Tagged dreams

Visioning the Future

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The Law Of Attraction is based on the idea that “like attracts like.” What we put out to the world is what we will receive. When we accept responsibility for what we draw into our own lives, we can feel empowered to create the life we want to live!

Last week, while cleaning my house, I found myself in my closet staring at an old vision board I made before ALC Mosaic existed, before I even met the parents who are a part of the school today. I was brought to my knees by what I saw. Three years ago, I immersed myself in imagining what it would look like and feel like to be in a school of my dreams. Today I am living this out.

Here is a snapshot of the vision board as a whole:

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At first glance, you’ll see kids playing outside, in a tee pee, reading a book, etc. These things of course would happen in a school of my dreams. But a closer look reveals some very interesting things that have been eerily called into my life since making this years ago:

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At the time I made this board, I owned a bike that I never rode. Its tires sat flat in my shed. I would not be considered an avid bike enthusiast. Today, our school lobby is filled with bikes. @Charlotte, one of our loved ALFs, has incorporated a love of bikes and the environment into the heart of what this school is.

Next I saw a picture that may seem trivial, but it warmed my heart to see it anyway. For those who were a part of the school in the spring of 2014, you may remember a couple of teen aged girls who were with us for a few months – who loved to draw all over their shoes and jeans. Some kids brought in jeans for them them draw and decorate on with sharpies.

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Then I saw a picture that caused me to gasp out loud and yell for Charlotte to come and take a look:

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Anyone at school this year is familiar with my box animals. This fall, a parent, Melissa, left a Minecraft Crafting magazine at school. I saw a minecraft pig plush made from felt and helped the kids make these pigs. This has turned into a hobby of mine making all sorts of box plush animals! I have no idea why I would have been drawn to glue down a box picture of a pig all those years ago for a vision of my dream school. This seemingly random detail is quite spectacular in my opinion!

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The next picture I saw reminds me of this year and the dedicated group of kids in both ALC Mosaic and ALC NYC who love psychology crash course. We’ve been consistently watching and discussing the videos since September each week. There was an episode on the Rorschach test in it, and we even tried some of these tests online.

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Another little strange coincidence:

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You may not think this is a picture to note as important, but there was a young girl, @libby who enjoyed wearing a beard at school for period of time. I showed this to her last week and she thought this was pretty funny!

There are pictures of kids gardening, playing in sprinklers, reading, writing, maps – all things that I see or have seen be important parts of our school experience. However, these pictures I highlighted sparked me as being slightly unusual things to include in this vision board for a school that hadn’t yet been created.

Re-visiting this board gave me much joy. In the simplest way, it made me smile to think about where I was three years ago, and where I am now. In a deeper way, this helped me to further understand the importance of focusing on what I want to see in the world TODAY so I can attract those experiences to me. 

What’s next? #OneCampus Vision Board. We are looking for our next home, and I am imagining that it will be spectacular!

What’s Behind Our Dreams & Goals?

We’ve wrapped up our second week of school! This week we had my dear friend Mariusz & and his wife Maya come visit from Poland. Mariusz started his own preschool in Poland, Zielona Wieza, currently serving between 50-60 children ages 2-6. He is now planning to open a school for the graduates of Zielona Wieza and has been doing quite a bit of research over the past few years to get ready. He’s visited many democratic schools, including one of the oldest – Summerhill. It was really great to have Mariusz attend our week one ALF summer program and then come back to see our Agile Learning Center in action. The kids loved having them visit and @libby tried to learn some Polish words and phrases from Mariusz as well. I love having the kids exposed to many different cultures and types of people!

This week we had many exciting things happen: we got our school pet, Buns the bunny; the band Fish Out of Water came to lead us in a drum circle, perform, and then try out their instruments; some went on an Uptown adventure to Romare Bearden Park to meet Roots, ping pong continued to be a huge hit; our Minecraft/Terraria gaming culture blossomed with teamwork, collaboration, and joyful play; we started our InterALC Psychology Crash Course with @cammysherbert in Wilmington; and so much more. Please visit our September album on Facebook to see pictures!

