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.
Sunday, September 19, 2010
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.
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