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.
Saturday, July 31, 2010
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.
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