Tuesday, November 27, 2007
"The traditional approaches treat mathematics as a cumulative logical development....The new approach would present what is interesting, enlightening, and culturally significant...Every topic must be motivated. Mathematics proper does not appeal to most students and [their] question, "Why do I have to learn this material?"is thoroughly justified (Kline, 1973, pp. 178-179).
Thursday, November 1, 2007
Girls Group at Grafton
Last Friday the Girls identity group took a day trip to the wilderness land that the school owns. It is near Grafton lake and the Grafton Peace Pagoda that I mentioned before. There were about 12 girls from 3rd grade to 8th grade, as well as myself and two other female teachers.
We met with Liz around 10:00 a.m. Liz is co-caretaker of the Free School Grafton land with her partner Dan. They live on a house there, take care of the land, and offer outdoor education. Liz was raring to go, and did not allow any time to dilly-dally. It took about 10 minutes to walk from her house to the teaching lodge located in the woods. We didn't actually use the teaching lodge, but it is an octagonal building with windows on all sides built by Free School students and teachers to use as a teaching space. Instead we used the fire pit next to the teaching lodge.
Oh! I almost forgot to mention, before we took off we circled up, introduced ourselves and each said something we were grateful for. I said I was grateful for my first north-eastern fall. It was hard not to be aware of the beautiful fall leaves and the crisp coldness of the approaching winter. Also along the way, we played a game called "Eagle Eye". Liz called out "Eagle Eye" while we were walking along the path when we weren't expecting it. She counted to 15 while not looking and we each had to try to camouflage ourselves in the surroundings. After 15 seconds she opened her eyes and called the names of any of the people she could see, and they came to where she was standing. Then everyone out of hiding counted another 5 seconds and anyone in hiding had to come closer to the counters in a new spot. I lasted the first round, but no one lasted the second.
So once at the fire pit, Liz taught us how to make a fire with natural means. We used a bow to start a coal, which we placed in a firestarter of highly flammable natural materials, then we placed it into a small teepee of twigs that we had gathered. It actually took a long time, but it was the first time that I had ever started a fire without matches or something similar.
After that we ate lunch, and then created jewelry out of the fibers of milkweed stalks. We also used a pumpkin shell to boil water and cook noodles, and we roasted the seeds on a sizzling rock that had been in the fire.
After that point the girls went and played in the woods and we cleaned up a bit and relaxed.
On the way back to the car we played Eagle Eye once more. This time I ran out as far as I could so that I still had time to come in during round two. I was the only one to survive past round two.
On the way to and from Grafton, the girls brought along the book Women who run with Wolves and we read stories to each other from it.
It was really great to get out into nature with the girls, and we were all really happy to learn wilderness skills. Sometime in the future (maybe in the spring) they would like to do an overnight out there.
We met with Liz around 10:00 a.m. Liz is co-caretaker of the Free School Grafton land with her partner Dan. They live on a house there, take care of the land, and offer outdoor education. Liz was raring to go, and did not allow any time to dilly-dally. It took about 10 minutes to walk from her house to the teaching lodge located in the woods. We didn't actually use the teaching lodge, but it is an octagonal building with windows on all sides built by Free School students and teachers to use as a teaching space. Instead we used the fire pit next to the teaching lodge.
Oh! I almost forgot to mention, before we took off we circled up, introduced ourselves and each said something we were grateful for. I said I was grateful for my first north-eastern fall. It was hard not to be aware of the beautiful fall leaves and the crisp coldness of the approaching winter. Also along the way, we played a game called "Eagle Eye". Liz called out "Eagle Eye" while we were walking along the path when we weren't expecting it. She counted to 15 while not looking and we each had to try to camouflage ourselves in the surroundings. After 15 seconds she opened her eyes and called the names of any of the people she could see, and they came to where she was standing. Then everyone out of hiding counted another 5 seconds and anyone in hiding had to come closer to the counters in a new spot. I lasted the first round, but no one lasted the second.
