As you know if you've been active with the school's start-up, I'm moving, to join a nearby Sudbury-model start-up, Reach Sudbury School in Toronto. Joining forces will make for a more successful demonstration of the Sudbury model here in Ontario.
Stay in touch. Tell me how your family moves forward, and tell me how interest builds for a Sudbury-model school here in Kingston.
Thursday, November 4, 2010
Tuesday, October 19, 2010
Sudbury & Sustainability: Social Equity
The theme of next Monday's walk-and-talk is a look at the social equity of the Sudbury model. It's part of October's larger theme of how the Sudbury model relates to Kingston's 4 pillars of sustainability.
A Sudbury-model school is a participatory democracy. Students have the right to freedom of assembly, equal opportunity, and the rule of law. Equity is with all members of the school community - the staff must follow the same behaviour rules as the students.
The walk-and-talk meets Monday at 7:00 in front of City Hall, and we begin walking at 7:15.
A Sudbury-model school is a participatory democracy. Students have the right to freedom of assembly, equal opportunity, and the rule of law. Equity is with all members of the school community - the staff must follow the same behaviour rules as the students.
The walk-and-talk meets Monday at 7:00 in front of City Hall, and we begin walking at 7:15.
Sudbury & Sustainability: Environmental Responsibility
The theme of this past Monday's walk-and-talk was a look at the environmental responsibility engendered by the Sudbury model. It's part of October's larger theme of how the Sudbury model relates to Kingston's 4 pillars of sustainability.
Environmental responsibility requires a broader culture of responsibility, and it requires clear limits to behaviour.
Sudbury-model schools have a culture of responsibility: Students are responsible for their own education, and responsible for following the school's behaviour rules.
Sudbury-model schools have clear limits to behaviour. At my recent visit to the original Sudbury-model school, a student was found to have littered, and the consequence was that she was responsible for emptying the school's garbage cans at the end of the day.
Walk-and-talks meet Monday at 7:00 in front of City Hall, and we begin walking at 7:15.
Environmental responsibility requires a broader culture of responsibility, and it requires clear limits to behaviour.
Sudbury-model schools have a culture of responsibility: Students are responsible for their own education, and responsible for following the school's behaviour rules.
Sudbury-model schools have clear limits to behaviour. At my recent visit to the original Sudbury-model school, a student was found to have littered, and the consequence was that she was responsible for emptying the school's garbage cans at the end of the day.
Walk-and-talks meet Monday at 7:00 in front of City Hall, and we begin walking at 7:15.
Tuesday, October 5, 2010
Sudbury & Sustainability: Economic Health
The theme of this Monday's walk-and-talk is a look at the economic health engendered by the Sudbury model. It's part of October's larger theme of how the Sudbury model relates to Kingston's 4 pillars of sustainability.
Today's parents have been hearing since they were kids that they could expect to change careers many times in their lives. The 21st century economy has a niche for any skill, any interest, when it is coupled with flexibility and a general ability to get things done. The personality of the 21st century economy is the personality of a Sudbury-model school.
Come share stories about the real skills and attitudes you need for your job, stories about kids learning how to get things done when focusing on their interests, stories about how the in-born drive to grow up translates into economic health.
The walk-and-talk meets Monday at 7:00 in front of City Hall, and we begin walking at 7:15.
Today's parents have been hearing since they were kids that they could expect to change careers many times in their lives. The 21st century economy has a niche for any skill, any interest, when it is coupled with flexibility and a general ability to get things done. The personality of the 21st century economy is the personality of a Sudbury-model school.
Come share stories about the real skills and attitudes you need for your job, stories about kids learning how to get things done when focusing on their interests, stories about how the in-born drive to grow up translates into economic health.
The walk-and-talk meets Monday at 7:00 in front of City Hall, and we begin walking at 7:15.
Saturday, October 2, 2010
Sudbury & Sustainability: Cultural Vitality
The theme of this Monday's walk-and-talk is a look at the cultural vitality inherent in the Sudbury model. It's part of October's larger theme of how the Sudbury model relates to Kingston's 4 pillars of sustainability.
Free, democratic systems are known for their cultural vitality. By saying yes to students' interests and motivations, the school supports a rich, lively culture. By ensuring order and respect, students are safe exploring the culture and expanding the culture.
I can relate stories from Sudbury-model schools, and hear you imagine how you or your child would grow in, and contribute to, the cultural vitality of a Sudbury-model school.
The walk-and-talk meets Monday at 7:00 in front of City Hall, and we begin walking at 7:15.
Free, democratic systems are known for their cultural vitality. By saying yes to students' interests and motivations, the school supports a rich, lively culture. By ensuring order and respect, students are safe exploring the culture and expanding the culture.
I can relate stories from Sudbury-model schools, and hear you imagine how you or your child would grow in, and contribute to, the cultural vitality of a Sudbury-model school.
The walk-and-talk meets Monday at 7:00 in front of City Hall, and we begin walking at 7:15.
Wednesday, September 22, 2010
Power and Trust
The theme of this Monday's walk-and-talk is the importance of trust when there is an adult/child power imbalance. It's part of September's general theme of power dynamics.
Why do kids engage so deeply with life at a Sudbury-model school? Why the focus, the curiousity, the activity? This is possible because kids know that they won't be interrupted. They know that no adult will say "Shouldn't you be..." or "Wouldn't you rather...", whether out of good intentions or top-down rules. Quite the opposite: Kids know that any interfering adult will be written up for breaking a school rule about no disrupting.
The adult/child power imbalance is balanced in a Sudbury-model school. Kids trust that adults will be full of respect, and adults trust in kids' in-born drive to grow up.
After our conversation, you might find it easier to identify times when you distrust kids' choices. You'll be in good position to make simple changes in your behaviour that will build trust and help your child grow.
The walk-and-talk meets Monday at 7:00 in front of City Hall, and we begin walking at 7:15.
Why do kids engage so deeply with life at a Sudbury-model school? Why the focus, the curiousity, the activity? This is possible because kids know that they won't be interrupted. They know that no adult will say "Shouldn't you be..." or "Wouldn't you rather...", whether out of good intentions or top-down rules. Quite the opposite: Kids know that any interfering adult will be written up for breaking a school rule about no disrupting.
The adult/child power imbalance is balanced in a Sudbury-model school. Kids trust that adults will be full of respect, and adults trust in kids' in-born drive to grow up.
After our conversation, you might find it easier to identify times when you distrust kids' choices. You'll be in good position to make simple changes in your behaviour that will build trust and help your child grow.
The walk-and-talk meets Monday at 7:00 in front of City Hall, and we begin walking at 7:15.
Sunday, September 19, 2010
Power Transitions
The theme of this Monday's walk-and-talk is kids' process of transitioning into an empowering environment. It's part of September's general theme of power dynamics.