Review: Why Do We Spawn?

The focus of this blog post, like last week, is to dive into and record what we’ve been up to in our Spawn Point. Our Spawn Point at the beginning and the end of the day are our times to coach, mentor, and connect with the students. It’s also a really important time for the kids to connect with each other and hear the interests, goals, and intentions that other students have. I believe that carving out this time together is crucial to create positive culture in school. While we do our best honor the individual needs and differences of each person, the fact that remains is that if you are choosing to come to our ALC, you are choosing to “live” with a community of other people for a portion of the day. This means that time spent to know each other has to happen so we can learn how to navigate the day in harmony despite our many differences. Learning about each other will help us act more compassionately toward one another and allow us to see situations from perspectives outside of our own. So the buy-in to attend ALC Mosaic is that we take time each day to connect as a group.

Meeting whole school each morning would be counter productive, however. We have too many students to do this. Trying to hear each other with respect and honor with 25+ people in one room would lead to frustration and probably have more of a negative impact on our culture than positive. So at our ALC, we split into two Spawn Points to start and end each day. Each group was chosen by the Lead Facilitators at the school to create balance groups that have mixed gender and age groups. We spend the first 30 minutes of our day in our respective Spawn Points. At 3pm the kids clean up and then go to an end of the day Spawn Point which ends up being about 10-20 minutes depending on when we finish our clean up jobs.

One interesting observation Mariusz shared with our staff after attending our older campus for three days was that the kids here seemed really connected and able to work out their needs and problems with each other through communication. He felt that there was less conflict here than in the other democratic schools he’s attended and that perhaps that was because the kids had such a strong bond to each other. I agree with him that our students are really connected. What’s interesting is, that at times, their deep connection can actually lead to conflict at school when they act as if they were all brothers and sisters (think about how siblings bicker)! However, the kids ultimately seem to really love and support each other and we can work out most conflicts through communication. This year there has been a lot of intentionality on the part of the Lead Facilitators to cultivate peaceful and connective Spawn Points to start and end our days, which I do see reflecting in the general flow & feel of the rest of the day from 10-3.

This Week’s Spawn Point Focus: What’s Behind Our Goals & Dreams?

Last week my blog post contained a detailed breakdown of what happened in my Spawn Point each day. At the beginning of this week, I thought that we might dive deeper into our goals, perhaps even breaking those goals down into SMART goals with more specific, measurable, and time-constrained steps. However, as we got into the week, I felt that this wasn’t the place to go. I did have a breakout goal setting work session with two students, but I didn’t feel that Spawn was the place for this right now. Instead, I felt it important that we dissect what was behind our dreams.

The most important thing I believe an adult in an ALC can do is to model knowing oneself truly. This means connecting to who we truly are and using our inner guidance and intuition to guide our actions with intention. This is how we can support the kids to do the same. One of the reasons I felt guided to not dive into deeper goal setting this week is because I realized that doing so was missing the most important piece: Who are we and why do we have the the dreams we have? To just jump into goal-setting setting is just an outcome based approached, an approach that is typically found in schools to make adults feel better: Oh look at those kids doing so much! Isn’t that just wonderful! They are busy and look at the outcome of all they have produced! But the work of the kids learning to listen to their inner guidance and intuition has been overlooked and disregarded – instead, they are just busy doing things that make us feel better. We don’t do that here!

Inspiration from Marie Kondo

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I am reading a book this week that has become pretty popular lately: The Life-Changing Magic of Tidying Up: The Japanese Art of Decluttering and Organizing by Marie Kondo. This book was a part of my inspiration to try to support the kids in Spawn Point this week to focus on who they are rather than what they want to produce. Kondo’s approach is different than any other tidying method I’ve come across: rather than focus on rules, like “If you haven’t worn it in a year, donate it,” Kondo focuses on first examining why you want to tidy up your home and asks you dig into that question. She suggests asking yourself “Why?” at least three times so you can get a specific answer to how you want to feel in and experience your home. Her process is mostly focused on teaching you to know yourself and listen to your intuition of whether or not an item sparks joy in your heart. All things that don’t, you get rid of.

