Wow, lot's of exciting (and time-consuming) things have been occurring on this front. I apologize for not updating this earlier as many of you may already know this information.
With much enthusiasm I can announce that Northeast Iowa Montessori Schools is offering a contract for a teaching position for 5-8 year olds next year. The classroom will be housed in First Lutheran Church near the current preschool classroom. There will be space for up to 14 students in this classroom. They have set next year’s tuition for the 5-8 year old room. They will allow families to choose one of the following payment schedules:
$235 / mo for 12 months (July – June)
$313.34 / mo for 9 months (September – May)
$1410 per semester (one payment in September and one in January)
$2820 per year (one payment in September)
I believe that Jane will be writing a press release soon to explain the classroom in more detail. Thank you to everyone who has been participating and reading along at home throughout this process. It has been a rewarding journey!
Blessings,
Alicia
Monday, May 5, 2008
Monday, March 17, 2008
On a Roll!?!?
NEIM is hosting a pre-registration meeting for families interested in enrolling their 5-8 (9?) yr olds into the primary classroom next fall. They are hoping to get a solid idea of how many students would be involved in the classroom. This information is necessary before they can comfortably begin the hiring process and/or offer a contract to a teacher. There is need for the hiring process to begin very soon as school districts will be extending contracts and expecting their completion in March and April.
However, some parents are hesitant to committ to sending their children to the primary classroom as information regarding the curriculum/direction of the classroom has not been established. The whole child education group is very excited about moving forward, and have asked NEIM director, Jane Busch, to draft her ideas on a curriculum and schedule that would be representative of where NEIM sees the classroom going. We are concurrently working on drafting the educational goals we would like included in the curriculum. We intend to focus on practical ideas that would infuse those goals into the curriculum. A great deal of our discussion on that will occur this Wednesday, March 19th at 3:30 at First Lutheran.
Please take a moment to write down any ideas you have on the curriculum for next year. This is your chance to get your voice heard (the meeting is another great opportunity)! I'm also including some comments from previous posts/emails on this subject. Please let me know if I missed any. Hope to hear your comments and see you on Wednesday!
Alicia
However, some parents are hesitant to committ to sending their children to the primary classroom as information regarding the curriculum/direction of the classroom has not been established. The whole child education group is very excited about moving forward, and have asked NEIM director, Jane Busch, to draft her ideas on a curriculum and schedule that would be representative of where NEIM sees the classroom going. We are concurrently working on drafting the educational goals we would like included in the curriculum. We intend to focus on practical ideas that would infuse those goals into the curriculum. A great deal of our discussion on that will occur this Wednesday, March 19th at 3:30 at First Lutheran.
Please take a moment to write down any ideas you have on the curriculum for next year. This is your chance to get your voice heard (the meeting is another great opportunity)! I'm also including some comments from previous posts/emails on this subject. Please let me know if I missed any. Hope to hear your comments and see you on Wednesday!
Alicia
Monday, March 3, 2008
Jane's Ideas on Future Directions
There was a meeting of the Alternative Education parent group Thursday evening. The discussion continues to be how the expansion will happen and who will the expansion be geared towards. Much good talk was thrown out for consideration and at the 6 pm hour it felt like no one knew where to go next- STILL! and frustrations continue. Below is my outline of ideas on where perhaps all interested parties could put their energies towards across the next several months.
Please let us not forget that there is already in existence, a functioning alternative educational corporation, which still has professionals under contract and debt which needs to be paid and people working feverishly behind the scenes to maintain its current status. This fact cannot be ignored. The Northeast Iowa Montessori school (NEIM) holds its monthly board meetings on the 2nd Monday of every month and ALL interested parties can attend. Meetings begin at 6:30 pm on the second floor of the Education wing at First Lutheran Church.
Perhaps here is where we all go to next:
-A capital campaign is set forth for the purpose of raising money to create a learning center. The money would be used mostly to rent/lease/buy a location where the expansion of 2 preschool classes -ages 3 - 6 yr olds- and one 6 -9 yr olds class share a building. Perhaps there would be 4-5 rooms, with the classrooms at least having natural lighting windows, the other 1 - 2 rooms could be internal to the classrooms simply used for lunch/resting/large group movement.
