Tag: self-directed education

Remtana – trust and freedom

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Thought I was feeling inspired to write up a new post for today. I wrote and wrote. Usually a theme emerges, occasionally different than what I originally intended, but somehow it always seems to come together. Not so much today. Hopefully, I can come back to all that content and find some nuggets to work with, but to stay on track with my daily publishing, here’s the next Remtana installment.

While on a field trip, I was surprised to discover the Center’s stilts had accompanied us on our walk (through downtown Helena and no one was ordered to “get in line”.) Here’s the boy working on his skills…

This is part 12 of the Remembering Montana series that chronicles the three weeks my family got to spend in Montana the fall of 2018 thanks to trustedhousesitters.com, location independence, and my family’s willingness to indulge me in this somewhat crazy experience. Most are slightly adapted social media posts written during our stay. Scroll down and navigate back to read more about our Montana adventure.

Days 13 and 14, October 2-3, 2018:

I think this may be the longest I’ve made it through a post challenge I’ve given myself (Until now! July 25, 2019 On day 50 of a 60day blog challenge!)–even if I am making up for not updating yesterday! More about the boy’s and my 3-day side trip to Helena:

I have met some amazing people since discovering Agile Learning, then joining the Alliance for Self-Directed Education (www.self-directed.org).   The Cottonwood founders were no exception. They insisted that the boy and I stay with them rather than book a hotel and they treated us with tremendous hospitality.

Our littles played happily together, while we three adults had long, energizing discussions about self-directed education and the implications of this “educational” approach for the future of humanity and the planet we inhabit. We shared stories and resources and established a support connection, promising to collaborate and create together. This visit absolutely reinforced the magnetic pull I felt to the ALC network and while intimidated, I’m so super grateful for them (and all the other ALC founders and facilitators) for their courageous trailblazing and generosity with their hard-earned wisdom.

While at Cottonwood, I had the privilege to have several conversations with a 16yo girl who left traditional school to be there. Prior to making the transition to an ALC, she experienced anxiety-induced migraines and other physical and emotional symptoms of an unhappy life. I can testify that she now has the demeanor of someone who is excited about and highly engaged in life.

When I asked her about the biggest difference she’s experienced between her traditional high school and the agile learning environment, she said two words: trust and freedom—that she’s trusted by both her parents and the agile facilitators to choose her own path and direct her own day, to show up to those things she’s committed to. I dug a little deeper and asked how she feels about that trust and freedom, and in her very animated way, she launched into an explanation of the immense responsibility she feels to maintain that trust. This girl may come and go from the center as she pleases, but typically when she’s not there, it’s because she’s at another of her scheduled commitments including community college classes. She seemed keen to engage in philosophical discussions with me and I must admit, it’s pretty impressive to get the insights of a 16yo girl regarding Machiavellian influence on current politics!

Same field trip as above. Rather than round them up when it was time, a facilitator checked in with the kiddos and reminded them there were some scheduled events at the center in the afternoon. Several were having such a good time they decided to stay rather than cut their play short to return. Others who were excited about afternoon’s offerings, returned to the center. The facilitators went with the flow rather than insist the children succumb to the schedule.

I could continue sharing stories about the 14 yo girl who spent much of her time distributing resumes and following up with potential employers, the 15yo boy who is starting his own business and spends much of his time at the center creating YouTube videos, the ongoing discussion as the kiddos try to establish a video gaming policy (adults weigh in too, but they do not exercise veto power), the continuous self-directed making that happens in the workshop, the amazing benefits of the Improv class for those who choose to attend, and so many more, but instead I’ll finish this post by expressing immense gratitude for the 3 days of freedom and play (aka learning) that the boy and I got to experience with the Cottonwood Agile Learning Community.  