So once at the fire pit, Liz taught us how to make a fire with natural means. We used a bow to start a coal, which we placed in a firestarter of highly flammable natural materials, then we placed it into a small teepee of twigs that we had gathered. It actually took a long time, but it was the first time that I had ever started a fire without matches or something similar.
After that we ate lunch, and then created jewelry out of the fibers of milkweed stalks. We also used a pumpkin shell to boil water and cook noodles, and we roasted the seeds on a sizzling rock that had been in the fire.
After that point the girls went and played in the woods and we cleaned up a bit and relaxed.
On the way back to the car we played Eagle Eye once more. This time I ran out as far as I could so that I still had time to come in during round two. I was the only one to survive past round two.
On the way to and from Grafton, the girls brought along the book Women who run with Wolves and we read stories to each other from it.
It was really great to get out into nature with the girls, and we were all really happy to learn wilderness skills. Sometime in the future (maybe in the spring) they would like to do an overnight out there.
Monday, October 29, 2007
Staff Development
Last week was an intense week for staff at our school. There was a lot of different activities going on, and a lot of stressful situations on top of that.
Luckily, we had our monthly staff circle on Thursday, which largely deals with interpersonal conflict. Then, the following day we had a scheduled staff development day on Friday, and finally Monday we had our regular once-a-week staff meeting.
The staff circle was intense! The staff is really honest with each other when they need to be, and we got to the core of several conflicts and resolved them.
Then the staff development day we had another meeting, this time a brunch held at the intern house (my house). The most important part of the discussion for me was talking about the way our meetings go. They always drag on so long, and can be very frustrating at times. But we came up with several ways to try to make them better including: taking breaks, prioritizing agenda items, reading off all announcements at the beginning, and having a rotating facilitator each week. We have had a meeting since and it went so smoothly. It really feels refreshing.
We also did a go round and each shared how we help ourselves from getting burnt out. It felt really good for me to come out with the feeling I had been holding that I wasn't connecting with two of the downstairs (older student) staff and that they didn't like me. I just told them that I want to get to know them better, etc. and that felt really good too.
The downstairs staff also resolved to gather at least on Monday mornings to discuss all the weeks activities and to coordinate roles and trips and such.
Well, that is all I have to say about staff development. I don't know how to catch the essence of how important or worthwhile it was, but it has certainly made a difference in the teacher's interactions at school
Luckily, we had our monthly staff circle on Thursday, which largely deals with interpersonal conflict. Then, the following day we had a scheduled staff development day on Friday, and finally Monday we had our regular once-a-week staff meeting.
The staff circle was intense! The staff is really honest with each other when they need to be, and we got to the core of several conflicts and resolved them.
Then the staff development day we had another meeting, this time a brunch held at the intern house (my house). The most important part of the discussion for me was talking about the way our meetings go. They always drag on so long, and can be very frustrating at times. But we came up with several ways to try to make them better including: taking breaks, prioritizing agenda items, reading off all announcements at the beginning, and having a rotating facilitator each week. We have had a meeting since and it went so smoothly. It really feels refreshing.
We also did a go round and each shared how we help ourselves from getting burnt out. It felt really good for me to come out with the feeling I had been holding that I wasn't connecting with two of the downstairs (older student) staff and that they didn't like me. I just told them that I want to get to know them better, etc. and that felt really good too.
The downstairs staff also resolved to gather at least on Monday mornings to discuss all the weeks activities and to coordinate roles and trips and such.
Well, that is all I have to say about staff development. I don't know how to catch the essence of how important or worthwhile it was, but it has certainly made a difference in the teacher's interactions at school
Thursday, October 25, 2007
The B-Word
The Albany Free School allows children to curse, in an attempt to allow them freedom of expression without holding themselves back. However, some words are banned from the school. Any words whose definition are tied to oppression or hate are not allowed, including the n-word and the b-word.
Last year, the students came up with a consequence for students who used the b-word. They decided that if you used it you had to look up the definition and explain it to a room of women. This consequence has been effective, especially for the younger kids, who don't immediately understand why the b-word is different than the other curse words they are allowed to say.