How does this help?
1. This would bring all monetary resources together for one common cause, thereby eliminating the nickel and dime effect of various groups holding fundraisers for various learning environments.
2. This money needs to act as the seed money to exist for the first year with someone in financial planning advising us on how to use it for return investment and use the dividends to help offset operating expenses that are unforeseen in any given year.
3. It would also help ensure tuition rates can be kept affordable for all families.
4. This large sum of money- $400,000 - $500,000 needs to be available for start - up, but to continue year after year and be a stable entity, each year at least $100,000 + would have to be raised yearly in fundraising efforts to sustain a firm foundation. If the learning center were fully accredited by the state, then possible state money could be available in various amounts, but otherwise relying on local grant opportunities and larger grant opportunities may not sustain the organization.
-A policy making group for the smooth governance of such a corporation, this body of people historically would be called a Board of Directors or some such title would need to be developed. The current existing Northeast Iowa Montessori (NEIM) board of directors would disband. The existing debt for NEIM would need to be paid off before the disbanding occurred to insure the credit rating protection of those who signed for that loan in its origin to begin an alternative preschool 5 years ago.
Questions raised tonight and not clearly answered- but now thought about in the quiet of midnight hours:
1. How do parents continue to help voice their wants as to the curriculum? They would bring their concerns and large change ideas to the policy group for discussion.
2. Who gets to dictate what the teacher does in the classroom? (Not exact wording from the question but my interpretation) A group of parents tried to help form the curriculum during the first year of NEIM's existence. They went to the teacher directly- almost daily- asking if this and that could be implemented, kindly questioning why such and such was being done. The teacher would come to the Board/Director, which functioned as one and the same in the beginning, and ask for guidance. Suggestions were made and the teacher tried her hardest to please all groups and maintain what her professional contract stated. The result was that the poor teacher at the end of the year felt very confused and simply not able to transform it all and so she resigned. My hope is that an open voice would always be welcomed by a teacher, but decisions which are large and curriculum changing would need to be discussed by the director which in turn would take it to the policy making body and those changes may not be able to happen immediately, but slowly over time. I would hope we could learn from our mistakes.
3. Micro-managing issues?
A policy making group is set form with the charge of doing just that, setting good policy with clear vision and upholding the mission of that organization. Helping the general public understand protocol and who to bring concerns to in various situations is part of that policy making group in order to not confuse the professional staff, who are under contract to carry out their job in specifically stated terms. All voices are welcome, but change can be slow.
-A Director/Principal/CEO would be hired who understands the vision of this learning center and can help encourage it's positive existence and act as a liaison between the Board of Directors and the staff. Keep track of Dept. of Human Services requirements, public health/medical requirements, fire marshall code requirements, and inform staff of professional development/enhancement opportunities.
-Staffing needs would include 5 or 6 "teachers", custodian, and an office manager to assist the director. Substitute teachers are also needed for times when current staff are ill and unable to come to work.
It is very comforting and empowering to sit around a table and brainstorm ideas of a quality learning environment for our children. It is clearly something that many people in this community want to embrace. However, it becomes a large endeavor with lots of Governmental details involved. I am not trying to negate the hours which all 3 groups have invested, however, the reality of what all 3 groups are trying to do is build a quality learning environment and in reality that takes a lot of detailed organizing to truly make it successful. NEIM is the embryo from which this next wave can grow. Perhaps we can learn from it and move forward by knowing a bit of its history. (The 3 groups being: NEIM, the parents who want a 6-9 program and the parents of the 3+ children who are wondering what to do next fall if the long list of places they have their children on waiting lists doesn't happen)
The perfect pre-existing building does not live in Decorah's city limits at this time, in my opinion. As we look at property to rent/lease we need to keep the safety of our children first and foremost. (ie: Traffic external to the building: cars, strangers, fast moving water. Safe and appropriate green space within safe walking distance.)