According to Kondo, “Follow your intuition and all will be well.” Her point is that if you follow someone else’s guidance for how to tidy up your home, you’ll rebound because the criteria set most likely will not match what you need to have in your life to experience joy. She writes, “only you can know what kind of environment makes you feel happy…To avoid rebound, you need to create your own tidying method with your own standards” (page 126).

Reading her book, I felt alive with joy at how she applied something I believe to be the most important skill a human can learn to tidying up: How to listen to our intuition (or inner guidance as I sometimes refer to it). To Kondo, when you hone this skill you can create magic in your home. I believe honing this skill will lead to joy and magic to your life as a whole. Teaching kids to create their own standards for what they need in their life is the starting point for them to create and build their own lives. Telling them our standards to live by is not the same as supporting them to discover their own.

Practical Application of This Concept to Our Spawn Point This Week

At the end of the day, I asked the kids to partner up with a buddy with the Goals & Dreams folders they made last week (see last week’s blog post about that). I showed them the book I was reading and told them a little bit about Kondo’s “Why?” questioning she does with clients before they even begin the tidying process. I asked the kids to do the same with their buddies: they were asked to switch folders and then interview the other person, picking a goal or a dream listed in the folder and then asking them “Why?” they have that dream at least three times. I reviewed my example of the goal, “I want to practice Spanish.” When I asked myself “Why?” the first time, I answered, “So I can speak fluently.” Asking “Why?” again, I answered, “Well, I think it would be really neat to live in a Spanish speaking country for a year at some point.” But why do I want to do this? “Oh…learning about different cultures and how other people in the world live is absolutely fascinating to me!”

I told the kids that if we examine the “Why?” behind our goals and dreams, than it can help us stick with challenges or obstacles that come up if following their dream or completing their goal gets tough. If you aren’t connected to your personal motivation for completing a goal, it’s easy to just stop and not complete it. This is why it is so important to not just give kids busy work and then chastise them when they are “lazy” or don’t complete it. The lesson for the child in that situation is that they are lazy. But if person hasn’t had the opportunity or coaching to understand who they are and what inspires them, then they might not have the opportunity to learn that they are actually a motivated and driven person.

The kids seemed to have fun with this buddy activity and I hope to repeat it for the next couple Mondays. I also think it helps build connection and support – with the buddy learning more about the other person as you learn about yourself.

A New Experiment

I built on this concept by then asking the kids to do a little experiment with me for a week. I was reading some goal setting literature I was given over our ALF Summer Program by @drew’s mom, Lorna. Part of the process was to identify your core values in order to get to a place where you’re ready to set goals. This felt really aligned with the “Why” activity – know yourself before jumping into setting goals.

As I looked over the list on the adult handout, I had an idea. I would write some values down on slips of paper and ask the kids to identify their top 5 core values. As I looked at the values on the sheet, I realized that not all of those listed would make sense to younger children (the ages in my Spawn range from 7-12), so I added some simpler categories that might just cover types of activities kids enjoy, like math and science. I also left slips blank so kids could write in their own values or categories for how to spend their time.

The slips had words like Peace, Making Things, Service to Others, Understanding People, Community Building, Science, Math, Physical Activity, Solving Problems and a few more.

I told the kids: “Now I’m going to ask you to do something really, really tough. If you’re up for it, I want you to look through the stack of words I handed you and ONLY choose 5 words that feel really, really important to you. These 5 words should represent who you think you are and ways you feel are really important for you to spend your time at school. If you don’t see any that move you, please use the blank slips to write in something of your own choice. But remember, no more than 5 can be chosen!”