One 7th grade student has had a particularly hard time cutting the habit. He already completed the consequence last year of defining the word to a group of women. Last week he went to far last week with an 8th grade woman by calling her the b-word. At first she tried to solve the problem in a small group by gathering support from the women's identity group in confronting him. The student said he understood why people didn't like the word, but it didn't seem like he really cared. Some of the adult women in the group encouraged the 8th grade woman to call a council meeting about the issue, because he was a repeat offender and to gain insight from the males in the school. A council meeting is an all-school meeting to help solve conflicts. It is run under Robert's Rules of Order.
So after finding out more about the problem (like that he was a repeat offender, had already served the initial consequence, showed little remorse and expressed that he had little control over it coming out of his mouth or not), the students started proposing punitive consequences to try to get him to stop using the word. For example, some people suggested that for every time he said the b-word he would have to pay a dollar. However, several of the other students had a problem with this because 1. he would probably just get the money from his parents and 2. the consequence was totally disconnected from the problem.
We finally settled on the student being required to do community service at a survivors of domestic violence center, once a week for four weeks. The idea behind that is that right now he doesn't see the pain behind that word, or care for that matter. If he can be exposed to issues of physical and emotional abuse he might decide he doesn't want to be identified with those struggles through his language. We'll see how it goes!
The council meeting was really powerful for me to witness, because it really took it's own course but ended up in a place that we all felt good about.
Last year, the students came up with a consequence for students who used the b-word. They decided that if you used it you had to look up the definition and explain it to a room of women. This consequence has been effective, especially for the younger kids, who don't immediately understand why the b-word is different than the other curse words they are allowed to say.
One 7th grade student has had a particularly hard time cutting the habit. He already completed the consequence last year of defining the word to a group of women. Last week he went to far last week with an 8th grade woman by calling her the b-word. At first she tried to solve the problem in a small group by gathering support from the women's identity group in confronting him. The student said he understood why people didn't like the word, but it didn't seem like he really cared. Some of the adult women in the group encouraged the 8th grade woman to call a council meeting about the issue, because he was a repeat offender and to gain insight from the males in the school. A council meeting is an all-school meeting to help solve conflicts. It is run under Robert's Rules of Order.
So after finding out more about the problem (like that he was a repeat offender, had already served the initial consequence, showed little remorse and expressed that he had little control over it coming out of his mouth or not), the students started proposing punitive consequences to try to get him to stop using the word. For example, some people suggested that for every time he said the b-word he would have to pay a dollar. However, several of the other students had a problem with this because 1. he would probably just get the money from his parents and 2. the consequence was totally disconnected from the problem.
We finally settled on the student being required to do community service at a survivors of domestic violence center, once a week for four weeks. The idea behind that is that right now he doesn't see the pain behind that word, or care for that matter. If he can be exposed to issues of physical and emotional abuse he might decide he doesn't want to be identified with those struggles through his language. We'll see how it goes!
The council meeting was really powerful for me to witness, because it really took it's own course but ended up in a place that we all felt good about.
Sunday, October 21, 2007
Student-teacher opportunities
I have started looking for student teacher opportunities for Fall of 2007. My first filter has been 1)alternative public schools and 2) location. Basically I have been looking at alternative public school in major cities that I am interested in living in. Oh, and they have to have middle school grades.
San Francisco, California
Lighthouse Community Charter School
info@lighthousecharter.org
345 12th Street
Oakland, CA 94607
k-12
Claire Lilienthal School
http://www.clairelilienthal.org/
3630 Divisadero Street
San Francisco, CA 94123
We are deeply committed to providing a superior K-8 alternative school within the San Francisco Unified School District. We attribute our success to an active partnership among the students, parents, guardians, teachers, and staff. We are highly supportive of student development and ethical behavior where every individual is treated with respect.
