Yesterday, @tomis, @charlotte and I were in the school cleaning up after summer camps in preparation for this year’s ALF Summer program. All of our white boards will be repurposed for the use of the adults coming to dive into an intensive ALC experience, meaning that our Community Mastery Board (CMB) needed to go.
As I was cleaning in the Art/Food Room, Tomis calls out to me, “Well, what should I do with our CMB stickies? And the wishes the kids made from the fall? Want me to save them? Throw them away?”
With little hesitation, I responded that he could get rid of it all. There is this part of me that wants to save everything, but my gut told me this really wasn’t necessary. Last year we had the same conversation and I remember saying, “Well if it is something worth implementing next year, we’ll remember it and add it at the beginning of the school year.”
At the beginning of the year, it’s simple enough to ask the community, “Are there any community agreements you remember from last year that are worth implementing right away?” The usual, like, “no hitting,” “stop rule,” “eat only in the food room,” will come up and you’re off to a start. Then you’re again co-creating and figuring out with the community what other agreements need to be made to help the school function and flow.
While this may seem harder than just copying the rules from the year before, I believe this is a really important part of teaching children to create culture and to actually understand WHY community agreements are made rather than just blindly follow them. Knowing how to live, learn, and play in community is the most important part of what we do here at ALC.
Today, I saw a video shared online that re-affirmed to me why it’s healthy to start each year with a fresh and blank CMB. It’s a video I’ve seen before and I found it extremely interesting that I saw it shared the day after tossing the agreements from last year’s CMB.
So here’s a great answer to the question that pesky question I am always answering: “What do they learn all day?”
We learn how to co-create culture, we learn why agreements are needed between community members, we learn how to change agreements that do not serve us and make new ones. Imagine if every community acted from this place, rather than just doing what was done before because, “That’s the way it is done.” There will be agreements that do serve us time and time again year after year, and those agreements will be easily recalled and remembered as starting points.
When I taught conflict resolution to kids in the past, I always started with the question, “What is Conflict?” to create a dynamic list of all the ways conflict shows up in our lives.
Conflict happens. The point that I always stress to students is that how we respond to conflict is always our choice. We can take every conflict and turn it into an opportunity for growth or view it as a disaster.
One practice we have at school that I see becoming more and more powerfully used to turn conflict into opportunity is our Community Mastery Board (CMB). The CMB allows us to make explicit community agreements and norms we want to have in our school. We notice that we want something to change, we bring it to the awareness of the community, and then check in weekly to see how we are doing on that agreement.
Here are a couple short examples of our use of the CMB at Mosaic:
At the beginning of the year, slamming doors was a big problem. Our doors are big and heavy and the hinges slam them shut. Without intending to, it is really easy to create a very loud slam with very little force. This is not pleasant to hear all day! We added this to our awareness column “Slamming Doors.” Then each week, we check in, “Have you guys been hearing the doors slam a lot or is this getting better?” The act of just asking and then celebrating with the students each week on this has made this occurrence happen less and less. What I am celebrating currently is that every time the door does get accidentally slammed now, the person who did it almost ALWAYS pops their head back in the room with a meek, “I’m sorry.” That means a lot as a community – we will all slip-up, but acknowledging that our intent was not to disrupt others and apologizing goes a long way.
We also have made explicit the practice of “Ask before taking something that is not yours.” It’s important to not assume that everyone would automatically do this. If we work off that assumption, we open the door to a lot of negative feelings towards others – “What is wrong with them? How can they not know this?” Thoughts like this do not help to add to a culture of compassion and care. We make this explicit and then when it happens, we remind each other (which is also a sticky we have!) that this is something we are working on as a community – rather than telling the other person that they are a bad person for doing something we assume they know not to do. This is how I feel a community like ours can support kids with all types of needs and social differences – we never assume what another knows, we just actively looks for ways to support and create cultural practices we want to see happen.
This week, we used our CMB to help establish some more boundaries and practices at our school that I’m really excited about! These two topics are ways I saw us creating opportunity out of conflict.
Loud Hour:We have some boys at school that are high energy! They feel that their loud play in our big room is important to them, and they want to be able to wrestle on the carpet and hit each other with pillows. A few weeks ago, we established a community agreement with them that they schedule a loud hour at our morning meeting if they want to engage in this play. This allows us to pick a time where quiet activities aren’t going on and lets everyone in the school know when to expect loud play to happen in the big room.
This has been going really well. The boys are remembering more and more to schedule these times proactively. I also appreciate that when they start the loud wrestling play outside of loud hour, I can remind them of our agreement and ask them to go outside if they want to be that loud. In the beginning of the year I would be met with lots of resistance and complaining, but now they just go outside. They know that our community needs space for quiet and focused work and they were a part of the process of making this agreement.
This week we had a conflict occur during loud hour with two boys. One could have seen this conflict through the lens of disaster, but with the CMB in place and the amount of work we have done as a community to create a positive environment, I felt confident that this could easily be turned into an opportunity for clear expectations of what loud hour was and what it wasn’t.
