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Inward Dive

I haven’t blogged much recently. I’ve been enjoying an “inward dive” the past couple months, rebuilding myself from the inside out. I’ve been releasing a lot, and creating new thought patterns for myself through meditation..

I’ve been reading quite a bit, books that are new and very different as well as books that feel familiar and validating to the work I do. I also have been focused on being present in the moment, without thinking about what I will document. I’ve been thinking about a little cartoon from Dr. Quantum that I’ve watched several times with kids. In the video, Dr. Quantum shows how the observer can change what is being seen. I want to support the kids and myself in documentation, but I want to do so with this in mind. I want to be aware of how my own perceptions influence what I record and see in the world.

Having attended traditional schools all my life, I am aware that I have been trained to produce work that is geared toward a specific outcome. I have to undo all of this training to open my mind to all possibilities so I can see things that I would never expect!

In the rest of this blog post, I’ll share what I’ve been reading & internally focused on and then share some reflective documentation about what’s been happening at school.

What I’ve Been Reading:

What I’ve Been Practicing:

  • Meditation Mantra. I ask the universe to grant me an open mind to see perspectives I cannot grasp at the current moment. I understand that what I see is seen through the lens of my own perspective. I know that this is just what I see, however there are many different ways to see one situation, event, conversation, etc. If I am struggling with a particular situation, and I want to see it from another perspective, I must open my mind to allow for another view of the situation to become clear to me. This meditation has been incredibly helpful for me release stories and patterns I create and replay to myself that do not serve me. I do it quickly during the day as needed.
  • Meditating in the mornings. Right as we wake up, our brain is moving through our brain waves. We sleep in Delta and Theta, the brain waves where we are in our subconcious mind. In the morning, we are passing through Alpha brain waves before we are fully alert and in our Beta brain waves. Alpha is considered the gateway to our subconcious mind, so here is where we can really reprogram our thoughts & brain. In Alpha, we can imagine, play and create the feelings we want to feel. This is a very short and sweet article about brain waves if you are interested! I have been playing around a lot in Alpha brain waves. Last week, I woke up every morning for 5 days at 6am to listen to an hour long guided meditation by Joe Dispenza. I have enjoyed this practice, and also will admit that I fell asleep during several of these. This really doesn’t bother me, as I am really focused on just taking time each morning to be with ME. I am enjoying getting to know my own mind, thoughts, and feelings, and feeling at peace with myself.
  • Feeling my feelings. The kids really help me with this one. Children feel what they feel, and some do it very loudly! They allow anger, sadness, frustration, etc. to erupt from them with cries, yelling, tantrums. Then they are done. It’s out of them and they are back to playing. Their world isn’t rocked for the most part. A phrase one of the parents here has taught me is another mantra I tell myself when I am having big feelings: What you resist, persists. If I feel anger and I resist it, building a wall around it, I end up getting angry at myself for being angry (or sad, or frustrated, etc.). I see how this only builds up more of the same feeling inside of me! It feels better to just feel it. “Oh my, I feel so angry right now.” I allow all the thoughts to scream through my mind – calling names, yelling, cussing, all of it. This is actually a strategy I read about in Naomi Aldort’s book I mentioned above. If I need to cry, I cry. I feel fully, and then the feeling moves through me and then it’s off and out. I am back to playing and being.
  • Taking a several month long Live Empowered Class with a group (taught by Kristen Oliver). This has been powerful & exciting! We started in January with weekly classes, and then extended for a longer program going through May. This class has propelled me to journey within myself, guiding me to the bullet points I listed above.

Magic School Moments

Co-working, for kids.

Some students come to school to co-work mostly. Some students come to participate in group offerings. They all do a blend of this, all falling somewhere on the spectrum of mostly independent work to mostly group offerings. This month, I found out that a student published a book through Amazon’s Create Space. I knew the student was writing it, and spent much of their day writing. I knew the student took a publishing class from Dan. I didn’t know what would come from it, and didn’t really need to know that – this was the student’s own venture. I know the student is really mature and independent, and I know they ask for help when they need it. It was a really magical moment for me to not really be involved in a student project yet to see how one person’s own drive and initiative could lead to publishing their first book independently.

