Geraldine's Free School Questions

1. How do we measure "engagement" in children? How do we know they are?
I measure engagement in many objective ways. If a student wants to participate in an activity, and they loose track of time when they are participating then they are usually engaged. Engagement to me is not measured by quiet or lack of conflict. Sometimes engagement can be seen on the students faces through smiles, frowns, or perhaps they are staring off into space - inwardly engaged. I think when students are engaged, they often generate many questions on their own.

2. Are there ever times when one needs to assert authority with children? If so when, how, why?
I think there are times when one ("adults"?) needs to assert authority over children. I think it becomes necessary when issues of safety are at hand, especially dangerous situations which require quick action. Outside of that realm, I think that making generalizing statements is not the answer. Each child may learn their own boundaries and assertion through different balances of authority assertion and freedom.

3. Will children learn EVERYTHING they need to learn in there own time or are there pieces that adults need to 'slip in' somehow?
I think that children will learn everything they need to learn to function in their own time. Maybe they won't need to know how to read for a long time, but chances are it will happen. However, I think that some qualities aren't necessary, but that I think are valuable human qualities. Qualities such as compassion, trust...and I think that adults can model and cultivate these qualities without forcing a child to understand. But even as I wrote those I think that

4. How does learning in a free school relate to the concept of constructivist learning?
The learning theory of constructivism is not aligned with one particular pedagogy. This theory was developed by Jean Piaget and says that individuals construct new knowledge from their experiences. This construction include assimilating knowledge by incorporating new experiences into an already existing framework without changing the framework. Accommodation is another way of constructing knowledge, where an individual adapts the framework of their previously constructed knowledge to accommodate new experiences, which don't fit into the previously constructed knowledge. The theory of constructivist learning is often aligned with theories of active learning, or learning by doing.

Shared understandings of constructivism and Free School/democratic school theory:
-learning by doing
-each learner as a unique individual with unique needs and backgrounds
-encourages the learner to arrive at his or her own version of the truth, influenced by his or her background, culture or embedded worldview.
-child/learner centered
-internal motivation
-learning is a social process
-all participants (teachers, students) are collaborating and constructing knowledge
-holistic

5. If students choose to enter more "compulsory" settings after attending a free school, in what ways are they equipped to manage that situation and in what ways are there learning curves?
There is limited objective research on student's experience after leaving a free school. I think with any examination of a student's "success" in compulsory schooling after attending a free school, one first must decide what sort of evidence of success they are looking for? Good grades, well-liked, many friends, participation in school activities? Students who come from free schools and go to compulsory schools are equipped to interact with other students and teachers. Many free school graduates have told me that they were able to find the resources they needed in compulsory school. Those that I spoke to found that often there were subjects where they were far beyond the standard curriculum for their grade-level and other subjects where they were far below their peers. Although it probably doesn't happen all the time, I have heard account of students who have brought themselves up to speed in a class where they were behind in a matter of weeks by applying themselves and asking for help.

6. Would free schools work in the public education setting?

I personally think that any one pedagogy is not appropriate for all schools and learners. I do think that the United States has too much of one approach to education, and that there isn't enough support for parents, teachers, schools, and communities who are trying different ideas, and amending their teaching to best fit the needs of children, adults, people.
One thing that I discovered while I was working at a behaviorist school was that I had a hard time implementing my personal views on teaching (for example, teaching students self-governance by trusting students to make choices that effected themselves), because there wasn't support from the learning community I was in. However, at the Free School there is a culture in that community that supports that type of structure.
I think there would need to be support from the families, community, government: money, trust, volunteers...
Even with all the support I think that Free Schools may not be the right place for every child.