evidence in the test, even if you disagree with it. The student must state in the essay that the other side does not have enough solid facts or only has opinions.

Source: This Youtube video made by a girl who took the test and vlogged about it.


G.E.D. Mathematical Reasoning Test (2 Sections, 115 min.):

Part 1, General Math, no calculator allowed (5 questions)

Part 2, Problems Common in many Workplaces, calculator allowed (41 questions)

Many questions will be word problems with multiple choice answers, but they will be in multiple other formats as well, including fill in the blank, drag and drop (it is on computer), hot spot and drop-down menu. About 1/2 of the questions will be based upon data, diagrams or charts presented on the test. Education 2030 Incheon (Korea) Declaration (2015) and Goals includes a demand for researchers to go find data which will back up Agenda 21 goals. For the data to have the desired affect on people, people must rely on the data put before them to determine what is true. The G.E.D. and Common Core in the schools must be assured that High School Graduates do not to question data, diagrams or charts, but accept them as truth. Please, before you prepare your beloved offspring for this type of test-taking, teach them how to question EVERYTHING, spot deception, do their own research and ask GOD for wisdom about what is TRUTH. After you have done this, teach them about the deceptions on the test. Teach them that accepting data, diagrams and charts as truth is not wise because of the evil people in the world who wish to deceive all people.

Sources: “Cracking the G.E.D. Test 2017 Edition,” by the Princeton Review, 2017, “GED Test for Dummies, 4th Edition,” by Murray Shukyn with Jane Burstein, Learning Made Easy, 2017, My own knowledge of Agenda 21 and the like (see my blog posts on the topic)

Details about what will be included in the G.E.D. Math Test:

  • general math: addition, subtraction, number sense, figuring percentages, decimals, multiplication, division, fractions, order of operations and so forth (very small part of the test)
  • Pre-Algebra
  • linear slopes with x and y
  • plotting x and y on graph
  • linear equations with x and y
  • linear fractions with x and y
  • graph 6 different points on a coordinate plane. x is always first. (x,y). Left or right first, up or down 2nd.
  • perimeter of a complex shape (divide it into a number of basic shapes, like a series of separate rectangles. Figure it out that way)
  • area rectangle, cyllindar, circle, etc.
  • A= (Pi) times (Radius squared) and opposite (Here is the area. What is it in the Pi R squared formula?
  • Story Problems. Do not get hung up on what is possible or not. Do not try to figure out how it is logiclaly possible. Just do the mathe they want you to do.
  • Problems making the student figure out interest in a bank account or on a debt with amount deposited each time and the interest rate, given. I= PRT, Interest equals principle tmes rate times time. Turn rate given (3.5%) into a decimal (0.035) before multiplying. End answer is in years. If you are given months, figure out how much time it would be in years.
  • Problems like: $68.50 was original price. You paid $18. How much of a discount did you get on the item when you bought it? You need to know how much of a percentage $18 of $68.50 is. Formula is “No over O,” N-0/0, N is New Price. O is Original Price. 
  • -.41 would mean you got 41% off.
  • Slope intercept form y=mx+b. m is the slope. b is the y-intercept. m= rise over run (rose/run)

Source: MathTalk YouTube Videos about the G.E.D. Math Test, starting with this one (part 1)

G.E.D. Social Studies Test (about 35 questions in 70 min.):

Again the questions will be multiple-choice, hot-spot, drag and drop and fill-in the blank. These are approximate break-downs:

  • Government and Civics (truths mixed with lies), 50%. (They will refer to our United States of America as a DEMOCRACY, guaranteed. Our government was set up by our founding fathers as a CONSTITUTIONAL REPUBLIC. Make sure your child knows the truth and is aware that the constant use of the word “democracy” by the writers of the test is done in order to deceive.
  • U.S. History (from the perspective of Fascists, Communitarianists and Communists who hate our country, Liberty and the U.S. Contitution), 20%
  • Economics (from the perspective of those who love the idea of a fascist, communitarian and communist world government), 15%
  • World Geography (from the perpective of those who hate sovereignty and the idea of American greatness, who love Agenda 21 and the idea of a world government), 15%

Sources: “Cracking the G.E.D. Test 2017 Edition,” by the Princeton Review, 2017, “GED Test for Dummies, 4th Edition,” by Murray Shukyn with Jane Burstein, Learning Made Easy, 2017, My own knowledge of Agenda 21 and the like (see my blog posts on the topic).