Perhaps I am blowing this whole thing way bigger than anyone wants to see or has visions of doing. If it is simply a social gathering of like minded kids/parents that is wanted, then that can be done by individuals who will organize their children to do so and all of this can be tossed aside.
If it truly is an environment where guided learning takes place, then I think the items above have to be in place. If I could draw on this silly machine, I would give you the image of a circle which, in the beginning, was a nice spherical shape. But now it is feeling stretchy and is looking for new skin to expand into and so it needs to burst out of that circle and find a larger circle in which to exist. Isn't that called a metamorphosis in the natural world? I wonder if this uncomfortable feeling of where to go next is what a larvae feels like?
Jane Busch
Please let us not forget that there is already in existence, a functioning alternative educational corporation, which still has professionals under contract and debt which needs to be paid and people working feverishly behind the scenes to maintain its current status. This fact cannot be ignored. The Northeast Iowa Montessori school (NEIM) holds its monthly board meetings on the 2nd Monday of every month and ALL interested parties can attend. Meetings begin at 6:30 pm on the second floor of the Education wing at First Lutheran Church.
Perhaps here is where we all go to next:
-A capital campaign is set forth for the purpose of raising money to create a learning center. The money would be used mostly to rent/lease/buy a location where the expansion of 2 preschool classes -ages 3 - 6 yr olds- and one 6 -9 yr olds class share a building. Perhaps there would be 4-5 rooms, with the classrooms at least having natural lighting windows, the other 1 - 2 rooms could be internal to the classrooms simply used for lunch/resting/large group movement.
How does this help?
1. This would bring all monetary resources together for one common cause, thereby eliminating the nickel and dime effect of various groups holding fundraisers for various learning environments.
2. This money needs to act as the seed money to exist for the first year with someone in financial planning advising us on how to use it for return investment and use the dividends to help offset operating expenses that are unforeseen in any given year.
3. It would also help ensure tuition rates can be kept affordable for all families.
4. This large sum of money- $400,000 - $500,000 needs to be available for start - up, but to continue year after year and be a stable entity, each year at least $100,000 + would have to be raised yearly in fundraising efforts to sustain a firm foundation. If the learning center were fully accredited by the state, then possible state money could be available in various amounts, but otherwise relying on local grant opportunities and larger grant opportunities may not sustain the organization.
-A policy making group for the smooth governance of such a corporation, this body of people historically would be called a Board of Directors or some such title would need to be developed. The current existing Northeast Iowa Montessori (NEIM) board of directors would disband. The existing debt for NEIM would need to be paid off before the disbanding occurred to insure the credit rating protection of those who signed for that loan in its origin to begin an alternative preschool 5 years ago.
Questions raised tonight and not clearly answered- but now thought about in the quiet of midnight hours:
1. How do parents continue to help voice their wants as to the curriculum? They would bring their concerns and large change ideas to the policy group for discussion.
2. Who gets to dictate what the teacher does in the classroom? (Not exact wording from the question but my interpretation) A group of parents tried to help form the curriculum during the first year of NEIM's existence. They went to the teacher directly- almost daily- asking if this and that could be implemented, kindly questioning why such and such was being done. The teacher would come to the Board/Director, which functioned as one and the same in the beginning, and ask for guidance. Suggestions were made and the teacher tried her hardest to please all groups and maintain what her professional contract stated. The result was that the poor teacher at the end of the year felt very confused and simply not able to transform it all and so she resigned. My hope is that an open voice would always be welcomed by a teacher, but decisions which are large and curriculum changing would need to be discussed by the director which in turn would take it to the policy making body and those changes may not be able to happen immediately, but slowly over time. I would hope we could learn from our mistakes.
3. Micro-managing issues?
A policy making group is set form with the charge of doing just that, setting good policy with clear vision and upholding the mission of that organization. Helping the general public understand protocol and who to bring concerns to in various situations is part of that policy making group in order to not confuse the professional staff, who are under contract to carry out their job in specifically stated terms. All voices are welcome, but change can be slow.