Some of the kids seemed to like the challenge of only picking 5 – saying “this is hard!” aloud but with smiles on their faces as they sorted through the words. Each student had their own stack to sort through. Below I have pictures of the pages they made, which we hung up in our Spawn Point room:

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Note: Again, as I wrote last week, I don’t force the kids to do this. A couple didn’t want to do it, and that’s totally okay. Some people really want to see how something goes before they try it themselves. Some simply learn by watching and absorbing. Some kids really, really like activities such as these and find it exciting and fun, while others go along with it just because. The most interesting cases are those that always refuse in the beginning and then ask to do the activity a different day. This happened with one of the students who said no the first day, but then asked me if they could chose their words the next. 

The next day, I prepared envelopes for each of the kids with the values/ways to spend their time they selected with boxes. They color coded the boxes and the experiment we are currently embarking on is one where they color code the ways they actually spend their time to see how it aligns with the selections they said are important to them. At the end of the day, they take their intention sticky notes from the morning and color on them to match the category it fits in, if it fits in one at all.

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I asked the kids to do this for a week and then we’ll check-in and see if this type of reflection gives them information that is useful for how they make decisions and if it helps them better articulate how they spend their time:

1) Making decisions: Are you making decisions that are aligned with values or interests that are important to you?

2) Articulation: I find that kids in our schools are told by kids in traditional schools that they aren’t learning anything. I think it is important for a school setting such as ours (with pedagogical ties to free schools/unschooling) to help kids build their vocabulary for how they describe what they learn at school. Can we support them to say to the neighborhood kids, “Oh, at my school I learn how to make decisions that reflect my values, passions, and interests. I value peace so I help others solve conflicts or problems. I also really think physical activity is important to me so I organize an active game with my friends every day.” My heart hurts some when I hear stories of neighborhood kids telling kids at our school that they just play all day and don’t learn anything (which is impossible – we are always learning!). Play is how we learn, and through play we can explore our values. The trick is to support our kids to articulate that so they can feel confident and great about what they experience and create for themselves each day at an Agile Learning Center.

I enjoy hearing at the end of the day how the kids sort their activities. One child said when they play ping-pong it brings a feeling of peace to them as they hear the “ping-pong” of the ball back and forth. Another child said when they play ping-pong it helps them understand people because she has to think about what the other person is going to do when she plays opposite them. I am seeing that this just adds a deeper layer to the end of the day reflection and I’m getting to know the kids more. I am also doing this with the kids each day too and am personally enjoying that experience as well!

 

Back to School, Year Three!

It’s amazing to me that this is our third year of Mosaic. I’m in awe of all that has developed and unfolded. I take a lot of pride in everything I do, and embarking on this journey to create a school was a huge step for me. I am shy to show anyone work of mine that isn’t fully “finished,” for example, my writing, art, or even a complete thought! But doing something on this level means that all along the way, people are exposed to what is developing – because it’s impossible to start a school and have it be “perfect.” In the beginning, you don’t even know who your kids are. How can you develop a system that serves people you don’t know? You can lay down the foundation, philosophy, and broad framework (our Agile Roots), but the details of how it will play out are always in development based on who you are working with. And that changes. You find that you can’t serve some, but start to understand who you really can serve well. It’s been such a learning process over the years.

This week, all that hard work felt so good. I feel myself on the top of the mountain, able to look back behind me and see how every moment led up to all the understandings I have now. I can see ahead of me and the direction we are going, and it looks glorious. We had three days of school this week and they were amazing. We got into a groove right away, and @jesslm & I feel clear about acting from a place of trust for children, completely, while also understanding that our roles as facilitators at school mean that we will influence and affect the environment at school. At other free schools you may have adults pretending that’s not the case, but it’s impossible for this not to be true if you are developing meaningful and loving relationships with those around you.

Below, I’ll share some specifics about some changes we’ve made at school, my Spawn Point experience, and give a general first week reflection.