Remtana – Thanks for coming to my TED talk…

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Part 11 of the Remembering Montana series. The boy and I are on a side trip to Helena, leaving behind Hubby and the girl. I mention Freedomhill in this post; this is a project that is currently on hold but that I would desperately like to see come to fruition. As you read this entry, you’ll see why:

the boy took this photo from the car on our early morning drive through McDonald pass to Helena

Day 12, October 1, 2018:

What a Monday! After a 2 hour stunningly gorgeous drive, Adam and I arrived just in time for the Set the Week meeting at the 3rd Agile Learning Center and 4th SDE (self-directed education) community on our 2018 ALC/SDE tour. Cottonwood ALC in Helena, Montana.

The Monday morning Set the Week meeting where learners decide which of the offerings they’ve requested or are offering themselves will make it on the schedule. None of it is required unless an rsvp was necessary to bring in a particular subject expert to teach a class. If not enough learners are interested, the expert just isn’t brought in. Learners often get a say in the selection process of said expert.

In preparation to open Freedomhill Project ALC in Boise, Idaho, we’ve been immersing ourselves in the daily magic that unfolds through implementation of the ALC model of education. Agile Learning Centers are designed to equip children with the skills to take responsibility for and manage their own time. These centers operate under some basic but radical assumptions about humans (taken from agilelearningcenters.org) :

  1. Learning. Learning is natural. It’s happening all the time.
  2. Self-Direction: People learn best by making their own decisions. Children are people.
  3. Experience: People learn more from their culture and environment than from the content they are taught. (The medium is the message.)
  4. Success: Accomplishment is achieved through cycles of intention, creation, reflection and sharing.

The philosophy, rooted in sound research about human nature, aims to preserve young humans’ internal loci of control, creativity, and self-esteem by not reprogramming them with punishments and rewards and ranking them according to how their abilities compare with the average.

Instead, children are trusted to gain the knowledge needed to thrive in the current culture by pursuing their interests, thereby learning content in a much more efficient and effective manner–when it is relevant to their pursuits. Adult facilitators are present to guide when conflict resolution is necessary (using non-violent communication) and to assist young learners to develop resourcefulness and intentionality.

These centers each evolve an intentional but unique culture through a process of rapid iterations when issues need to be addressed in the communities. The children brainstorm and test solutions until they master new practices that meet the needs of all. It’s an amazing process to witness and leaves no doubt that children are people, capable of much more than we typically give them credit for. The opening of self-directed learning centers is picking up momentum, quickly becoming an international movement toward a more hopeful future for all.

the boy spent most of his time while we were indoors at Cottonwood in this maker’s studio where he designed and made a masking tape shoe, learned how to use a sewing machine and made a pillow, and also made a miniature helicopter with a working propeller — he asked for an adult to assist him once and show him how to operate the sewing machine

My 12 yo boy knows that as one of the founding learners, he’ll get to heavily influence the culture at Freedomhill Project and he’s collecting ideas from each of these visits so he can advocate for his vision for the center. He’s also making amazing new friends and becoming part of a growing network of savvy youth who, I’m confident, will be better prepared for an unknown future, with fiery spirits intact, and the 21st century skills (so often lauded in education policy agendas) to actually adapt to whatever that future may look like.

Do I feel strongly about this approach to education? Yeah, you could say that. A meme my daughter has been saying often, “thanks for coming to my TED talk.”

Four Powerful Reasons

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I am writing this ahead of time and scheduling it for Sunday, June 23. The blog challenge’s single rule is that I must publish something each day of the challenge. My family has agreed to go almost unplugged every other Sunday (hubby and I conceded to the texting of friends and listening of music in favor of willing buy-in.) So, I’m going to forgo the writing of an original post again and share one of my favorite articles (relevant to my content) from one of my favorite people.

Peter Gray, an evolutionary psychologist and frequent contributor to Psychology Today, is a champion of self-directed education and an expert on the importance of free play. Here’s his article on Why Our Coercive System of Schooling Should Topple. If you like this, consider reading his highly persuasive book, Free to Learn.

The Making of Mediocrity

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This started out as the next homework post, but I realized that I needed to explain another concept before diving into Homework Part Three. If you’re new to my site, you may want to read Part One and Part Two. We’re going to take a quick look at reading instruction in schools.