We are dedicated to:
* providing a challenging, exciting, & relevant learning experience
* helping students reach their highest potential in academic performance
* ensuring adequate funds to support our unique & highly-valued curriculum
* maintaining a safe & nurturing educational evironment
* promoting positive interaction among our diverse population
Seattle, Washington
John Marshall Alternative
http://www.seattleschools.org/schools/jmarshall/index.html
520 NE Ravenna Blvd,
Seattle, WA 98115
6-12 "reentry program"
Alternative School #1
http://as1.seattleschools.org
11530 12th Ave NE
Seattle, WA 98125
k-8
"modified free school"
Students, with the help of parents and staff, choose their teachers and classes. Many choices are available. Each day starts in a family-style core group where students plan their day, and work on a core theme. Mornings are devoted to reading, writing, math, and the like. Art, crafts, drama, dance, music, and multicultural activities are integral to learning at AS#1, as are fieldtrips and wilderness adventure. Parents are welcome at school, and often help with tutoring, teaching, transportation, playground supervision, and tasks in the office. Our all-day kindergarten provides hands-on experiences and involvement in electives with children of other ages.
Seasonal "Snow sports program"
Salmon Bay School
http://www.salmonbay.seattleschools.org/
1810 NW 65th St.
Seattle, WA 98117
k-8
Summit k-12
http://www.seattleschools.org/schools/summitk-12/
11051 34th Ave NE
Seattle, WA
Summit school has a progressive K-12 liberal arts curriculum, linking elementary, middle and high school students. We produce a knowledgeable, well-rounded student community ready to take on academic challenges. Elementary students are nurtured and given creative freedom. The small middle school encourages participation and exploration along with academic skill mastery. The intimate size of the high school insures quality individual growth. The professional faculty embraces a student-centered, inquiry approach to learning that focuses on social justice, experiential learning, and the arts.
Asheville, North Carolina
Evergreen Community Charter School
http://www.evergreenccs.org/index.html
50 Bell Road,
Asheville, North Carolina 28805
k-8
High Academic Standards, Experiential, Hands-on Learning, Service Learning, Environmental Education, Integrated Arts, Holistic Curriculum, Parents as Partners
Artspace Charter School for Arts Integrated Education
http://www.artspacecharter.org
2030 US Highway 70,
Swannanoa, NC, 28778
ArtSpace Charter School is a tuition-free public school offering a creative, arts-integrated approach to a complete education.
The school offers a complete education through integrated curricula based on the visual and performing arts, utilizing an experiential approach. We believe in a family oriented, cooperative approach to education that encourages parental involvement and community relationships to nurture responsive citizenship.
Francine Delany New School for Children
http://www.fdnsc.net/index.htm
119 Brevard Road,
Asheville, NC 28806
k-8
We believe that students learn best when they are actively engaged in an experientially rich, hands-on program of study in classrooms that serve as working models of the learning community we strive to create. Students are challenged to develop critical thinking skills and to reach ambitious academic goals while developing self-respect and respect for others. Curiosity and creativity are valued; teachers function as guides and partners.
Ann Arbor, Michigan
Ann Arbor Learning Community
http://www.annarborlearningcommunity.org
3980 Research Park Dr.
Ann Arbor MI 48108
k-8
Ann Arbor Learning Community is committed to the rigorous development of student intellect, curiosity and cooperation with a focus on helping students value themselves, their peers and their community. A safe and nurturing environment supports the social and emotional development of children, which is fundamental for effective student learning. Our learning community – made up of students, teachers, staff and families working together -- affirms and supports a variety of learning styles and believes that students require multiple opportunities to demonstrate their mastery of concepts. Student’s understanding of how they learn empowers them. In our pursuit we promote participatory learning that is experiential, student-centered, developmentally based and individualized to student’s particular learning styles and strengths.
San Francisco, California
Lighthouse Community Charter School
info@lighthousecharter.org
345 12th Street
Oakland, CA 94607
k-12
Claire Lilienthal School
http://www.clairelilienthal.org/
3630 Divisadero Street
San Francisco, CA 94123
We are deeply committed to providing a superior K-8 alternative school within the San Francisco Unified School District. We attribute our success to an active partnership among the students, parents, guardians, teachers, and staff. We are highly supportive of student development and ethical behavior where every individual is treated with respect.