When I opened the school, I felt like everyone needed me. I’ve released this idea, realizing that when I decide to feel like that, I end up manifesting exactly that. I loved seeing a child have the time and resourcefulness to be what it is they want to be: an author. Children in this school do not have to wait to become something, they are something. The book is really funny and cleverly written! I haven’t finished it yet as I’m still waiting for it to arrive from Amazon (I have read parts of other copies at school). This student wants to remain anonymous. You can purchase the book here. I am inspired to write my own book! This is something I’ve always wanted to do, and here this student has shown me that it’s possible.

Learning through imitation

We see the opera, they sing the opera.  I build bamboo teepees, they build bamboo teepees. They watch Annie, they play out Annie characters. Learning through imitation is something all animals do, and is just one of many ways to learn! I am noticing this a lot and being mindful of this. I see how the space and environment acts as another facilitator and thoughtfully consider how it influences the play of those in it.

I began building a bamboo village two weeks ago at school. It’s been really fun to do, and I’ve loved all the outdoor time I get. I am enjoying seeing the kids play beside me, some of them inspired to create with bamboo as I am.

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Light-Hearted Offerings

We do not need to be so serious all the time! I’ve been enjoying light-hearted group offerings that are for just for fun. This actually ends up being a really healthy community builder, allowing us to mix and play with people we typically might not play with!

One student offered Lip Sync Battles last week, and oh boy this has been incredibly fun. Adults, girls, and boys participate and get wild and crazy. And we all laugh and feel light.

Other fun group offerings that have been lighthearted and fun are silly songs before Change Up, squirrel and fox, a bird call game, and story shares.

After School Offerings

“School” isn’t confined to 9:30-3:30. Learning is life and you can get your education all day long! I enjoy getting to join in offerings around the city at any hour with the kids. Some things we done outside of school hours in the past few weeks:

  • Visit the Musuem of Modern Art on a day it was free
  • Watched an Indian Dance peformance at the Mint Musuem
  • Garden at the community garden
  • Saw the band Fish Out of Water perform (at a Brewery…)
  • Attended a lecture by Biologist Rob Dunn

The Rob Dunn lecture was pretty neat. Our students were the only non-adults there! Dunn’s thesis revolved around the idea that it’s important for all different types of people to exist in the world – and for them to communicate with one another. He showed how Leonardo DaVinci’s scientific ideas weren’t discovered for hundreds of years because he didn’t know any scientists. He was an artist, and saw the world through the lens of an artist. Scientits would benefit from having artists in their lives, and vice versa. Dunn also stressed that a revolution in education needs to happen. He said schools are teaching kids science in the way that is already known, but not setting up conditions for the unknown to be discovered. I wanted to jump up and tell him (from the very back of the lecture hall), that there were kids right here who are in an environment that honors different types of personalities and encourages them to communicate with one another – and that these kids know how to learn and think up new ideas!

Spawn Shift: Time to Reset

We focused our last Change Up Meeting on Spawn Shift. I am so grateful for our weekly ALF calls to inspire us to do this! @alex in ExALT shared that he needed re-set some cultural patterns at school, and gave his older students especially a wake-up call for what it means to be an agile learner. Coming to an ALC does mean that you get to create your day, and that you get to decide what you want to do. However, this does not mean that you do this independent of community. We are coming together and need to take responsibility for what it means to be in community. If you are older, it means that younger participants will emulate what you do. If you aren’t taking care of yourself emotionally, physically, or of others – they will copy that.

@ryanshollenberger and @abbyo shared too that earlier this year they dedicated three Change Up meetings to reviewing the Agile Student Agreement. They had a lot of new students in the space and said it was important to remind all the ALC participants what it means to be an agile learner.

I shared this with Jess, and we agreed that we also needed a culture shift, and we wanted to start with a deep dive into Spawn Points. We thought about what Ryan and Abby did in NYC and through it would also  serve our students to review the part of the Student Agreement in states, starting with the one that applies to Spawn: Productive participation in Morning and Afternoon meetings. Focus your mind, engage your heart, and listen to others.”