Kids who grow up in an unempowering environment tend to not know what to do with power when they get it. It might take a year or two for a teen to begin thriving in a Sudbury-model school. 5-year-olds, on the other hand, take to Sudbury-model schools like ducks to water.
Another observation is that the benefits of empowerment only really come out when there is full empowerment. If a swimmer is tied to shore by 10 chains, releasing 9 of them won't make a big difference. Schools don't transition to the Sudbury model gradually - they either start out with full empowerment or they say empowerment doesn't work.
These are interesting times in Kingston for several reasons:
-several mayor candidates wish to support youth issues, and want to do it well
-teacher candidates at Macarthur are starting their year, and must quickly choose how much to buy into the system as it is, and whether changing from the inside is even possible
-I've gotten several invitations to volunteer with kids, and wonder if my presence, without an empowering structure, would be helpful
Come on out and discuss how to effectively transition to an empowering Sudbury-model environment for kids.
The walk-and-talk meets Monday at 7:00 in front of City Hall, and we begin walking at 7:15.
Kids who grow up in an unempowering environment tend to not know what to do with power when they get it. It might take a year or two for a teen to begin thriving in a Sudbury-model school. 5-year-olds, on the other hand, take to Sudbury-model schools like ducks to water.
Another observation is that the benefits of empowerment only really come out when there is full empowerment. If a swimmer is tied to shore by 10 chains, releasing 9 of them won't make a big difference. Schools don't transition to the Sudbury model gradually - they either start out with full empowerment or they say empowerment doesn't work.
These are interesting times in Kingston for several reasons:
-several mayor candidates wish to support youth issues, and want to do it well
-teacher candidates at Macarthur are starting their year, and must quickly choose how much to buy into the system as it is, and whether changing from the inside is even possible
-I've gotten several invitations to volunteer with kids, and wonder if my presence, without an empowering structure, would be helpful
Come on out and discuss how to effectively transition to an empowering Sudbury-model environment for kids.
The walk-and-talk meets Monday at 7:00 in front of City Hall, and we begin walking at 7:15.
Sunday, September 12, 2010
Power and Good Intentions
The theme of this Monday's walk-and-talk is the effect of an adult's power when they intervene with kids, from a place of good intentions. It's part of September's general theme of power dynamics.
Among the adults I tend to meet, there is general agreement that the purpose of child-rearing is to help children become effective adults. As such, when these adults interact with kids, it's from a generous place - when they intervene, it's with good intentions.
This intervention is a delicate matter. As I mentioned in our September newsletter, since there is such an adult/child power imbalance, whatever kids are doing is greatly influenced when an adult gets involved. Kids are quick to dumb themselves down or shut themselves down (they become "childish") when an adult gets involved. It's easy to hear: Kids' full-voiced engagement becomes meek.
A common reason for intervening in kids' play is to correct a kid's manners. Another common reason is because the adult has a suggestion for modifying what the kids are doing.
We'll tell stories about the effects of these interventions. When is it worth the disruption? What are some strategies to balance the adult/child power dynamic? How can adults enjoy being around kids without taking them out of the deep engagement that kids are experts at creating?
When well-intentioned disruptions can be replaced by power-balancing strategies, you will be able to witness this deep engagement with life that kids have instinctively. You'll become someone who "sees it" when they walk into a Sudbury-model school, and you'll want to help grow a school that supports kids' in-born drive to grow up.
The walk-and-talk meets Monday at 7:00 in front of City Hall, and we begin walking at 7:15.
Among the adults I tend to meet, there is general agreement that the purpose of child-rearing is to help children become effective adults. As such, when these adults interact with kids, it's from a generous place - when they intervene, it's with good intentions.
This intervention is a delicate matter. As I mentioned in our September newsletter, since there is such an adult/child power imbalance, whatever kids are doing is greatly influenced when an adult gets involved. Kids are quick to dumb themselves down or shut themselves down (they become "childish") when an adult gets involved. It's easy to hear: Kids' full-voiced engagement becomes meek.
A common reason for intervening in kids' play is to correct a kid's manners. Another common reason is because the adult has a suggestion for modifying what the kids are doing.
We'll tell stories about the effects of these interventions. When is it worth the disruption? What are some strategies to balance the adult/child power dynamic? How can adults enjoy being around kids without taking them out of the deep engagement that kids are experts at creating?
When well-intentioned disruptions can be replaced by power-balancing strategies, you will be able to witness this deep engagement with life that kids have instinctively. You'll become someone who "sees it" when they walk into a Sudbury-model school, and you'll want to help grow a school that supports kids' in-born drive to grow up.
The walk-and-talk meets Monday at 7:00 in front of City Hall, and we begin walking at 7:15.
Saturday, September 4, 2010
Power and Expectations
The theme of this Monday's walk-and-talk is the effect of adult-child power imbalances, and in particular their effect on expectations. This is part of September's larger theme, an investigation of power dynamics at a Sudbury-model school.
Historically, power imbalances have had a large effect on expectations. For example, a common belief among white people, when people of colour had no power, was that people of colour were inferior, to the point where they were better off as slaves, being told where to be and what to do.
As another example, a common belief among men, when women had no power, was that women were inferior, to the point where they were better of staying in the kitchen, being told where to be and what to do.
There was a time when even liberal-minded white people believed that getting off the farm would only work "for some negroes", and there was a time when even liberal-minded men believed that getting out of the kitchen would only work "for some women".
Due to power imbalances, people with power had very low expectations about the abilities of people without power.
The parallel with children need hardly be drawn. The question is, is the parallel true? Is it true that children in general are vastly better off out of the classroom, no longer being told where to be and what to do?
Naturally, as a school founder, I believe that the Sudbury model has demonstrated this to be true. My expectation for kids is high. What's interesting for me is how other people's expectations remain low, even after seeing a successful school. It parallels the common belief among white people back in the day that "sure, Joe Negro is okay, but he's an exception." Expectations can remain low by using outdated measurements, like judging empowered women by how many kids they raise and how good their quiche is.
Women and people of colour were restricted by a culture of low expectations. Children will find in a Sudbury-model school a place where their potential is matched by our expectations.
The walk-and-talk meets Monday at 7:00 in front of City Hall, and we begin walking at 7:15.
Historically, power imbalances have had a large effect on expectations. For example, a common belief among white people, when people of colour had no power, was that people of colour were inferior, to the point where they were better off as slaves, being told where to be and what to do.
As another example, a common belief among men, when women had no power, was that women were inferior, to the point where they were better of staying in the kitchen, being told where to be and what to do.
There was a time when even liberal-minded white people believed that getting off the farm would only work "for some negroes", and there was a time when even liberal-minded men believed that getting out of the kitchen would only work "for some women".