We are dedicated to:
* providing a challenging, exciting, & relevant learning experience
* helping students reach their highest potential in academic performance
* ensuring adequate funds to support our unique & highly-valued curriculum
* maintaining a safe & nurturing educational evironment
* promoting positive interaction among our diverse population
Seattle, Washington
John Marshall Alternative
http://www.seattleschools.org/schools/jmarshall/index.html
520 NE Ravenna Blvd,
Seattle, WA 98115
6-12 "reentry program"
Alternative School #1
http://as1.seattleschools.org
11530 12th Ave NE
Seattle, WA 98125
k-8
"modified free school"
Students, with the help of parents and staff, choose their teachers and classes. Many choices are available. Each day starts in a family-style core group where students plan their day, and work on a core theme. Mornings are devoted to reading, writing, math, and the like. Art, crafts, drama, dance, music, and multicultural activities are integral to learning at AS#1, as are fieldtrips and wilderness adventure. Parents are welcome at school, and often help with tutoring, teaching, transportation, playground supervision, and tasks in the office. Our all-day kindergarten provides hands-on experiences and involvement in electives with children of other ages.
Seasonal "Snow sports program"
Salmon Bay School
http://www.salmonbay.seattleschools.org/
1810 NW 65th St.
Seattle, WA 98117
k-8
Summit k-12
http://www.seattleschools.org/schools/summitk-12/
11051 34th Ave NE
Seattle, WA
Summit school has a progressive K-12 liberal arts curriculum, linking elementary, middle and high school students. We produce a knowledgeable, well-rounded student community ready to take on academic challenges. Elementary students are nurtured and given creative freedom. The small middle school encourages participation and exploration along with academic skill mastery. The intimate size of the high school insures quality individual growth. The professional faculty embraces a student-centered, inquiry approach to learning that focuses on social justice, experiential learning, and the arts.
Asheville, North Carolina
Evergreen Community Charter School
http://www.evergreenccs.org/index.html
50 Bell Road,
Asheville, North Carolina 28805
k-8
High Academic Standards, Experiential, Hands-on Learning, Service Learning, Environmental Education, Integrated Arts, Holistic Curriculum, Parents as Partners
Artspace Charter School for Arts Integrated Education
http://www.artspacecharter.org
2030 US Highway 70,
Swannanoa, NC, 28778
ArtSpace Charter School is a tuition-free public school offering a creative, arts-integrated approach to a complete education.
The school offers a complete education through integrated curricula based on the visual and performing arts, utilizing an experiential approach. We believe in a family oriented, cooperative approach to education that encourages parental involvement and community relationships to nurture responsive citizenship.
Francine Delany New School for Children
http://www.fdnsc.net/index.htm
119 Brevard Road,
Asheville, NC 28806
k-8
We believe that students learn best when they are actively engaged in an experientially rich, hands-on program of study in classrooms that serve as working models of the learning community we strive to create. Students are challenged to develop critical thinking skills and to reach ambitious academic goals while developing self-respect and respect for others. Curiosity and creativity are valued; teachers function as guides and partners.
Ann Arbor, Michigan
Ann Arbor Learning Community
http://www.annarborlearningcommunity.org
3980 Research Park Dr.
Ann Arbor MI 48108
k-8
Ann Arbor Learning Community is committed to the rigorous development of student intellect, curiosity and cooperation with a focus on helping students value themselves, their peers and their community. A safe and nurturing environment supports the social and emotional development of children, which is fundamental for effective student learning. Our learning community – made up of students, teachers, staff and families working together -- affirms and supports a variety of learning styles and believes that students require multiple opportunities to demonstrate their mastery of concepts. Student’s understanding of how they learn empowers them. In our pursuit we promote participatory learning that is experiential, student-centered, developmentally based and individualized to student’s particular learning styles and strengths.
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