-A Director/Principal/CEO would be hired who understands the vision of this learning center and can help encourage it's positive existence and act as a liaison between the Board of Directors and the staff. Keep track of Dept. of Human Services requirements, public health/medical requirements, fire marshall code requirements, and inform staff of professional development/enhancement opportunities.
-Staffing needs would include 5 or 6 "teachers", custodian, and an office manager to assist the director. Substitute teachers are also needed for times when current staff are ill and unable to come to work.
It is very comforting and empowering to sit around a table and brainstorm ideas of a quality learning environment for our children. It is clearly something that many people in this community want to embrace. However, it becomes a large endeavor with lots of Governmental details involved. I am not trying to negate the hours which all 3 groups have invested, however, the reality of what all 3 groups are trying to do is build a quality learning environment and in reality that takes a lot of detailed organizing to truly make it successful. NEIM is the embryo from which this next wave can grow. Perhaps we can learn from it and move forward by knowing a bit of its history. (The 3 groups being: NEIM, the parents who want a 6-9 program and the parents of the 3+ children who are wondering what to do next fall if the long list of places they have their children on waiting lists doesn't happen)
The perfect pre-existing building does not live in Decorah's city limits at this time, in my opinion. As we look at property to rent/lease we need to keep the safety of our children first and foremost. (ie: Traffic external to the building: cars, strangers, fast moving water. Safe and appropriate green space within safe walking distance.)
Perhaps I am blowing this whole thing way bigger than anyone wants to see or has visions of doing. If it is simply a social gathering of like minded kids/parents that is wanted, then that can be done by individuals who will organize their children to do so and all of this can be tossed aside.
If it truly is an environment where guided learning takes place, then I think the items above have to be in place. If I could draw on this silly machine, I would give you the image of a circle which, in the beginning, was a nice spherical shape. But now it is feeling stretchy and is looking for new skin to expand into and so it needs to burst out of that circle and find a larger circle in which to exist. Isn't that called a metamorphosis in the natural world? I wonder if this uncomfortable feeling of where to go next is what a larvae feels like?
Jane Busch
Tuesday, February 12, 2008
Meeting changes and updates
Sunday, February 17th there will be a meeting at 3:00 at United Methodist Church on Broadway with the Montessori Board members.
Our next regular meeting will be Wednesday, February 20th at 3:30 at First Lutheran.
All are welcome and please bring a friend!
Alicia
Our next regular meeting will be Wednesday, February 20th at 3:30 at First Lutheran.
All are welcome and please bring a friend!
Alicia
Sunday, February 3, 2008
Blending Thoughts
Hi,
It seems that we are moving ahead with a primary classroom blending Montesorri and Waldorf. So, before we meet to discuss that with the Montessori board, I think we should brainstorm what that could look like. I was having a difficult time envisioning it, as the philosophies are so varied, but then someone presented this idea...
Perhaps Waldorf curriculum (involves much more teacher direction) could be utilized in the morning and the afternoon could be reserved for Montessori curriculum involving more student-directed choice or the afternoons could be reserved for projects, etc. (reflective of "unschooling").
This is would make sense with brain research (I believe) as the time in the morning, students are more able to focus on direct instruction, etc. Then, they would have the opportunity to choose their activities/progress at their own pace in the afternoon when they might need more flexibility. Of course, the afternoon "works" could also include Waldorf projects/handworks too.
I think it is a great idea, but I'd love to hear other ideas as well.
Thanks,
Alicia
It seems that we are moving ahead with a primary classroom blending Montesorri and Waldorf. So, before we meet to discuss that with the Montessori board, I think we should brainstorm what that could look like. I was having a difficult time envisioning it, as the philosophies are so varied, but then someone presented this idea...
Perhaps Waldorf curriculum (involves much more teacher direction) could be utilized in the morning and the afternoon could be reserved for Montessori curriculum involving more student-directed choice or the afternoons could be reserved for projects, etc. (reflective of "unschooling").