Due to power imbalances, people with power had very low expectations about the abilities of people without power.
The parallel with children need hardly be drawn. The question is, is the parallel true? Is it true that children in general are vastly better off out of the classroom, no longer being told where to be and what to do?
Naturally, as a school founder, I believe that the Sudbury model has demonstrated this to be true. My expectation for kids is high. What's interesting for me is how other people's expectations remain low, even after seeing a successful school. It parallels the common belief among white people back in the day that "sure, Joe Negro is okay, but he's an exception." Expectations can remain low by using outdated measurements, like judging empowered women by how many kids they raise and how good their quiche is.
Women and people of colour were restricted by a culture of low expectations. Children will find in a Sudbury-model school a place where their potential is matched by our expectations.
The walk-and-talk meets Monday at 7:00 in front of City Hall, and we begin walking at 7:15.
Saturday, August 28, 2010
Space to Figure Things Out
The theme of this Monday's walk-and-talk is the importance of kids having space to figure things out. It's part of August's larger theme of the importance of space.
Kids need space to figure out what's important to them. Boredom is time to digest the changes of growing up, time to rediscover the answer to the question "What's important to me?", an opportunity to take responsibility for one's opportunities. It's important to have a school that intentionally supports space for this.
Kids also need space to get to know the world, its realities and its concepts. For example, I see a lot of kids, in their play, working on relationships, groups, community. They often source from the unjust behaviours they hear about on the news. Kids need a safe, orderly, democratic environment in which to figure out these challenging aspects of our world.
I'm back from my trip, and look forward to this Monday's walk-and-talk. We meet at 7:00 in front of City Hall and begin walking at 7:15.
Kids need space to figure out what's important to them. Boredom is time to digest the changes of growing up, time to rediscover the answer to the question "What's important to me?", an opportunity to take responsibility for one's opportunities. It's important to have a school that intentionally supports space for this.
Kids also need space to get to know the world, its realities and its concepts. For example, I see a lot of kids, in their play, working on relationships, groups, community. They often source from the unjust behaviours they hear about on the news. Kids need a safe, orderly, democratic environment in which to figure out these challenging aspects of our world.
I'm back from my trip, and look forward to this Monday's walk-and-talk. We meet at 7:00 in front of City Hall and begin walking at 7:15.
Sunday, August 22, 2010
Creating Spaces
The theme of this Monday's walk-and-talk is the actual creation of safe, orderly, empowering spaces for children. It's part of August's larger theme of the importance of space.
It will be a practical discussion, relevant to your own life today. I won't be at the talk, as I'm still at camp. The camp is mostly for adults, and many bring their kids. How can we support freedom and empowerment for kids in a large camp environment? More relevant for Kingstonians, how can we enhance kid-active places in Kingston, such as our parks?
This practical discussion will generate understandings that will prepare us for creating spaces at our school.
It will be a practical discussion, relevant to your own life today. I won't be at the talk, as I'm still at camp. The camp is mostly for adults, and many bring their kids. How can we support freedom and empowerment for kids in a large camp environment? More relevant for Kingstonians, how can we enhance kid-active places in Kingston, such as our parks?
This practical discussion will generate understandings that will prepare us for creating spaces at our school.
Wednesday, August 11, 2010
Space to Learn
The theme of next Monday's walk-and-talk is the effect of having space to learn. It's part of August's larger theme of the importance of space.
I'm back home from England, and leaving tomorrow for almost 2 weeks in the U.S.. I'm going to a camp in New Hampshire, just past Lake Winnipesaukee.
Lake Winnipesaukee is the beloved setting of What About Bob. Do you remember that scene on the dock when Siggie's father is demanding that he learn to dive? Siggie has frozen up, and it looks like it might take him a semester or two, and even a couple of sequels, to learn to dive.
In a later scene, the father is gone and Bob shows up (good ol' Bill Murray). Suddenly Siggie switches from being a downcast incompetent to being a motivated teacher of diving. Given the sapce, and a personal motivation, the task is quite natural, and quickly accomplished.
Sudbury-model students have the space to discover their interests and motivations. In this spacious environment, Siggie's quick learning is a normal event.
As I won't be at next Monday's walk-and-talk, if you'd like to discuss this topic with me, please leave a comment below.
I'm back home from England, and leaving tomorrow for almost 2 weeks in the U.S.. I'm going to a camp in New Hampshire, just past Lake Winnipesaukee.
Lake Winnipesaukee is the beloved setting of What About Bob. Do you remember that scene on the dock when Siggie's father is demanding that he learn to dive? Siggie has frozen up, and it looks like it might take him a semester or two, and even a couple of sequels, to learn to dive.
In a later scene, the father is gone and Bob shows up (good ol' Bill Murray). Suddenly Siggie switches from being a downcast incompetent to being a motivated teacher of diving. Given the sapce, and a personal motivation, the task is quite natural, and quickly accomplished.
Sudbury-model students have the space to discover their interests and motivations. In this spacious environment, Siggie's quick learning is a normal event.
As I won't be at next Monday's walk-and-talk, if you'd like to discuss this topic with me, please leave a comment below.
Sunday, August 8, 2010
Room of Their Own
The theme of this Monday's walk-and-talk is the importance of having ownership over one's space. It's part of August's larger theme of the importance of space.
Having ownership over the school space means that students have majority say in what each room is used for. It's comparable to the difference between being in a home and a hotel. Students' personalities come out more, and they take better care of the space because it's theirs.
Having a "school of one's own" means that the school quickly adapts as interests appear and change. It means that students speak up for what they believe in, because they know that they can affect change. It supports relevant, respectful behaviour. It leads to the deep concentration that Virginia Woolf elucidated in her talks at Cambridge on "A Room of One's Own".
I was curious whether this England trip would delay progress with the school, but in fact it has given me a fresh perspective on the importance of space. I won't be at this week's walk-and-talk. If you'd like to discuss this topic with me when I'm back, please leave a comment below.
Having ownership over the school space means that students have majority say in what each room is used for. It's comparable to the difference between being in a home and a hotel. Students' personalities come out more, and they take better care of the space because it's theirs.
Having a "school of one's own" means that the school quickly adapts as interests appear and change. It means that students speak up for what they believe in, because they know that they can affect change. It supports relevant, respectful behaviour. It leads to the deep concentration that Virginia Woolf elucidated in her talks at Cambridge on "A Room of One's Own".
I was curious whether this England trip would delay progress with the school, but in fact it has given me a fresh perspective on the importance of space. I won't be at this week's walk-and-talk. If you'd like to discuss this topic with me when I'm back, please leave a comment below.
Saturday, July 31, 2010
Space to Be Yourself
Sitting in the Old Bodleian Library at Oxford University. The rare book I'm here for is also readable online, but I prefer to ingest it in this high-ceilinged room overlooking an ornate quadrangle.