There’s an urgency for educators to ensure that all children be fluent readers by third grade. The reason for this is because at this point, the classroom changes from a place where children are learning to read to now reading to learn. Students may fall seriously “behind” and be unable to do the independent work typically required from 3rd grade on if they’re not fluent readers. You can imagine how difficult and stressful this is for teachers who have a full class of kiddos they need to keep “on track.”

When it comes to learning to read, just like with any skill or knowledge acquisition, there’s a very wide spectrum among children when it comes to ability and readiness. Educators are made to believe that all children should be reading fluently by the age of seven, and if we just find the right approach and spend enough time on the skill, then we can get them all there—unless there’s some learning disability. Let’s examine this educational philosophy through the lens of a 2nd grade classroom.

Now, the 2nd grade classroom teacher is likely to have a small number of very fluent readers who picked reading up easily and as early as 3 or 4 years of age, with little if any instruction. These same kids also tend to be the ones who love to read. They’re independently reading chapter books with engaging stories or using their skill to learn about topics they love by reading non-fiction, informative materials. Imagine these precocious children in a classroom during reading instruction.

This is also an age where we have lots of emerging readers. It’s a relatively new skill for these kiddos and fluency is not yet mastered. In a typical classroom, not taking socio-economic status of the school population into account, this will be the majority of the class. And, of course, within this group, there will still be a wide range of ability and investment in developing the skill.

The invested child is enjoying how reading is opening up her world and giving her access to this new form of information. She’s likely unable to even turn it off, reading every street sign while in the car with her parents and trying to sound out words on product labels.

Is this because her teachers have done a good job of educating her on this new skill? I would argue against that and say, it’s just her time. She was READY to pick up this skill and would have, if not now then very soon, with or without formal instruction. Is she feeling successful right now in school? What about her teacher? There’s a large enough number of children who resemble this girl that we can pat ourselves on the back and say reading instruction works.

Now, let’s take a look at another emerging reader. He’s not so invested. Sounding out words is effortful, and the decodables (which focus on repeated sound patterns) he’s made to read in class are storyless and uninspiring.  He’s bored as a result and likely consuming a good amount of his teacher’s limited energy to keep him from distracting his nearby classmates.

What’s his teacher to do? This kid is at serious risk of being recommended for ADHD medication, and I would argue, the main reason being that he was not inspired to learn to read. This kid is more driven to physical activity right now but was forced through instruction that went totally against his learning instinct. Plus, of course, the fact that his child body is screaming at him to keep moving and this option is not available to him.

Now let’s look at another type of child. I can bring many faces to mind of 2nd grade learners who were highly engaged in classroom style learning and could thoughtfully converse on sophisticated topics, who struggled to “learn” to read. These kids were actually very invested, but their brains just would not cooperate. These kids were NOT READY to be forced through reading instruction and would likely pick up the skill very efficiently when their brains were ready for it.

Unfortunatley, these children were often pulled from those subjects considered less valuable such as art and music where they excelled, to practice those boring decodables. They had high-level thinking skills and used these to contrast themselves with the other “smart” kids in class. What do you think was the typical conclusion? And so begins the systematic dismantling of authentic self-esteem.

I encourage all educators and parents to read this article about how wrong and damaging it is for us to create educational models and pacing guides around the concept of “average.” Here’s an excerpt:

Up until 2002, Rose reports that brain scientists believed that in brain imaging—the use of various techniques to directly or indirectly image brain structure—there was such a thing as an “average brain.”

But Michael Miller, a UC Santa Barbara professor, began to study how the human brain retrieves memory and realized there was no single brain that looked like this mythical average. “We each have unique ways that our brains retrieve information and create memory,” Rose reported.

This has not just played out in neuroscience, but in every advancement and every field, he adds. In education, this is particularly harmful to students because it affects pacing guides, textbooks and how states measure who achieves—and who fails.

