As the end of July approaches, kids, parents, and teachers become increasingly aware of the Back-to-School sticker on the late-August (or early September) calendar. Though of course it’s sad to think about summer ending, for many of us the start of a new school year brings hope and optimism. Kind of like New Year’s Day. A fresh start. Possibilities. New ideas.
That’s where I’m at today. Today I received the gift of a two-hour conversation with two lovely and intelligent women about education. We discussed so many things: What could education look like if the rule-book was tossed? What kind of school would kids be excited to attend? What education practices would engage and compel forward-thinking teachers and administrators? What if we could design a school that was child-centered instead of curriculum-centered? What if it were really up to us to create an educational model that was truly special and honored the individuality of each child?
I think of this as an art project. When I start a new painting, I imagine what it may look like in the end, and work to make it as beautiful as my mental picture. I imagine where I might like to place it in my home – the colors and textures of it, the size and scope. And then I just do it. I create the art piece, hoping that one day it will grace the walls of my home and make my home a better place. Sometimes my art turns out exactly as I had hoped. Sometimes it doesn’t quite make the cut. That’s part of the deal. Trying something new means you put yourself out there.
I created this painting in the dead of winter when I most needed the sun.
One has to dream before one can begin to create. Dreaming requires risk and vulnerability. It requires being fresh and new and innovative. Sometimes it will work out exactly as you hoped. Sometimes it won’t. But it definitely won’t if you don’t first pick up the paint brush.
Fueled by our energizing conversation, I committed myself today to creating a new art piece. This one will be a painting of words: a vision of an ideal school – one which I would like my own children to attend. Over the next few months, I will be creating a document outlining what that school would look like – how it would be structured and driven, what its values would be, and its goals. I have of course talked at length in my blog about my hopes for a refreshed education model (examples, I should mention again that are being carried out already in many schools across the nation). Now I hope to put all these thoughts into one fluid narrative, telling the story of a school which respects and nurtures our children as individuals throughout their academic careers, and prepares them with the intellectual and social skills they need to become self-directed young adults in our rapidly changing world.
Of course I’m preparing for my new year of homeschooling too, and I will continue to share our stories here. But I wanted to officially invite you, readers, to join in on this project, sharing your own thoughts and vision for a brighter educational future. Think of this as our community mural.
Magnificent, Gwyn! I look forward to dropping in on this journey from time to time. It takes courage to begin a bold project such as this. I would love to see my daughter (and girls in general) feel more confident in mathematics and science. Part of experimentation and problem solving is taking that risky first step to say: Hey, I’m going to try this, and I may not get it “right” the first, second, or third try, and that’s ok. Is there a way to provide a less intimidating zone for science and math within a classroom? She is so language driven that she often neglects the math and science area in her Montessori classroom. Her teacher is very science and math oriented, so I do not think that her teacher fails to promote lessons from these shelves. Is there something I could do at home to make interest in science and math more contagious? Thanks, Jaime
Oh, Jaime, I totally geek out on fun math and science stuff. That’s been one of my favorite parts about this whole homeschooling world: youtube. For math, I highly recommend the program DreamBox (K-5). It runs about $60 for 6 months, but it’s worth every penny. Fun cartoony game-style math program so much more superior than anything else out there. It emphasizes physical manipulation in math so you see why the equations work out the way they do. So fun too. Eva begs for it.
For science, just plug into Neil DeGrasse Tyson and you’re golden. Also Bill Nye. Love that guy. But Neil’s my favorite. He does the Nova Science Now programs on pbs, most of which you can access online. (I love watching fun science documentaries with the kids.) You should also check out They Might Be Giant’s Science is Real videos on youtube. Great, great stuff there. Sometimes I think science is taught too broadly – we do experiments with kids without truly taking the time to make sure the kids understand what’s happening. Take the baking soda/vinegar experiment for example. Kids like mixing things for a big reaction, but when they understand what’s happening and why, it becomes more interesting. Kids have that capacity too, by the way. It’s not too complicated. Even if they can’t see atoms, they understand size relativity if they’re given a chance. But we don’t stay with the subject long enough to truly explain it. Instead we follow baking soda/vinegar with a project on earthworms, when we should just relax and stick with one or the other. My kids both loved chemistry study. It’s like Pokemon, only in real life. In fact, the periodic table was laid out like a game. Make it a game and it becomes fun.
Thanks, Gywn! I will definitely check out the sites you recommended. I am sure I’ll get excited about it too (and learn along with my kids). Now that I have returned to school, I try to show my renewed enthusiasm for learning new things, and I want my kids to see how I persevere when I am presented with a challenging concept (which is often, I might add). I think I have been guilty in the past of trying to keep my kids from experiencing frustration. It took me a while to come ’round to the idea that challenges are important. It just sweetens the deal when one finally gets to that “aha” moment.
You know, I think we’re also guilty of separating the ideas of “learning” and “play” as two different things. If your kids like legos, they’re learning physics. If they watch the birds at your feeder, they’re learning biology. Grab a birdwatching book and perhaps some binoculars to make the experience richer without making it feel enforced. And whether you call that “school” or not is up to you. But perhaps if we started associating that kind of experience with learning and education, kids wouldn’t be quite so resistant.
Your enthusiasm is so contagious Jaime, that I can’t imagine it won’t rub off on your kids!
part of this post reminded me of a quote i have in a wee notebook..” By believing passionately in something that doesn’t exist, we create it. The non-existent is what we have not sufficiently desired,” -Nikos Kazantzakis
I like that, Jacinda. I posted about that once too, thinking I would do a larger interview project on these kinds of questions (what do you want to create, etc.). Hmmm. Perhaps I’ll have to reawaken that project at some point. But I’m loving your quote.
http://gwynridenhour.wordpress.com/2011/01/23/whats-stewing-in-your-brain/
We love your blog and photos of Ian and Eva. Can’t wait to hear how this all evolves! Greetings from Christie, Vienna, Ray and Kellen
Thanks guys! We were just talking about you the other day. Actually, you’ll be happy to know that the conversation we had in Reno has been shared in significant ways. Does that sound mysterious, or what?