Most of my free time on this trip I spend walking, and I bring a thousand-page tome with me wherever I go. One moment I'm alone in a stonewalled alley, the next I'm engulfed in tourists, the next I share a pasture with a herd of lazy cows. I've made this space my own.
The Kingston Sudbury-model School will have spaces that fit your moods. Space to be alone or with others, space always available to you indoors and out. How important is this to you? What are the benefits, both immediate and long-term?
At this Monday's walk-and-talk, we'll talk about the importance of having spaces that fit your moods. It's part of this August's general theme of the importance of space.
I personally won't be at this week's walk-and-talk, or the next few. I'm here in England caring for my granny. If you'd like to discuss this topic with me when I'm back, please leave a comment below.
Most of my free time on this trip I spend walking, and I bring a thousand-page tome with me wherever I go. One moment I'm alone in a stonewalled alley, the next I'm engulfed in tourists, the next I share a pasture with a herd of lazy cows. I've made this space my own.
The Kingston Sudbury-model School will have spaces that fit your moods. Space to be alone or with others, space always available to you indoors and out. How important is this to you? What are the benefits, both immediate and long-term?
At this Monday's walk-and-talk, we'll talk about the importance of having spaces that fit your moods. It's part of this August's general theme of the importance of space.
I personally won't be at this week's walk-and-talk, or the next few. I'm here in England caring for my granny. If you'd like to discuss this topic with me when I'm back, please leave a comment below.
Sunday, July 25, 2010
Including the Larger Community
The general theme of this month's walk-and-talks is a look at the edges of a Sudbury-model population. We've looked at how the Sudbury model could be expanded to include even younger people (less than 4 years old), even older people (over 19 years old), and part-time students. This month, we'll look at how our school might connect with the larger Kingston community.
Sudbury-model schools each have some form of a policy dealing with students leaving campus during the school day. This open-campus policy might describe, for example, limits that depend on the student's age, what supervision is required, and when parental approval is required.
One advantage of a more-open policy is that students can take more advantage of Kingston's resources - people, places, things. Another advantage is that it means more freedom. Freedom is an abstract value that can have concrete consequences, one consequence being that students get more experience and skills in living with freedom.
One advantage of a more-closed policy is that it might be safer. Another advantage of being more closed is that students are more present on campus, possibly enriching the school.
We'll discuss these issues and anything else that comes up regarding our school's open-campus policy.
I personally won't be at this week's walk-and-talk, or the next few. I'm in England caring for my granny. If you'd like to discuss this topic with me when I'm back, please leave a comment below.
Sudbury-model schools each have some form of a policy dealing with students leaving campus during the school day. This open-campus policy might describe, for example, limits that depend on the student's age, what supervision is required, and when parental approval is required.
One advantage of a more-open policy is that students can take more advantage of Kingston's resources - people, places, things. Another advantage is that it means more freedom. Freedom is an abstract value that can have concrete consequences, one consequence being that students get more experience and skills in living with freedom.
One advantage of a more-closed policy is that it might be safer. Another advantage of being more closed is that students are more present on campus, possibly enriching the school.
We'll discuss these issues and anything else that comes up regarding our school's open-campus policy.
I personally won't be at this week's walk-and-talk, or the next few. I'm in England caring for my granny. If you'd like to discuss this topic with me when I'm back, please leave a comment below.
Saturday, July 17, 2010
Including Part-time Students
The general theme of this month's walk-and-talks is a look at the edges of a Sudbury-model population. The last 2 weeks, we looked at how the age range of the Sudbury model could be expanded to include even younger people (less than 4 years old) and even older people (over 19 years old). At this Monday's walk-and-talk, we'll look at the question of including part-time students in the Sudbury model.
An advantage of offering a part-time option is that some people prefer the flexibility. Another advantage is that it makes the school affordable to more people. Perhaps these factors also enrich the school culture.
A disadvantage of offering a part-time option is that it reduces continuity, which might jar the school culture. Another disadvantage is that choosing a part-time option might indicate a family's lack of support for the Sudbury model (like being part-time vegetarian).
This walk-and-talk is an invitation to explore and weigh these factors, and consider any other factors related to a part-time option.
I personally won't be at this week's walk-and-talk, due to another commitment. If you'd like to discuss this topic with me, please leave a comment on this post.
An advantage of offering a part-time option is that some people prefer the flexibility. Another advantage is that it makes the school affordable to more people. Perhaps these factors also enrich the school culture.
A disadvantage of offering a part-time option is that it reduces continuity, which might jar the school culture. Another disadvantage is that choosing a part-time option might indicate a family's lack of support for the Sudbury model (like being part-time vegetarian).
This walk-and-talk is an invitation to explore and weigh these factors, and consider any other factors related to a part-time option.
I personally won't be at this week's walk-and-talk, due to another commitment. If you'd like to discuss this topic with me, please leave a comment on this post.
Sunday, July 11, 2010
Including Older People
The general theme of this month's walk-and-talks is a look at the edges of a Sudbury-model population. Last week we looked at how younger people (specifically 3-year-olds) might be included in the Sudbury model. At this Monday's walk-and-talk, we'll look at the question of including older people in the Sudbury model. Sudbury-model schools typically have students as old as 18 or 19.
Do our school's founding beliefs apply just as well to 20-year-olds? Let's look at each belief in turn:
Children have a drive to understand and master the world around them, to grow up: I see this as just as true of young adults who have been raised with this drive supported.
Each person has the best sense of how they learn best: Again, seems as true for young adults.
Most learning is an unintended consequence of following one's interests: Young adults may be more likely than kids to specialize in a particular area of study, with intentional learning. What impact would this have on how a school would be designed for them based on Sudbury values?
Behaviour is greatly influenced by environment: This seems just as true of young adults. They may be more particular and variated than kids in what sort of environment they wish to be in. What impact would this have on how a school would be designed for them based on Sudbury values?
Decision-making should involve the people primarily affected by the decisions: I see this as just as true of young adults. They may be more likely to put their learning decisions in the hands of experts (for example, by doing an apprenticeship).
The Sudbury model works: The Sudbury model has a history of success for kids. Would it work for young adults?
Other questions that come up:
Would young adults prefer their school to be larger than today's Sudbury-model schools?
Would community norms be more challenging to decide on, and more limiting, with a broader range of ages?
Would young adults' more advanced interests require more expensive and longer-term facilities?
How might kids benefit from having young adults around?
How might young adults benefit from having kids around?
Does anything else come to mind?
I personally won't be at this week's walk-and-talk (or next week's), due to another commitment. If you'd like to discuss this topic with me, please leave a comment on this post.
Do our school's founding beliefs apply just as well to 20-year-olds? Let's look at each belief in turn:
Children have a drive to understand and master the world around them, to grow up: I see this as just as true of young adults who have been raised with this drive supported.