The Space

This summer we worked HARD on removing a lot of items from the school. At the end of the year, a small group of facilitators and parents met to support me and @charlotte to get a vision for what we could do with the space. Last year, it just seemed untidy a lot. I kept thinking we needed better organization, but what we really needed was simply fewer things at school. At our meeting some words came up like “simplicity” and “beauty” and those really spoke to me. I believe the space also acts a facilitator. If it’s filled with a bunch of things that we aren’t connected to, we don’t feel accountable to treat it with respect. So we cleaned house:

  • Books: we decided to opt to visit the library more with kids rather than store lots of books at school. It was hard to keep them organized, so kids really didn’t go through them very much. I think it’ll be better to go to the library intentionally to select books, and then along the way, use the library’s organization and nice displays to guide us to select a book that we didn’t intend on getting. Or ask librarians for help and suggestions! We have a library in walking distance, so this is easy to do.
  • Baskets: I tried to replace as much plastic as I could with baskets. Micheals had a 50% off sale on baskets the weekend before school started! For $40 I got a bunch of nice baskets and I feel so happy when I look at them in the room!
  • Plants: I got one little plant donation. I hope to get a few more, but will wait to see if I keep this one thriving. Jess got a bunch for her room, including a fern I can take a clipping from to grow in our spawn room eventually. Our little plant is tiny, but it also brings me joy to look at.
  • Removing cubbies from hallway and adding hooks: This has been huge! The hallway presents so much nicer now, and things are off of the floor. @dthomasson then re-used the old cubbies to make awesome shelves in the Quiet Room & Cloud Room!
  • Personal cubbies: We added these for work-in-progress, books, etc for kids in their Spawn Points.

So, our Spawn Point room just feels better when we walk into it:

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The Spawn Point This Week: Dreams & Goals

Our Spawn Points are the place that, to me, feel like a fun ALF laboratory. Here, we set the tone for the day with a couple goals in mind:

  • Reminding kids about what’s happening today (that was set at Set The Week meeting)
  • Deepening bonds – getting to know each other in a smaller group setting
  • Hearing interests from each other – allowing us to 1) learn that someone shares a similar interest to you or 2) get an idea that sparks from someone else’s interest or 3) be a cheerleader for a friend, simply encouraging them to keep pursuing their passion, even if it gets tough
  • Supporting kids to try out different ways to see what they are doing each day so they can reflect upon their decisions in a healthy way

The last bullet is the really the fun part for me. I have known most of these kids now for at least a year, and some almost three years. There is a lot of trust and respect already established between us, so the past three days we’ve been able to do some really neat and fun things together to start and end our day. I do feel comfortable asking them to try out some new things, but always from a place of working with them (I actually ask them for consent to try out new ideas). So I’ve been having fun asking them to try out some different ways to reflect on their day visually and set goals for themselves. They know I’m just showing them different tools – later they can decide if any of these tools work for them or not. They can ditch ones they don’t like, build on or evolve ones they do, or invent new ones as they go! All the tools serve the purpose to support them learning how to understand themselves better so they can better manage their own time and learn how to make decisions for themselves that feel good.

Gathering Activity

Each morning, I laid out mandala coloring pages as a gathering activity for kids coming into school before our official 9:30 start. @tomis shared a neat article with me about how coloring is the best alternative to meditation after he saw us coloring each morning. I shared that with the kids and they really liked hearing that what they were enjoying was good for them too! This helped the kids settle-in and the atmosphere feel calm. I also used our mandala colorings to decorate our space. I’ve got enough finished mandala colorings to make a second banner too!

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Below I break down each Spawn Point by time so I can keep a record of how long Spawn is taking and reflect and learn from the experience:

Wednesday Morning (35ish min): We focused on just getting acquainted. @jesslm made a game for the adults to play at our community meeting. Everyone loved the game, and we decided to do it with the kids in our Spawn Points. The game simply use a board, die, pieces, and question card to move a group along in asking each other questions. The only point is to get to know each other! The kids loved the game and a group asked to play again later that day – spending over an hour to play later than afternoon.