Here are opportunities I observed happen through this conflict:
Several of our older boys obtained practice in speaking calmly about a tense situation and practiced taking turns to hear others speak.
One child just naturally stepped into a role of mediator – he started re-stating the words of a younger child to help make clearer his meaning for others, a practice I’ve seen used in non-violent communication practices. I had the opportunity to say, “I see you are really hearing what ________ has to say and you are wanting all of us to hear clearly what they are trying to say.”
Two of our oldest boys made it clear what they felt was acceptable to do during loud hour and what was not for the younger boys to understand. Certain practices were abolished that felt unsafe, for example, certain pillows used in the room were banished. These boys were able to step powerfully into their role as leaders in the school and take ownership of what that means.
A clear request was made by the students: A facilitator should remind the boys of agreements made at the beginning of every loud hour.
Videogame hour/Technology agreements: Oh boy, this can be a hot topic with parents and educators, and it doesn’t surprise me that this then leaks down to the kids. Our prior agreement to this week was that videogames/video watching could happen from 2-3pm (an agreement made with the kids at a Culture Club meeting, the kids felt time at school provided opportunities to do more than play videogames/watch videos all day, but they had a hard time taking those opportunities if they got started playing a videogame/watching a video early in the day). However, our internet bandwidth cannot support the streaming of videos while kids are also playing on the same Minecraft server. Students were getting angry at other students choosing to watch videos at this time because they would continually get kicked off the server.
What I was also observing was an unhealthy obsession and relationship to technology that did not resonate with me. The culture was becoming one where other kids would tell on me that another child was using technology outside of this hour and want me to make them stop. A culture that supports seeking out how others are doing something wrong rather than focusing on supporting everyone on their own learning journey is NOT what I am signed up for! I also felt like the focus was on “How technology is bad” instead of “How can I make choices mindfully?”
The bandwidth problem led to some small conversations happening with the kids during the videogame hour. Then on Thursday, we had a beautiful conversation that got the input of all the kids about what videogame hour was and how they felt about technology agreements.
Opportunities we had out of this conflict:
We had the opportunity to re-establish the fact that the kids do play videogames collaboratively with one another, and this is a practice they still want to have space for at school. They play together at school and work together on the same server for Mindcraft. This is something they couldn’t do at home by themselves (well technically they could, but they couldn’t hear and talk to each other while doing so). We banned the practice of streaming any video during this time to allow for the bandwidth to support multiple players on one server.
We had the opportunity to re-visit how technology can be used outside of this hour in a mindful way. Rather than telling on someone when they see them on a device, they can talk to the person using the device and the expectation is for each individual to be able to explain the purpose of what they are doing. If there is still question, than 4 students volunteered to check-in on the device use. Those 4 students identified themselves to the community as people capable of making mindful choices using technology. If 2 of those students support the use, it’s okay. This stops the practice of “telling on” a child to an adult and instead shifts the focus to, “Do you support how I’m using this device to _____________.”
Rather than assume that all use of technology will take over our brains and turn us into zombies, we can encourage everyone in our space to think about how we are using it and what our purpose is. Rather than having students believe that every time they see another child on a computer or device they are doing something mindless, they can ask, “What are you using this for and how is it supporting you?” If someone can’t answer that question, it is brought to their own awareness that they are not making a mindful choice. It’s also okay to just zone out sometimes! We all do it. I simply believe that we can make that intentional as well. I had a student tell me once this year, “I’ve done so much today (and listed activities), I just need 15 minutes to do nothing.” That demonstrates to me a powerful sense of self-awareness.
Our new agreements also support the kids in our space being held accountable to what they chose to do on devices, with the realization that others in the school will probably ask them what they’re up to online. Sugata Mitra‘s research has shown that children who have unlimited access to technology in a way that allows all others in the space to see what they are searching and doing online almost always eliminates all use of technology in a way that would be considered “inappropriate” to adults (i.e., looking up adult content, like porn, purposely). This is a question I asked Sugata Mitra about directly when I met him and participated in a small group discussion around technology and self-directed education at last year’s International Democratic Education Conference. You can read more about that experience here.
I am now taking the opportunity for myself to reflect and celebrate that we have been able to create opportunities for growth towards a healthy culture at school at every turn. Part of that celebration is taking the time for myself to write this post!
With adults in our space modeling this mindset, our children in the space can learn how the practice of creating opportunity out of conflict not only makes ourselves happier, but can powerfully lead to a community around us that supports positive thinking, reflection, and trying again when we fail.
I’ve been a part of the opposite in other school environments and watched many kids and adults beat themselves up so badly after a conflict that they cannot see how to turn it around into positive change and growth. I sadly find this the norm in many schools. It takes self-confidence and love for ourselves to spread a positive growth mindset to others. This is the learning I want to see happen in schools.
I am feeling grateful for every experience I’ve had with this community, the joyful ones, the sad ones, the exciting ones, the uncomfortable ones. I can feel grateful because I know I have the power to turn every one of these experiences into an opportunity to examine, what do I want more of in my life? Less of? What decisions serve me? What does not? I have the power to create how I experience this world, and that feels AWESOME!