The kids were pretty engaged in the conversation! I was happy to see them sharing ideas about why we spawn – many understand that this is an important part of the day. I also appreciated that one of the kids spoke up about how spawn can be fun through the connections activities/games we do together. Her vocalizing this helped reiterate the point that you can go into something with a positive attitude and make it fun and productive, or you can just decide it’s awful and make it awful.

At Change Up, I asked the group to share responses to the question, “Why do we Spawn?” You can see the answers below – most responses are by students, not adults.

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If the image is to hard to read, you can read below:

  • this is how we record what we do each day (documentation)
  • Set what we want/need to do each day & then saw if we accomplished them (intention/reflection)
  • make ourselves aware of goals
  • to hear what my friends are doing, make plans, check in with the community
  • listen to what other people are saying, have fun while doing it
  • build relationships with each other – so we can support each other and help each other

Sometimes we just need a reminder of what we are doing as an ALC. I’m so grateful we have our ALF calls so I can hear what’s going on at other ALC’s and get ideas! It was honestly really comforting to know that other facilitators have similar challenges, and hearing how they respond help give me ideas for how to continue to shape the culture here. This is something I craved when I taught at a little private school before Mosaic, and I knew was possible when I met @tomis. It’s incredibly wonderful to be a part of a larger community where I can receive inspiration and support!

 

Rose, Bud, Thorn

Every month, the facilitators at both our older and younger campuses gather for an informal meeting where we check-in with each other. The goal is help us feel connected as one campus even though we are apart and to share facilitation stories so we can support one another.

Yesterday we loosely followed a “Rose, Bud, Thorn” format that some of our branches kids enjoy doing. The rose is something wonderful we are celebrating or happy about, the bud is something we are excited about happening in the future, and the thorn is a challenge we are experiencing.

I didn’t get a chance to share then due to lack of time, so I thought I’d simply share my current Rose, Bud, and Thorn here in this blog post!

My Roses:

Our Change Up meetings

We’ve changed how we do change up, and it’s increased the ability of students to participate. We go through the items on our Community Mastery Board as efficiently as we can. If there is a topic or awareness that feels like it needs some creative problem solving, we pull it aside as a “focus topic.” We try to limit this to 4 focus topics, and one of those topics is usually a wish a kid or adult has made for the school. The kids work in small groups to discuss a hot topic for 10 minutes and then present a solution for the school to try out for the next week. One example of this is when small group worked on granting a wish about building connection among students. The kids in this group decided that scheduling two group games a week with everyone participating is a fun way to do this! We’ve been practicing this for two weeks now and I’m excited to continue this practice as long as the kids are too.

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At a Change-Up meeting focus group, the kids came up with a new way to choose weekly clean up jobs. After they took charge of the change, it became easy to gather the kids and select jobs – and they seem more engaged with the clean up job too 🙂

There are kids who are contributing to the culture creation at our school through these small groups that were not speaking up before when we did our Change-Up meetings as a whole group. Even though each kid isn’t a part of creating each solution, the buy-in to adhere to proposed solutions feels much higher because the kids understand how much thought it takes to come up with a potential solution. I am loving that this feels like true co-creation of the culture with kids. @tomis blogged much more deeply about this Change Up “change-up” here.

More Parent Volunteers

Two of our parents, Kristine & Melissa, have become more involved at school this year and it has been really fun to have them at school! They have been making meaningful relationships with the kids and sharing neat and unique offerings.

Melissa likes to do various crafts with the kids and take them to the library. I really enjoyed making life-sized paper versions of ourselves with her and the kids. She also brought singing songs together to our space this week, which I loved joining!

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Making life-sized versions of ourselves.

Kristine is an avid member of the girl scout troop with her daughter and is bringing neat activities to share from her experiences there. She introduced Biztown to the kids (a program run through Junior Achievement) and the kids are learning about financial literacy and how adults make, spend, and manage their money. This includes “playing” adult as they set up mock-checking accounts and apply for jobs that they will play out in the Biztown city in Uptown, Charlotte. You can watch more about Biztown below.