Wednesday Afternoon (20ish min): We reflected on our day and moved stickies or wrote stickies to add to our Done! column on our Spawn-ban (what we call our Spawn-only kanban). Then I asked the kids to share any dreams for their lives that they had. They added those to stickies on the board above our Spawn-ban.

Thursday Morning (30ish min): We added intentions to our Spawn ban as the kids are used to, and then I initiated a conversation about what makes a goal different from a dream. I used the example of going to the moon – was that a goal or dream? This was a dream that involved many different goals to be completed along the way to be reached. One of the students chimed in that his dad has a dream to open his own gym, but there are lots of things that he has to do in order to get there. I gave the kids the concrete example that this child’s dad might have a goal of “saving $15,000 by the end of the year” so that he could put a down payment in on a space. I wanted to help the kids think about what made a goal different from a dream, and lay the foundation for later setting some really specific SMART Goals for themselves.

After we discussed this, as a group, we read over everyone’s dreams that were written up the previous day and sorted them as either a dream or a goal. I kept this simple and did not go in-depth about SMART Goals. I just added that a dream is probably something that will take longer than this year to do. The stickies that could happen this year might be goals that one could set for themselves.

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Thursday Afternoon (15ish min): I decided to experiment a little on this day. Over the summer @leigh did this using a plate to help kids reflect on how they spent their time. The plates were divided into the categories “movement,” “understanding people,” “making things,” “expressing yourself,” and “how things work.” At the end of camp, the kids thought about everything they did that day and added a sticker to which category they felt their activity fell into. Many could fall into more than one category, the point isn’t to place it into the “right” category – there is no right or wrong in this activity, the point was to just do a deeper reflection on your choices for the day. By simply thinking about whether you were “understanding people” or “moving” during your dance class involves you to engage with your reflection for the day at a deeper level.

The kids who did the plate activity in a Spawn have already asked if we could do it again. I could tell they liked having a very visual and concrete reflection, and asking them to do a different type of visual concrete activity was easy. I asked them to fill out a worksheet that was color coded. I wanted them to think about the hours of the day and color code how they spent each chunk of time.

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I opened by asking the kids, “Do you know that all of you did the first item on this list today?” They looked confused and were quiet for a moment. Then one of them said, “Oh! Change Up meeting!” I told them that what students do at ALCs is something so important: kids here actually work together with the community to create it. We come together EVERY week and try out new things to make our school better and better – with input from everyone in it. This is not something that every child gets to do. Kids here get to learn how to create the culture they exist in, rather than how to deal with a culture they don’t want to exist in. To me, that’s way more important than sitting through history class.

The kids did not have to use my categories, those were just examples. They could write their own. One student put color coded smiley faces in each section because she felt her items that day covered more than one category. One student felt stressed out about the whole activity and asked not to do it – to which I said, “Of course! Please don’t stress over this. I’m just trying to introduce a tool that might help some people. Some of us might never do this again. Some may like it. Are you willing do something quietly though so other could try it out? Or just listen and watch?” This felt perfectly fine to the student, who seemed quite happy to continue coloring his mandala anyway. I loved that this came up as an example for any of the kids to jump in and express their opinions or thoughts about trying this out. It builds trust to see how I react – will I get upset of someone doesn’t like my idea? Or will it not bother me? Always, I want kids to feel safe to respectfully decline an idea I think is cool!

Again, when you have a relationship with the children you are working with, you can just ask them if they are willing to try something out that may help them. They know I’ll never make them do something continually that they hate – they know I’m trying to support them in having an awesome school day and an awesome life. They respect me and seem think I have good ideas for the most part. They also know that they can just talk to me if something I ask them to try feels uncomfortable to them and I’ll respect that.

Friday Morning (30ish min): I introduced new folders to organize each individual student’s goals and dreams. The kids were asked to take down their stickies from our group board and put them in a file folder that was divided into sections.