What to expect on the G.E.D. Social Studies Test:

  • Example from the Economics section of an actual test: Answer questions from a graph about Importing & Exporting through Canada
  • Requires reading of large amounts of text to find the information needed to answer a series of questions about its content
  • Requires the reading and interpretation of really strange types of graphs which the student may never have seen before
  • Questions are worded in a tricky way to confuse and trick the student
  • Essay topics on an actual test: Chart showing that men get paid more than women, freedom of speech issues with the flag burning, when blacks got their rights for the first time
  • no extended response essay (there used to be)

Source: This Youtube video made by a girl who took the test and vlogged about it.

G.E.D. Science Test (about 34 questions in 90 min.):

The test will include short passages and graphs and charts. Tricky wording such as “Which one of these is not false?” (meaning ‘which one is true?’) is employed on this science test, so prepare your child-student for this. The type of questions will again be multiple-choice, fill-in-the-blank, drop-down choices, drag-and-drop, hot-spot (labeling) and 2 short answer essays. Please know your science vocabulary words. Although almost all of the questions haveThe main themes are Human Health and Living Systems, and Energy and realated systems. 3 topics included are:

  • Physical Science & Chemistry, 40%: conservation, transformation, flow of energy, work, sound, light, heat, motion, forces, chemical properties and reactions in living systems. 
  • Life Science, 40%: human biology and health, animal and plant biology, ecosystems, organisms, molecular biology, DNA, and evolution. Examples: label the parts of a flower 🌺, interpret a graph about DNA mutation (for evolution indoctrination).
  • Earth and Space Science, 20%: basic eath and space science, astronomy, environmentalism (global warming and climate change science to indoctrination). Example: Answer questions about the affect of ants 🐜 on rainforests based on data presented.

Sources: “Cracking the G.E.D. Test 2017 Edition,” by the Princeton Review, 2017, “GED Test for Dummies, 4th Edition,” by Murray Shukyn with Jane Burstein, Learning Made Easy, 2017, My own knowledge of Agenda 21 and the like (see my blog posts on the topic),  and This Youtube video made by a girl who took the test and vlogged about it.

G.E.D. Test Guides for Homeschool moms to use in preparing their child-students for the GED test

G.E.D. Test Guides for Homeschool moms to use in preparing their child-students for the GED test

Related Posts:

Socialist Indoctrination in G.E.D. Test Prep Book by the Princeton Review

Get Up to 10 College Credits for Scoring High on the Post-2016 G.E.D. Test!


How at Weber State University, via CLEP and DSST tests, Homeschoolers Can Do the Equivalent of Early College/ Concurrent Enrollment


Agenda 21 and ICLEI: A Crash Course

Education 2030 Incheon Declaration

The STEM Craze: What it Does to Our Kids

STEM stands for Science, Technology, Engineering and Math. I am no psychologist, but anyone can think about things. This is what I think. I think STEM is a bad idea. I think it does something really bad to our kids.

     First, it harms the kids who are good at and who love, Science, Technology, Engineering and Math by making them less unique. How can they stand out from the kids who are really amazing at other things if the children meant to be artists are now choosing STEM (because of the push)? How can the kids who would naturally have gone into STEM fields anyway, feel as unique and special as they would have in the past, when there was no STEM push for all children?

     Second, it harms all the kids who would naturally chose to focus on other fields of study. I know your argument would be that there is extra education in STEM but that does not mean kids cannot get extra education in other areas. I agree. That is so true. My kids are homeschooled, so I know that they can find the other things they need. What I am worried about is that this focus on STEM makes the children who would naturally love other things, feel that their other things are not worthy, not as good, valueless, unimportant, frivolous and so forth. That is simply not true, but it is exactly what this STEM focus is telling our kids (and their parents and teachers).

     I wanted to say something about why the STEM focus is happening. The reason for it is talked about in John Taylor Gatto’s book, “The Underground History of American Education.” He did not talk about STEM because it did not exist then, but he did talk about a focus on technology, science and math. He said the purpose was for those to replace Christian beliefs. See, the evil elite have always had Christian beliefs in the way. Children are always being taught by their parents and then go to school with their Christian beliefs. It upsets the evil elite that they have not been able to find a way to eradicate and completely erase the Christian beliefs from children! 