You can draw your own conclusions about how damaging it is to the individual to be forced into a one-size-fits-all box. How for teachers this leads to a focus on classroom management rather than relationship with each unique student. I know most educators have the best intentions and are just trying to level the playing field , but by doing so, we’re harming the delicate psyche of so many of our children.

Though it’s already been proven that “average” doesn’t exist, it seems we’re determined to create it. Is this really what we want? Is this really how we create a better world? Through the mediocrity of average? By trying to make sure everyone learns the same thing at the same time instead of appreciating and nurturing the endless nuances of the human population and the beautiful diversity of contributions we have the potential for?

We’re social creatures that rely on each other for survival. I believe we each come wired for a unique contribution to reinforce this interdependence. Is there a way to offer education so that it enhances and encourages individuality? Yes. And it’s far more efficient both in creating effective learning outcomes and use of resources.

Unfortunately, we’d be toppling a bureaucratic beast and cornerstone of our current economy to make the switch. Not to mention demanding a complete cultural shift, which is usually slow and cumbersome. Doesn’t mean you can’t choose a better way for your family. Visit the Alliance for Self-Directed Education if you’re ready to explore approaches that will actually honor your unique child’s strengths and help them develop authentic confidence in their real world skills.

Learning Your Limits: Homework Part Two

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Part Two of Four

Homework. It’s evil, I say.

What’s wrong with homework? You say. Doesn’t it teach a strong work ethic? Doesn’t it communicate the importance of learning? Doesn’t it reinforce the learning that happened that day in class? Doesn’t it give the parents a window into the child’s day and therefore strengthen the family bonds?

The importance of learning.

Does homework communicate the importance of learning? This one is a bit complex. Let’s start with that word, “learning.” Just what is learning?

Humans are wired for learning. It’s our adaptable brain that has kept our species on this planet for so long. We’re born learners. It’s crucial for our survival. Am I being redundant? I just really want to drive this home. Humans learn. It’s what we do. Unfortunately, sometimes what we learn is that it’s unwise, even painful to follow our own learning instinct.

I’ll say it again. Children learn through play. Does homework feel like play? Maybe to some. For those kids who love homework, more power to you! There’s a good chance you possess the type of intelligence our culture values and your school experience will be less painful than most. But you may also want to pay attention to whether you really love the work itself or whether you’re into it to win your teacher’s favor or to demonstrate your academic superiority?

Before getting to the root of homework evil #2, I’ve got to veer down a rabbit hole a moment to explain some deterrents of play:

Unfortunately, we no longer trust our children to their own devices when it comes to play. We’ve become suspicious of children in general and think that if allowed to direct their own time, they’ll be naughty. That somehow it’s the nature of children to create trouble, so we must fill every moment with an adult directed activity. And it’s true that children will break things (rarely to purposely annoy the adults in their lives,) hurt themselves, make messes, etc. but is there learning to be gleaned from such instances?

Or our kids just seem incapable of directing their own play. Is it any wonder? Most have never really had the opportunity to just allow their imagination to guide their activities. With their days filled with school during which their level of compliance determines their worth, daydreaming and creativity are at best not valued, and even have the potential to be punished, is it any wonder that most shut down that imaginative capacity? Throw in the never-ending digital content at their fingertips and our children have little incentive to tap into their inner resources for entertainment. Maybe I’ll do another post on the power of boredom—a lost inspiration.

Another detractor from play is the very real lack of safety and playmates. No longer do our children have the freedom to free range (this is even illegal in many states) through the neighborhood in packs. We don’t have the tight knit communities we used to have where we knew and cared about our neighbors and everyone was looking out for the local kids. This “village” if you will, where kids could walk out their front door and quickly find other kids to play with and there was less fear of predators because there was safety in numbers and more familiar adults to approach in case of trouble.