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I introduced simple system for each child to indicate how far along they felt they were in their goals with a little bar system. They could draw a rectangle and then divide it into sections and fill it up as they go. I love this because it’s really foundational math – look at a whole, are you half way there? A quarter of the way? Can you split up a whole into equal parts? What does that mean? The time activity from the day before also hits up fractional concepts too. This is how math is concretely developed in a way that makes sense to humans. Math is everywhere. We’re always learning it. In school, many times, kids learn that math is this strange thing that simply doesn’t make sense. They learn that math isn’t all around us and can’t be related to our lives in a way that makes sense.

Not every kid used the bar system, and that’s okay. This was just a first step to breaking a dream down into a goal. In the coming weeks, I hope to really help them take each of their goals and dive into it further to make more specific and attainable steps within the goal (SMART Goals). I also hope to help them dive further into their dreams – the How and the Why? Asking “How?” helps to develop goals, but it’s important to ask “Why?” This can help a person become more connected to their dream when it gets tough following through on a goal. Or it can help them realize that this dream was just a dream but not one that’s actually a priority, and that’s cool too!

I gave the kids this example when doing my board: I had in my dreams section, “Learn Spanish fluently.” But when I asked myself, “Why?” I realized that my dream was to actually live in a foreign country for a year in the future and be able to speak to the people in it. Then I asked myself “Why?” again and realized that I want to do this because learning about how other people live in different cultures or time-periods fascinate me.

Friday Afternoon (35ish min): The kids blog on Friday afternoons. I asked kids who were willing to put a picture of their goals and dreams in their blog. Some did this so they could mark this on their first week and see how their goals and dreams change over the year. Some didn’t and just wanted to keep that private. Either is fine. The point isn’t to make all the kids do the same thing. Some of the kids really dig the extra tools and seem excited to keep trying new ones out. Developmentally, some of the kids are really doing what they need to each day through free play and spontaneity and don’t need the tools. However, they can still be supportive of the kids who do want to use those tools.

Final Thoughts

Each day, I felt energized and happy at the end of the day. That’s how I am going to continue to imagine feeling after every school day this year! It was a really fantastic week. I felt there was also a healthy and normal level of conflict that occurred as well. When you gather 25 people into one building for 6 hours this happens! Through our challenges and joys we learn to live and learn as a community together. What’s different from unschooling in an ALC and unschooling at home is that you must buy-in to being around other people and problem solving with the group to be here. This is why I so strongly support both homeschooling along side schools like our ALCs. It’s important to evaluate each child’s needs and desires to do what’s best for them.

All week I observed kids engaged in activities like capture the flag, board games, ping-pong, biking, dramatic imaginary play, research & planning, playing Minecraft & Terraria, playing Werewolves, reading books, coloring, drawing, and more (please visit this album for pictures of our week!). I saw kids getting along beautifully, I saw kids having struggles getting along, I saw kids talking to each other, I saw kids asking for help to talk to each other. We had enough adults and kids at school so there was space to talk out problems as needed. There are still more community wide awarenesses we need to discuss as group too.

Sometimes people ask me, “What are they learning at your school? Do they actually LEARN anything?” I know that a parent asking me this is probably not ready to join us at Mosaic. Still, I do my best to write out my thoughts in blog posts like this so I can start to increase awareness of all the amazing things that kids do learn here – things I value highly, for example:

  • How to stay connected to who you are as a person
  • How to hear others and support them
  • How to constructively create solutions to problems in your own life and as a community
  • How to create culture with a group – a culture that supports values you have
  • How to reflect on your choices to inform new choices you make
  • How to manage your time
  • How to speak about what is important to you
  • How to know what you need to feel supported and ask for it
  • How to view challenges as opportunities in your life

If you can do these things, you can learn anything you want in the world. AND everything you learn will be connected to what is relevant and necessary for you to lead a happy and fulfilled life.