     One issue they have with this is that we, the people, still want the dollar bill to say, “In God We Trust” and we still believe that we get our rights not from the government, but from God. It also causes a problem for them which is that we know we must answer to Jesus Christ at judgement day (not to a government)! It was much easier in ancient Egypt for the Pharaohs, because the people believed the Pharaoh was a God! We do not believe that the U.S. President is a God. This creates a big problem for them, that we are more likely to say that we will answer to God and not to the government.

     They are hoping  that this STEM push will have the teachers feeling pressed to teach STEM more and better (they have classes for and raises for, teachers who study STEM to teach it better). Teachers are already not allowed to mention God or Jesus in schools or even after school to their students. They are hoping that the STEM scholarships offered will make kids nearing graduation to focus more on STEM and less on God. They want the parents, who need help from the scholarship money, too, to encourage their children to focus on STEM. They want us to break the commandment that says, “Thou Shalt Have No Other God Before Me,” with the STEM focus and many other focuses, too. They just want to come between you and God and between your children and God.

     There is another reason, too. History is so important. We can learn from the past about freedom and types of government. They do not want us to care about this. History is not in STEM and is not on the ACT test. The College Board does not really care how well you score in history enough to put it on that test. If you think not very hard, though, you will see two reasons why they do not want us to focus on history. See, for one, if we trust the history books then we could easily say that the Bible is a history book and contradicts the science “facts” they have for us. They do not want us to consider the Bible to be true by any means. I am teaching my daughter CLEP Western Civilization I. The CLEP tests are also authored by the College Board. Western Civilization I makes sure not to include in history anything from the bible, so I have been researching and adding history from the bible into the margins. I also have been teaching my kids the Old Testament for a few years.

     I am reading in 2 Kings for my personal daily study. One thing that stands out is that God chooses the kings and the prophet tells the kings what to do. If the kings do not obey, God punishes the kings. It repeats like a broken record and has been doing so since 1 Kings. I think God repeats this over and over because He wants us to know this is the way it has always been and is the way it will always be. He wants us to know that there are no exceptions to this rule. What would this do to the Western Civilizations I history the evil elite want us to learn? It would teach our kids to obey God. That is the opposite of what they want our kids to learn. They want our kids to learn a history that does not include God, as if He is not a part of what happened in the past at all. This would make the children believe He will also have no part in the future. The evil elite cannot have this. It will make them less powerful. They want more respect and power, not less.

      The Second reason they do not want you to know or care as much about history is because if you believe it and know about it, you may be willing to rebel against then the way that people did in history. We may expect things from government. We may think of government representatives as our employees and not as our rulers. This would not be good for the evil elite. People have to learn less history for the evil elite to have their way. People must not know about the 1100 charter, the Magna Carta, the Declaration of Independence or the U.S. Bill of Rights. They must not know that one form of government is a “Constitutional Republic.” (This is not taught in schools. Ask a public schooled kid and he or she will tell you that our form of government is a DEMOCRACY, not a constitutional republic).

     Another important area is the arts. We have photographers, sculptors, fashion designers, playwrites, actors, stage crew, set designers, dancers, musicians, songwriters, composers, singers, choreographers, visual artists, designers, architects who work mainly from the creative side, writers of fiction, philosophers, inventors, dreamers and more. These can thwart the plans of any government. I know what Picasso’s “Guernica” painting is about and I would not normally care about a tiny piece of the history of Spain. Without that painting, nobody today would know about nor care about what the country’s ruler chose to do which killed many of his own innocent people in a tiny town. Artists can say amazing things with their art. “Uncle Tom’s Cabin” was a play and a book. It had much influence on many people. The other areas of the arts have just as much power and pull. They make people think about things in a whole new light. They are the great teachers the evil elite wish to “snuff out” by telling them that these fields of study or these passions are not valuable as a contribution to society. How do they do this? They only have to focus everything on STEM so that children get the message loud and clear. We may think it is not the message. Oh, it is. The kids are getting the message. If you don’t believe me, ask a kid who is in public school. Ask then what a visual art piece can do that a scientific theory cannot do. My guess is, they will not know. My guess is, they will say that the art piece cannot DO anything–It just sits there. This, our nation is doing to children that belong to YOU and others around you.