So I don’t want to appear naïve of these obstacles to free play, but in the best case scenario, kids would have the freedom to direct their own learning after school. They’d build and tear down forts, use magnifying glasses to start fires, poke at insects, and play in the mud, discovering how the world works and developing problem-solving skills. They’d climb trees and sometimes fall out of them, learning what hurts and developing a better sense of their bodies. They’d play make believe and practice different social roles, developing their communication skills, empathy, and boundaries. They’d fall down often, both literally and figuratively, and learn how to pick themselves back up, developing risk tolerance and resilience. Is this learning? Is it important learning?

Homework displaces playtime. So does it communicate the importance of learning? Oh, it most certainly does.  Children learn that moving their bodies is less important than reading storyless decodables. They learn that spending time developing relationships is less important than practicing math facts. They learn that their self-chosen projects are less important than school projects. They learn that school’s values trump their own. They learn that hard work is more important than self-care. They learn that their own judgment is not to be trusted. They learn they’re incapable of making sound decisions.  They learn to suppress their intuition.

Oh, the importance of learning!

Schooling Work Ethic: Homework Part One

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Part One of Four

Homework. It’s evil, I say.

What’s wrong with homework? You say. Doesn’t it teach a strong work ethic? Doesn’t it communicate the importance of learning? Doesn’t it reinforce the learning that happened that day in class? Doesn’t it give the parents a window into the child’s day and therefore strengthen the family bonds?

Let’s take it from the top:

Strong work ethic.

Our children basically have a full time job. Most children are going to school for at least 7 hours a day with shorter and shorter breaks throughout that day. These are children. What would you do if your boss insisted that you do at least 30 minutes (and as children rise in grades, this amount rises to potentially hours) each evening also? Would that encourage a healthy lifestyle? A healthy relationship with your work? Your boss?

Children need to play. All humans need to play but someone else can tackle why adults need it. I’m going to focus on our children. Their brains and bodies need play. It’s how they develop proprioception and risk tolerance, and discover who they are in the world. And we have robbed them of nearly all unstructured play. And we wonder why they seem to lack the imagination of generations past. If they’re going to be locked up in classrooms all day, shouldn’t they at least get their evenings and weekends to develop some self-awareness through play?!

And we’re teaching them that it’s not only normal to take your work home, it’s imperative. There’s no time in the day that’s your own. You must be directed every waking moment. And forget any notion of harmony in your life. Your life revolves around your work whether you like it or not. Again, by ensuring there’s no time of their own, we rob them of the precious few moments they might have to discover themselves through self-chosen and self-directed activities. Is this really the work ethic we want to teach?!

What does this “strong work ethic” teach our children about the world they live in? Is it a world where they’re encouraged to find joy? To experience gratitude for the beauty and bounty of this planet they inhabit? Does it teach them that their desires have any weight? Or does it teach them to suppress their own longings in favor of mandated and fleeting “learning” prescribed by the all-knowing “educators”? And that life is dismal and revolves around our work?

Many anxious and depressed adults are suffering from this “strong work ethic.” I’ve been searching recently for a counselor, and nearly every marketing description for the plethora of counselors out there (most with full caseloads and waitlists) is targeting people who need help to create “work/life balance”.

We’ve got skyrocketing suicide rates among teens who are feeling the pressure of this “strong work ethic.” These are children! When my daughter was in the 8th grade (she homeschools now,) I had a conversation with the school counselor. I asked her how many of the middle and high school students at this highly-rated charter school would identify as anxious and depressed. She told me if they were to do a poll of the students, her prediction would be 90%. Ninety percent of teenagers would say they have anxiety and/or depression?! Does this seem right? Does it seem okay? What the hell?!

If you Google “work ethic” you get:

work eth·ic

/wərk ˈeTHik/

noun: work ethic

the principle that hard work is intrinsically virtuous or worthy of reward.

Is it intrinsically virtuous? Anxiety and depression don’t sound like rewards to me.

I can’t solely blame homework for our anxious and depressed population, but homework is just one aspect of school that is contributing to this dismal state we find ourselves in. Maybe it’s time to reconsider this “strong work ethic” we’re teaching our children.

More on the evils of homework tomorrow…