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.

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.

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.

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.

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.

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.

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.