Amy Steinberg Theater Classes

The kids used all their left over money from last year and the money they made in the summer to hire Amy Steinberg to lead theater classes with them. The dedication they have to this 2 hour weekly class is really cool to see, as well as Amy’s direct and clear leadership of the class. While yes, we are unschoolers at heart and the kids lead their own paths, they have chosen to hire this person to instruct them. Amy has boundaries she sets around how to participate and makes those known and has expectations for the kids to meet. And they love it! They have learned some really cool games that help improve their focus, concentration and work on spacial awareness as they learn about stage directions.

What I’ve learned from seeing this is that I’d like to see the kids have more of the supply/facilitation budget to choose the classes and teachers they have at school so they 1) take complete ownership over what they get out of the experience and 2) are invested and committed to what they bring in.

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Love for Reading Flourishing and Visible

I mentioned the library trips becoming a regular thing, but we also have fun book/movie club that @Jesslm started up and the kids are really into it. What’s interesting is that I see other books brought in the space in addition to the group reading. The kids are sitting and reading other books too at school, and they also know that each week they have the opportunity to get more books at the library. What’s been fun is that I think the shared reading experience through the book/movie club has normalized the hearing of stories regularly in the space and the kids are just enjoying that and creating more experiences to engage with stories on their own outside of this as well.

Bike Love

While it is sometimes hard to simply enter the school due to tripping over bikes, I ultimately love that the kids love biking here. They learn how to bike safely and share the road with cars. They also get to go to the Recyclery weekly if they want with @Charlotte to learn about bike care and maintenance.

Ping Pong

The kids who practice are pretty damn good. They love it. I’ve been impressed with their eye-hand coordination! We have @dthomasson to thank for sharing his love for table tennis with the kids! They model how it takes practice, and a lot of practice, to get good at a skill.

My Buds

Seeing the Creative Solutions from Change-Up Flourish

Some ideas from our last couple change-up meetings that are in development:

  • Having a rotating interest station at school: We set up a display with rocks in the hallway as a test to see if kids would notice or engage with a random interest station if they were bored. It was put up and we didn’t actually notice much engagement with it. At Change Up we thanked the kids for not losing any of the rocks and respecting the station, followed with the announcement that we’d take it down. After hearing this, one of the kids raised their hands and said, “I really liked having all the stuff about rocks out there because sometimes if I was bored I’d just go over there and look at them and read about the different kinds of rocks.” This led to the kids wanting to have a focus group talk about having an interest station stay at school. The outcome was that the kids wanted to have input on different topics this station could have information about, and that they wanted it to change regularly. Some of the interests they proposed were to have the table set up with math activities, nature activities, stuff about bugs and snakes, or stuff about clay and pottery. They group took a vote from the whole school and it was decided we’d start with bugs and snakes and then work through the other interests.
  • A small group worked this week on a wish to help everyone feel welcomed at school. A student felt really passionate about having a visual board in place where people could move their names to visually show how they are feeling to others. He explained that if someone was feeling lonely, they could move their name to show this and then others could know to check-in with that person. I loved this idea, especially coming from a student who is in touch with his feelings and feels it important for others to respect each other and their feelings. This student also advocated for feelings check-ins at Spawn Points because they felt it would help people open up and share with each other more. The kids now all are in the daily practice of doing this, and at our last Change-up meeting, excitedly supported continuing this practice daily.
  • The kids have come up with a new way to track where kids are, and since they came up with this, it’s more likely they will honor it. We had a velcro system we used last year, but it’s not reliable. We need a better way to see who went out biking with Charlotte or to the library with Melissa, etc. Sometimes you are looking for someone at school but they are actually doing something off-site and we want to easily be able to see this. So we are going to hang white boards by the exit door and the request from kids was that adults taking kids off-site need to put who is off-site, and where, on the board.

Math at School

Some kids have been asking to do math at school. Kristine brought in a bunch of Math-U-See stuff she used while homeschooling and met with me and Melissa to talk about offering math to the kids at school. I LOVE math because I love problem solving using logic and creativity. So it was exciting to meet with them – and the kids knew we were meeting and were curious and asking when math would start.