Each person has the best sense of how they learn best: Again, seems as true for young adults.
Most learning is an unintended consequence of following one's interests: Young adults may be more likely than kids to specialize in a particular area of study, with intentional learning. What impact would this have on how a school would be designed for them based on Sudbury values?
Behaviour is greatly influenced by environment: This seems just as true of young adults. They may be more particular and variated than kids in what sort of environment they wish to be in. What impact would this have on how a school would be designed for them based on Sudbury values?
Decision-making should involve the people primarily affected by the decisions: I see this as just as true of young adults. They may be more likely to put their learning decisions in the hands of experts (for example, by doing an apprenticeship).
The Sudbury model works: The Sudbury model has a history of success for kids. Would it work for young adults?
Other questions that come up:
Would young adults prefer their school to be larger than today's Sudbury-model schools?
Would community norms be more challenging to decide on, and more limiting, with a broader range of ages?
Would young adults' more advanced interests require more expensive and longer-term facilities?
How might kids benefit from having young adults around?
How might young adults benefit from having kids around?
Does anything else come to mind?
I personally won't be at this week's walk-and-talk (or next week's), due to another commitment. If you'd like to discuss this topic with me, please leave a comment on this post.
Saturday, July 3, 2010
Including Younger People
The theme of this Monday's walk-and-talk is how to incorporate younger kids into a Sudbury-model way of life, or even into a Sudbury-model school. The topic comes out of a conversation with Clara from Whistlemarsh, a local resource for starting your own day care. I'm drawn to the Whistlemarsh approach of designing the day care based on the values and culture of the families involved. Clara shares her experiences and beliefs on her blog.
3-year-olds can't always ask for help when they need it, and can't always navigate behaviour rules. Sudbury-model schools begin enrolling students at age 4 or 5. It varies from school to school, depending on the school's experience of when kids can handle the responsibility of being a Sudbury-model student.
3-year-olds can gain from being around older kids, and they add something to the school environment as well. However, Sudbury-model schools are designed for students to be responsible for themselves, and it's not clear how to integrate students who aren't there yet.
We'll discuss how this might be possible, and we'll also discuss how to support 3-year-olds using Sudbury values, such as freedom, trust, and respect for the child's interests.
We meet for the walk-and-talk Mondays at 7:00 in front of City Hall, and begin walking at 7:15. All welcome.
Unfortunately, I personally won't be there this week (or the following 2 weeks) due to another commitment. If you'd like to discuss this topic with me, please leave a comment on this post.
3-year-olds can't always ask for help when they need it, and can't always navigate behaviour rules. Sudbury-model schools begin enrolling students at age 4 or 5. It varies from school to school, depending on the school's experience of when kids can handle the responsibility of being a Sudbury-model student.
3-year-olds can gain from being around older kids, and they add something to the school environment as well. However, Sudbury-model schools are designed for students to be responsible for themselves, and it's not clear how to integrate students who aren't there yet.
We'll discuss how this might be possible, and we'll also discuss how to support 3-year-olds using Sudbury values, such as freedom, trust, and respect for the child's interests.
We meet for the walk-and-talk Mondays at 7:00 in front of City Hall, and begin walking at 7:15. All welcome.
Unfortunately, I personally won't be there this week (or the following 2 weeks) due to another commitment. If you'd like to discuss this topic with me, please leave a comment on this post.
Saturday, June 26, 2010
More Grads
As the school year comes to an end, this coming Monday's walk-and-talk will be a celebration of another year of Sudbury-model success. I'll bring graduation theses from former Sudbury-model students, and share stories from other schools' end-of-year blog posts.
We meet for the walk-and-talk Mondays at 7:00 in front of City Hall, and begin walking at 7:15. All welcome.
We meet for the walk-and-talk Mondays at 7:00 in front of City Hall, and begin walking at 7:15. All welcome.
Friday, June 18, 2010
Focus
The theme of next week's walk-and-talk is a closer look at one of the strengths of the Sudbury model: Focus. Children can go days, months, years focussed on the same activity, doing what's important to them, what helps them understand their world, master their world, and eventually expand their world.
Sudbury-model schools demonstrate that if a child chooses to focus on one thing for an extended period (some kids do this, most don't), the kid learns valuable behaviours (concentration, determination, mastery) that transfer to any of life's endeavours. History also shows that these kids don't find it particularly difficult or time-consuming to round out their lives and gain skills and knowledge in areas that only become relevant to them as they grow up.
I can share stories from schools that allow this focus. The kid who fished all day for years, the kid who played video games all day for years, the kid who just played all day for years. All thrived as adults.
To get an independent view of how people do when they tackle new subjects and skills after childhood, I asked Barb Schlafer at the Ban Righ Centre about the experience of mature students at Queen's. She said that there are challenges, but that they are financial and cultural challenges, not learning challenges.
It's a myth that kids need to practice essay-writing from a young age - you can learn the skill when you need it.
Let children follow their interests, with no restrictions beyond behaviour rules. Trust that what they do has value to them, and that if they focus on one minute area of interest, the skills and self-discipline they gain will transfer into success as an adult.
Let kids focus.
Sudbury-model schools demonstrate that if a child chooses to focus on one thing for an extended period (some kids do this, most don't), the kid learns valuable behaviours (concentration, determination, mastery) that transfer to any of life's endeavours. History also shows that these kids don't find it particularly difficult or time-consuming to round out their lives and gain skills and knowledge in areas that only become relevant to them as they grow up.
I can share stories from schools that allow this focus. The kid who fished all day for years, the kid who played video games all day for years, the kid who just played all day for years. All thrived as adults.
To get an independent view of how people do when they tackle new subjects and skills after childhood, I asked Barb Schlafer at the Ban Righ Centre about the experience of mature students at Queen's. She said that there are challenges, but that they are financial and cultural challenges, not learning challenges.
It's a myth that kids need to practice essay-writing from a young age - you can learn the skill when you need it.
Let children follow their interests, with no restrictions beyond behaviour rules. Trust that what they do has value to them, and that if they focus on one minute area of interest, the skills and self-discipline they gain will transfer into success as an adult.
Let kids focus.
Tuesday, June 8, 2010
Relevance
The theme of next week's walk-and-talk is the value of relevance. Kids, like adults, come alive when they are in discussions relevant to their lives. Psychology Today brings this topic to life, so I will simply link to one of their recent blog posts.
Engaged discussion about deep themes is natural for kids. It requires only that relevance be allowed in school.
Engaged discussion about deep themes is natural for kids. It requires only that relevance be allowed in school.
Monday, May 31, 2010
Learning to Read
The theme of next Monday's walk-and-talk is a topic that highlights the success of the Sudbury model: Learning to read. Sudbury-model kids find reading to be no more challenging than many other requirements of growing up.