     I am a visual artist, so I was in a facebook group for visual art teachers. I saw much about the way visual art teachers are treated in schools. In secondary schools, some art teachers are given a custodial closet in which to store their art supplies for their classes. Some are given a section in a restroom, which means sometimes the supplies are missing when they are needed. This messes up the lesson plans, which they must make either in their office, which is the same location where they store supplies, or in their own home. However, funding for STEM teachers is very high. What does this do? It limits the ability of the art teachers in school to do well at teaching their subject. I did not hear from teachers or the other arts, but I am sure their plight is about the same. Not only does this discourage teachers, but it shows the students that this career of “art teacher” is as lowly as can be. There will be no respect from the students for a teacher whose office is a space next to the potty.

     What of the althletes? How much focus is being taken away from P.E.? About the same. Though I know little about it, I have heard that this is happening and id does not surprise me at all. First, we had President Bush pushing no child left behind (did that focus on P.E., or even give P.E. the time of day? No. Nope, nope). The next things have been common core and ESEA or ESSA. Those push testing link crazy. The pressure is not only on the kids, but on the teachers, the principles, the district and the states. This takes away from the focus on excercise. In a local district her, Ogden district, a little bit back, they took 2 of 3 recess times away from the kids in the public schools, so that the kids could stay inside and study more, or do more practice testing for the tests, which are many. Why? The results of the tests decide which schools and teachers get the most money. It’s all about money.

     Michelle Obama’s focus on nutrition and excercise cannot combat this obsession with money. What you don’t likely know is this. The Feds created a dependency on free money for schools. Then President Obama took the money away in 2008 and said, now this same money you have just gotten for nothing every year since 1965, you will only get if you do what I say. This gives him more power. Do not tell me he does not know what he is doing. He does and he is doing it as a puppet in the hands of his evil elite masters.

     One of the many latest (year 2016) of these “now do this,” commands is that every public school and public charter school shich receives money from the Federal Government must have restrooms, locker rooms, showers and the like, which are either unisex, or are labeled so that none of the 100 sexes that there officially are now, could possibly be offended. Then they must let anyone shower with anyone because that is politically correct. I advised here on my blog for my state to just do without the funding, but alas, not enough people read my post. The state of Utah decided to comply, so unisex restrooms are everywhere. “Unisex” seems to me to mean “belonging to the one and only sex,” as in, “we agree that restroom is for the one sex, which everyone is.” This is the belief of the people who worship satan. Satan wishes us to believe that there are no distictions. He wishes us to see that there is no difference in us. We are all just “people” and all people are the same. I wrote an earlier article about an abortion doctor, an OBGYN in Salt Lake City, who always refers to the pregnant as “pregnant people” instead of what from her point of view, is a very offensive “pregnant women.” This LGBTQ agenda is all about destroying the family. 

     The Pro-Choice or Pro-Abortion media focus now is on women being the same as men, in that men cannot have their careers disrupted by pregnancy and neither should women. Men can be promiscuous and have no pregnancy happen in their bodies. They want women to demand equality with the men in this way. Their solution is abortion. Their aim is to de-value the family. It has been since the mid 1800s. There can be no mothers. There can be no fathers. We all must be “humans” and the government must “breed us” according to their needs and desires. This way of thinking is pure evil but is fluorishing today, everywhere.

     There is now a bill in congress which has much clout, which says that in order that there be equality, our law should not say that men at age 18 must sign up for the military draft. It should instead say that all persons aged 18 must sign up for the military draft. ‘Don’t worry,’ they will say, ‘Women will not have to stay home and care for children. Women will not have to worry about pregnancy. There is always abortion. The state can always care for the children. No problem.’

Relax, Homeschool Lesson-Planning-Obsessed SuperMom!

     Last night I was so upset and worried because our “REA GUIDE to CLEP Western Civilizations I” book was missing. I have been using it to plan how and what to teach my daughter for Homeschooling Early College in Homeschool High School (9th grade). I told my husband last night, “I am so messed up!” He asked why and I replied, “The Western Civilizations I is missing, and it is my latest obsession to work on that for homeschool. I do not know what to do with myself!” This was at 8 p.m. He said, “Find a new obsession, then.” 

     Honestly, I cannot relax even at 8 p.m.? I resolve to relax after 7:30 p.m. every night. If nothing else, it will help me re-charge for the next day and be forced to enjoy my children instead of worrying about homeschool.

     I found the book in the van this morning. Whew. I had said many prayers. I know Heavenly Father was probably trying to tell me to relax, but it was not happening. I have a hard time relaxing. I am obsessed with lesson planning. I am always lesson planning. 

     I found this article in my E-mail box this morning. It was great. A Post About Relaxing Your Supermom Obsessions