We decided to offer three different types of math classes – one with games geared towards younger kids, one with the goal of becoming more fluent with multiplication tables (because it really does help you calculate faster – this IS a useful math skill to gain), and one for Algebra because the older kids have specifically asked for that. We’d offer these all at the same time so that there was a larger critical mass of kids engaged and the school would be quieter.

The kids were then presented the choices and signed up. Again, this is just for the kids who have been asking for it and wanting it! I do not believe that math class is a “should” thing. It’s just one type of offering that can be fun, and the kids not wanting to do it are not (at least from me) given the message that they are missing out on anything, because I don’t believe that they are missing out (this article shares some great benefits of NOT receiving direct math instruction).

We said we’d host these two times a week through December, asking the kids to stick with it until then. After winter break, we’d re-evaluate and decide what to do next. I wrote Kristine & Melissa an email earlier today as I was getting pumped up to engage with math, here is a part of that:

For me, [math instruction] is not about teaching anything! I’ve taught math to very young children all the way through teaching math to prepare highschool students for college entrance exams (Alg 2, Trig, a little pre-cal).

I actually don’t remember anything from those upper level classes. I always loved math, and I retain very little memory for formulas. What I retain is a love for solving problems, so every time I teach upper level math, I relearn EVERYTHING with the students. So in essence, I’m rarely teaching anything, but learning with.

I take that with me when I work with younger kids, seeing everything as fun problems to solve. It’s fun to solve problems and to think logically and creatively!!

Basically, the point of learning math in school to me isn’t about learning math, it’s about learning how to think both logically & creatively. When kids view the math education and getting the right answer over the process of learning how to think creatively and logically, that’s when kids start to compete and think of others in terms of “smarter” or “better” than other people.

Kids CAN be successful in the world without knowing algebra. But what is a trait that is important for success, I believe, is to be able to solve problems and to do so creatively: innovative thinking and new ideas require creativity and out of the box thinking. Some the kids are doing this when they are playing minecraft, dramatic play, etc. And some of the kids will be doing this as they learn math with us!!

What will the kids bring in next?

The kids have already started talking about hiring Amy back in the spring because they like theater so much. I’m also excited to see who/what they decide to bring in next with their finance kids budget. They enjoyed having Mary B here last year for yoga, and some kids would like to see her come back. A bud for me here is to see what they decide to do next, and then next after that!

Be The Change Initiative

@Charlotte has had some really inspiring environmental talks with kids that are spreading in the space. She and a small group of kids have decided to try to make some small changes in their lives that they hope will make an environmental impact.

Charlotte also met a family who only takes out 3 bags of trash a year because they have limited how much waste they make as a family so efficiently. When she told the kids this at set-the-week meeting, and then told them that this family would love to share with us how they live this way. The kids were so excited! She asked for a show of hands of who would be interested in meeting the family and almost every hand shot up.

Sometimes, parents ask me questions about how the kids will learn and be exposed to new things if they aren’t forced to take classes. This above example is just one of many anecdotes of what opportunities the kids get to learn about when they are free from a pre-planned curriculum. What I want to ask parents back when I hear this question is, “Have you considered what your child is not able to learn because it’s already been determined what they should learn at the beginning of the year?”

 

My Thorns

Space

I want to have one campus. I also want the parents to have ease coming to school. I want to have more animals at school and outdoor play structures. It’s hard for me to justify putting money into developing our current outdoor area since I know ultimately that many parents would like to see the school move to a different location. I also love the space we are in and want to see a school stay there, and have considered the possibility of always having an ALC run there even if we find another location. I support the idea of many small schools happening – small schools that have relationships with other small schools so the kids can visit and mix with each other, while still have the deep relationships that come with smaller communities.

Time

Well, I just think the school days are too short. I kind of wish we were a boarding school where we didn’t have to stop at the end of the school day. I can see how this is different from at home “unschooling” where if you get into something at home, you can just stay with it until 8pm if you want. We stop at 3 for clean up and an end of day ritual, and sometimes that means we just have to stop the cool thing we are doing and then have to get re-engaged the next day or after we are at home. This part is tricky because there are times you just really want to stay doing the thing you were doing!