Reading is more than just decoding. It's also finding meaning in the words, having a relationship with the content. This is so much easier when reading begins with a child's interest - the meaning is important to them, and they already have a relationship with the content. Sudbury-model schools find that decoding an alphabet is easy compared with what kids have already accomplished: Decoding a language when they learned to talk.
Centipedes don't need to be taught how to walk. If it were attempted, you can imagine the results. Centipedes walk just fine on their own. Sudbury-model schools find the same thing to be true for kids learning to read. Kids start reading when they discover its use, when the meaning of the words is already embedded in their life.
Learning to read highlights the success of the Sudbury model.
Reading is more than just decoding. It's also finding meaning in the words, having a relationship with the content. This is so much easier when reading begins with a child's interest - the meaning is important to them, and they already have a relationship with the content. Sudbury-model schools find that decoding an alphabet is easy compared with what kids have already accomplished: Decoding a language when they learned to talk.
Centipedes don't need to be taught how to walk. If it were attempted, you can imagine the results. Centipedes walk just fine on their own. Sudbury-model schools find the same thing to be true for kids learning to read. Kids start reading when they discover its use, when the meaning of the words is already embedded in their life.
Learning to read highlights the success of the Sudbury model.
Monday, May 24, 2010
Roots of the Current Mainstream System
The theme of next Monday's walk-and-talk is a look at the roots of the current mainstream system of schooling here in Kingston. For the founding of Kingston Sudbury-model school to be recognized as worthwhile, it's helpful to understand the dynamics that lead the mainstream system to be what it is.
The current system was designed largely to assimilate immigrants, and to prepare farm children for industrial-age jobs. Egerton Ryerson, the founder of the system, was explicit about this. Trying to adapt this system to a time when we value, rather than assimilate, diverse cultures, when we are preparing children for 21st century jobs rather than for industrial-age jobs, is risky.
Adapting old forms to new purposes can work. Witness old warehouses becoming loft apartments. But it wasn't the original manufacturers who found another use for those warehouses - it took a fresh look to see the opportunity. And there also remain today tracts of ill-used warehouses, unable to be renovated because of arcane laws. Was our schooling system originally set up to effectively adapt to change?
Egerton Ryerson set up our schooling system so that power was centralized in the hands of one authority, namely Egerton Ryerson. And he, as an ardent missionary and minister, humbly believed that all of his work came under the authority of an all-powerful god. Obedience was a fundamental value, and it was built into the core of the system.
Obedience can be simply a means to an end. When I told a group of scientifically-curious 15-year-olds that they could come near an open tank of liquid nitrogen, but only if they obeyed me fully, they were happy to comply. People are equally willing to obey when it is required to hold a job. But obedience is no longer considered a fundamental value in our culture. Or perhaps I should say in our multiculture. We value navigating and supporting our differences, not forming ourselves to the will of the most powerful.
(I speak only of our civic culture. Many of us, in our religious lives, have been a part of, and continue to be a part of, communities that believe that all authority has divine origin)
One aspect of this shift towards, if I may, democracy, is that in some local mainstream schools, people are being trained to talk through interpersonal conflicts, hearing each other as equals. This includes both students and teachers. This nascent aspect of equality is in contrast to the school system's current structure, still like the original, of following a curriculum imposed from an outside authority.
Do we have today a system that has improved upon the original? Or have adjustments to the monolith created a patchwork of features that get in each other's way? That's a question for another day. Today's point is that the core features of the original system remain, features that are not only no longer relevant, but are in opposition to today's goals.
Public schools have enough challenges today - funding, politics, adapting to a diverse body of students - that are all the more challenging when trying to make use of an out-of-date structure.
Sudbury-model schools were designed after a fresh look at what was needed. Kingston needs schools designed for the 21st century.
The current system was designed largely to assimilate immigrants, and to prepare farm children for industrial-age jobs. Egerton Ryerson, the founder of the system, was explicit about this. Trying to adapt this system to a time when we value, rather than assimilate, diverse cultures, when we are preparing children for 21st century jobs rather than for industrial-age jobs, is risky.
Adapting old forms to new purposes can work. Witness old warehouses becoming loft apartments. But it wasn't the original manufacturers who found another use for those warehouses - it took a fresh look to see the opportunity. And there also remain today tracts of ill-used warehouses, unable to be renovated because of arcane laws. Was our schooling system originally set up to effectively adapt to change?
Egerton Ryerson set up our schooling system so that power was centralized in the hands of one authority, namely Egerton Ryerson. And he, as an ardent missionary and minister, humbly believed that all of his work came under the authority of an all-powerful god. Obedience was a fundamental value, and it was built into the core of the system.
Obedience can be simply a means to an end. When I told a group of scientifically-curious 15-year-olds that they could come near an open tank of liquid nitrogen, but only if they obeyed me fully, they were happy to comply. People are equally willing to obey when it is required to hold a job. But obedience is no longer considered a fundamental value in our culture. Or perhaps I should say in our multiculture. We value navigating and supporting our differences, not forming ourselves to the will of the most powerful.
(I speak only of our civic culture. Many of us, in our religious lives, have been a part of, and continue to be a part of, communities that believe that all authority has divine origin)
One aspect of this shift towards, if I may, democracy, is that in some local mainstream schools, people are being trained to talk through interpersonal conflicts, hearing each other as equals. This includes both students and teachers. This nascent aspect of equality is in contrast to the school system's current structure, still like the original, of following a curriculum imposed from an outside authority.
Do we have today a system that has improved upon the original? Or have adjustments to the monolith created a patchwork of features that get in each other's way? That's a question for another day. Today's point is that the core features of the original system remain, features that are not only no longer relevant, but are in opposition to today's goals.
Public schools have enough challenges today - funding, politics, adapting to a diverse body of students - that are all the more challenging when trying to make use of an out-of-date structure.
Sudbury-model schools were designed after a fresh look at what was needed. Kingston needs schools designed for the 21st century.
Monday, May 17, 2010
Parents in the Sudbury Model
The theme of next week's walk-and-talk is the role of parents in the Sudbury model. The theme is inspired by a brief discussion this weekend with a couple of parents who were themselves raised in a school with similarities to Sudbury schools.
Taking a broad view of human society, a main role of parents is to raise their kids from being fully dependent babies to being fully independent (or perhaps more accurately, interdependent) adults.
One challenge with this is to keep up with the astonishingly rapid development of children. After becoming habituated to providing everything to babies, parents must quickly learn new habits of care, and then new ones again, attempting to discard old behaviours as quickly as the child develops.
Focusing now on Sudbury-model families, the shift from total dependence to much independence happens early and quickly. 3-year-olds needing help can communicate their needs fairly well, and many 4-year-olds can navigate a whole school day, asking for help as necessary, able to speak up and articulate themselves when they feel they've been treated inappropriately by others.
Sudbury-model parents see their kids as able to fill their whole day with important, engaging activity. There is no need to suggest fun activities, or point out interesting things. It still happens - it's fun to share your observations and interests with your kid - but it's recognized as an act of connection, not a need for the kid's development.
For a parent, the process is a letting go. It can be scary. If I let go of my kid's hand, will she still want to walk beside me? Will he still say "watch this, watch this", or will he only think of me at mealtimes? Sudbury families tend to report that in fact joining a Sudbury school brings their family closer together. Trust, freedom and self-responsibility are a foundation for healthy and fulfilling family connection.
Parenting is a wonderful, generous act, and parents make a world of difference in the success of a Sudbury-model school.
Taking a broad view of human society, a main role of parents is to raise their kids from being fully dependent babies to being fully independent (or perhaps more accurately, interdependent) adults.
One challenge with this is to keep up with the astonishingly rapid development of children. After becoming habituated to providing everything to babies, parents must quickly learn new habits of care, and then new ones again, attempting to discard old behaviours as quickly as the child develops.
Focusing now on Sudbury-model families, the shift from total dependence to much independence happens early and quickly. 3-year-olds needing help can communicate their needs fairly well, and many 4-year-olds can navigate a whole school day, asking for help as necessary, able to speak up and articulate themselves when they feel they've been treated inappropriately by others.
Sudbury-model parents see their kids as able to fill their whole day with important, engaging activity. There is no need to suggest fun activities, or point out interesting things. It still happens - it's fun to share your observations and interests with your kid - but it's recognized as an act of connection, not a need for the kid's development.
For a parent, the process is a letting go. It can be scary. If I let go of my kid's hand, will she still want to walk beside me? Will he still say "watch this, watch this", or will he only think of me at mealtimes? Sudbury families tend to report that in fact joining a Sudbury school brings their family closer together. Trust, freedom and self-responsibility are a foundation for healthy and fulfilling family connection.
Parenting is a wonderful, generous act, and parents make a world of difference in the success of a Sudbury-model school.
Monday, May 10, 2010
The Sudbury Model Works
The theme of next Monday's walk-and-talk is another of the school's founding beliefs: That the Sudbury model demonstrably works. Here is a seed for the investigation:
Sudbury Valley School, the first Sudbury-model school, studies their graduates perhaps more than any other school in the world. Their experience is clear:
-students learned to read, and didn't find it difficult compared to other tasks of growing up
-people who wanted to go to college were able to go
-people grew up to be effective adults
-the democratically-run school has low per-student cost and excellent behaviour
One school's success could be due to any number of things: A particularly capable staff, for example, or a special environment. Many Sudbury-model schools have started up, only to close. But enough schools have succeeded, in a variety of environments, with no stand-out traits among founders other than extreme commitment, that it's worth examining the claim that it's the model itself that supports success.
I'll bring a couple of books to the walk-and-talk: The Pursuit of Happiness (Sudbury Valley's study of their graduates) and Like Water (describing the success of Fairhaven School).
Sudbury Valley School, the first Sudbury-model school, studies their graduates perhaps more than any other school in the world. Their experience is clear:
-students learned to read, and didn't find it difficult compared to other tasks of growing up
-people who wanted to go to college were able to go
-people grew up to be effective adults
-the democratically-run school has low per-student cost and excellent behaviour
One school's success could be due to any number of things: A particularly capable staff, for example, or a special environment. Many Sudbury-model schools have started up, only to close. But enough schools have succeeded, in a variety of environments, with no stand-out traits among founders other than extreme commitment, that it's worth examining the claim that it's the model itself that supports success.
I'll bring a couple of books to the walk-and-talk: The Pursuit of Happiness (Sudbury Valley's study of their graduates) and Like Water (describing the success of Fairhaven School).
Monday, May 3, 2010
learning democratic culture
The theme of next Monday's walk-and-talk is another of the school's founding beliefs: That the best way to learn democratic culture is to grow up with democratic rights. Here is a seed for the investigation:
There is considerable agreement that being an effective adult in Canada includes being skilled in the practices of democratic culture. The Ontario Ministry of Education's social studies curriculum mandates that students do the following:
"They learn about Canada and the role of citizens in a democratic society within a culturally diverse and interdependent world."
"They also acquire skills of inquiry and communication through field studies and other research projects"
They also "make decisions on issues that are relevant to their lives."
Consider how these are achieved by Sudbury-model students:
Sudbury-model students learn the role of citizens in a democratic society by being citizens in a democratic environment.
They acquire skills of inquiry and communication because their strong drives to inquire and communicate are allowed and nurtured in their school environment.
They make decisions on issues that are relevant to their lives, all day every day. It's the most challenging task a person can have, and it's the foundation of democracy.
In Sudbury-model schools, there is little evidence of students focusing on fitting in, or on doing what they're told (they respect the firm behaviour rules, of course). The democratic school culture flows naturally into the broader democratic culture.
There is considerable agreement that being an effective adult in Canada includes being skilled in the practices of democratic culture. The Ontario Ministry of Education's social studies curriculum mandates that students do the following:
"They learn about Canada and the role of citizens in a democratic society within a culturally diverse and interdependent world."
"They also acquire skills of inquiry and communication through field studies and other research projects"
They also "make decisions on issues that are relevant to their lives."
Consider how these are achieved by Sudbury-model students:
Sudbury-model students learn the role of citizens in a democratic society by being citizens in a democratic environment.
They acquire skills of inquiry and communication because their strong drives to inquire and communicate are allowed and nurtured in their school environment.
They make decisions on issues that are relevant to their lives, all day every day. It's the most challenging task a person can have, and it's the foundation of democracy.
In Sudbury-model schools, there is little evidence of students focusing on fitting in, or on doing what they're told (they respect the firm behaviour rules, of course). The democratic school culture flows naturally into the broader democratic culture.
Tuesday, April 27, 2010
Environment Influences Behaviour
The theme of next Monday's walk-and-talk is one of the school's founding beliefs: that behaviour is greatly influenced by one's environment. Here are questions to seed the investigation:
Kids in mainstream schools are generally restricted from moving and talking, and separated by age. Is behaviour under these conditions indicative of how they would behave when allowed to focus on their own interests?
What fraction of diagnosed learning disorders is due to kids being energetic or unimpressed?
Did humans evolve to be active, eager learners up until they enter school, and then lethargic, disinterested beings thereafter?
Kids learn to walk and talk in an environment of freedom, with focus and determination. Why is this freedom then blocked?
Do Sudbury-model students have difficulty adjusting to a restricted environment when, for example, they get a job that requires it?
All welcome, please come to the walk-and-talk, Monday May 3rd. We meet by the front steps of City Hall at 7:00, and begin walking at 7:15.
Kids in mainstream schools are generally restricted from moving and talking, and separated by age. Is behaviour under these conditions indicative of how they would behave when allowed to focus on their own interests?
What fraction of diagnosed learning disorders is due to kids being energetic or unimpressed?
Did humans evolve to be active, eager learners up until they enter school, and then lethargic, disinterested beings thereafter?
Kids learn to walk and talk in an environment of freedom, with focus and determination. Why is this freedom then blocked?
Do Sudbury-model students have difficulty adjusting to a restricted environment when, for example, they get a job that requires it?
All welcome, please come to the walk-and-talk, Monday May 3rd. We meet by the front steps of City Hall at 7:00, and begin walking at 7:15.
Saturday, April 24, 2010
Unintended Learning
Here's a seed for next week's walk-and-talk on one of the school's founding beliefs: That most learning is an unintended consequence of following one's interests.
How do kids learn to use computers, TV recorders and other gadgets? Their focus isn't on learning, it's on doing fun things, moving forward with their drives and goals. The learning is a natural consequence.
Sometimes Sudbury-model kids decide to go back to a mainstream school. They generally find that they are just as advanced as traditionally-schooled kids, who have been busy "learning" while the Sudbury-model kids were "just following their interests".
Sudbury-model kids do sometimes intentionally learn specific things. It's a small fraction of the time. We need schools that fit the ways kids are driven to learn.
How do kids learn to use computers, TV recorders and other gadgets? Their focus isn't on learning, it's on doing fun things, moving forward with their drives and goals. The learning is a natural consequence.
Sometimes Sudbury-model kids decide to go back to a mainstream school. They generally find that they are just as advanced as traditionally-schooled kids, who have been busy "learning" while the Sudbury-model kids were "just following their interests".
Sudbury-model kids do sometimes intentionally learn specific things. It's a small fraction of the time. We need schools that fit the ways kids are driven to learn.
Monday, April 12, 2010
Effective Learning Methods
Here's a seed for next Monday's walk-and-talk about one of the school's founding beliefs: That effective learning methods include play, conversation, and being with kids of all ages.
I had a conversation this weekend with a mathematician. I asked him how he learned best. He said that he learned best through conversation. Conversation! A mathematician!
Sudbury-model students would not be surprised by this answer. A tremendous amount of their learning is through conversation. Conversation requires you to clarify and articulate your beliefs, experiences and observations, and it requires you to find a common understanding with others, who have different backgrounds and beliefs. This is true whether you're talking about how your weekend was, what your favourite music is, or anything else that comes up. Kids with freedom naturally talk about what is most important to them, and they are a better judge than anyone else of what that should be.
It's a common belief that the best way to learn something is to teach it. Schools should allow this, not block it by dividing people by age and insisting that they not talk. Kids love learning from other kids, informally through conversation, or even formally, by asking for help. And kids love using their new knowledge to help others. Learning, understanding, and teaching go hand in hand - unless the hands are made to let go.
Kids love to play. Play is fully engaging. Kids create new worlds, investigate new concepts, explore personal limits. To adults it might just look like playing, but to kids it's fully engaging with the world as they know it, an ever-expanding world.
Our world is changing quickly. The best preparation to be an adult in this world is to spend your childhood exploring, investigating, playing fully with the world as you know it. Kids are the best judge of what they are ready to engage with, and how to engage with it. They have a drive to play at the edge, to expand themselves, to grow into the world.
Play, conversation and age-mixing: Invaluable attributes of an effective school.
I had a conversation this weekend with a mathematician. I asked him how he learned best. He said that he learned best through conversation. Conversation! A mathematician!
Sudbury-model students would not be surprised by this answer. A tremendous amount of their learning is through conversation. Conversation requires you to clarify and articulate your beliefs, experiences and observations, and it requires you to find a common understanding with others, who have different backgrounds and beliefs. This is true whether you're talking about how your weekend was, what your favourite music is, or anything else that comes up. Kids with freedom naturally talk about what is most important to them, and they are a better judge than anyone else of what that should be.
It's a common belief that the best way to learn something is to teach it. Schools should allow this, not block it by dividing people by age and insisting that they not talk. Kids love learning from other kids, informally through conversation, or even formally, by asking for help. And kids love using their new knowledge to help others. Learning, understanding, and teaching go hand in hand - unless the hands are made to let go.
Kids love to play. Play is fully engaging. Kids create new worlds, investigate new concepts, explore personal limits. To adults it might just look like playing, but to kids it's fully engaging with the world as they know it, an ever-expanding world.
Our world is changing quickly. The best preparation to be an adult in this world is to spend your childhood exploring, investigating, playing fully with the world as you know it. Kids are the best judge of what they are ready to engage with, and how to engage with it. They have a drive to play at the edge, to expand themselves, to grow into the world.
Play, conversation and age-mixing: Invaluable attributes of an effective school.
Friday, April 9, 2010
The Drive to Grow Up
Here's a seed for Monday's walk-and-talk about one of the school's founding beliefs: That people are born with an instinct, a drive, to understand and master the world around them. Their most important activity is growing up.
There is much agreement that this is true for toddlers, who are intent on learning to walk and talk. Nothing will stop them.
It takes tremendous effort to stop kids from following this instinct to grow up. To stop a kid's drive to grow up, you need to stop them from moving and you need to stop them from talking.
You also need to separate them from older kids who might act as role models. This part is easily done if you have enough authority. Authority isn't enough, though, to stop kids from the instincts to move and talk. To do that, you need to be constantly disciplining them. This is a teacher's main activity, where most of their energy goes, in a mainstream classroom.
It's clear when you see Sudbury-model children that they are driven to grow up. They're exploring their world, they're talking about it, they're observing older kids or using their life-experience to help younger kids. They're creating worlds and fully living in them, and they're doing it with tremendous energy and focus. Wonderful preparation for creating a life as an adult.
There is much agreement that this is true for toddlers, who are intent on learning to walk and talk. Nothing will stop them.
It takes tremendous effort to stop kids from following this instinct to grow up. To stop a kid's drive to grow up, you need to stop them from moving and you need to stop them from talking.
You also need to separate them from older kids who might act as role models. This part is easily done if you have enough authority. Authority isn't enough, though, to stop kids from the instincts to move and talk. To do that, you need to be constantly disciplining them. This is a teacher's main activity, where most of their energy goes, in a mainstream classroom.
It's clear when you see Sudbury-model children that they are driven to grow up. They're exploring their world, they're talking about it, they're observing older kids or using their life-experience to help younger kids. They're creating worlds and fully living in them, and they're doing it with tremendous energy and focus. Wonderful preparation for creating a life as an adult.
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