This is would make sense with brain research (I believe) as the time in the morning, students are more able to focus on direct instruction, etc. Then, they would have the opportunity to choose their activities/progress at their own pace in the afternoon when they might need more flexibility. Of course, the afternoon "works" could also include Waldorf projects/handworks too.
I think it is a great idea, but I'd love to hear other ideas as well.
Thanks,
Alicia
Friday, February 1, 2008
Name Chatter
Wow, the cool thing about the internet is that it teaches you how to use itself. So, I have placed a "shout box" to the right of the posts here. They are also called tag boxes or chatter boxes, etc. I had never heard of or used one before so this is actually a bit of an experiment, but what in this process isn't. Luckily we are all self-actualizing, life-long, reflective learners. It's like we all went to Montessori or Waldorf school. Anyway, hopefully this will work out well. My greatest fear is that it somehow will mess the entire blog up, but it doesn't seem to be yet, so I'm crossing my fingers on this.
The purpose here is to have a continuous discussion about a name. The group decided to table a decision on a name for the time being as nobody (including ourselves) was overly enthusiastic about the names we were suggesting. So, PLEASE help us out by lending us some of your creativity and responses to suggested names.
To use the Name Chatter box:
1)Enter your name and message at the bottom of the box. (I just ignore the URL, but if somebody knows that that is a bad idea, please let me know)
2)Click Shout!
3)Enter security code when it appears.
4)Click Submit
It is actually extremely easy. Have fun!
Thanks again!
Alicia
The purpose here is to have a continuous discussion about a name. The group decided to table a decision on a name for the time being as nobody (including ourselves) was overly enthusiastic about the names we were suggesting. So, PLEASE help us out by lending us some of your creativity and responses to suggested names.
To use the Name Chatter box:
1)Enter your name and message at the bottom of the box. (I just ignore the URL, but if somebody knows that that is a bad idea, please let me know)
2)Click Shout!
3)Enter security code when it appears.
4)Click Submit
It is actually extremely easy. Have fun!
Thanks again!
Alicia
Thursday, January 31, 2008
Call for Core Planning Committee Members
It seems that we have a fairly stable group of people attending our weekly meetings. Several of us have committed to being members of the Core Planning Committe for this process. This committment entails prioritizing attendance at a majority of the meetings. In addition, if there is a pending decision for an upcoming meeting that a committee member cannot attend, it is the member's responsibility to inform the committee of their preferences if they wish their voice to be heard. Please email Emily at nealem01@luther.edu if you would like to be on the Core Planning Committee.
Any and all interested people are invited and welcome to attend any of our meetings. We have decided that when decisions are made at the meetings, anyone in attendance will have an equal voice. Committment to the Core Planning Committee is not a prerequisite. So please, come, discuss, and help us shape the future classroom!
Any and all interested people are invited and welcome to attend any of our meetings. We have decided that when decisions are made at the meetings, anyone in attendance will have an equal voice. Committment to the Core Planning Committee is not a prerequisite. So please, come, discuss, and help us shape the future classroom!
Monday, January 28, 2008
Bothmer Gymnastics
Hi friends,
Here is some info I found about Bothmer Gymnastics. Additionally, we have tremendous resources here at Luther with Jane Hawley and her students studying movement fundamentals. I can share some info I have about developmental movement and its role in brain development, you can also look up a program called "Brain Gym." It is gaining acceptance in more mainstream locations but may take awhile to catch on. There is research but it is limited, into the effectiveness. We sponsored a Brain Gym training here in Decorah back in 2000, and I have basic basic level training. Love, Parker
Thank-you for your question.
Bothmer Gymnastics is intended to foster balance, not just physical balance but mental and spiritual balance too. It's sometimes associated with the phrase 'spatial dynamics' as it aims to help older children (and adults) explore the relationship between their body and its position in space.
Teachers hope that Bothmer will help their students to feel physically free even when they can no longer play as spontaneously as in early childhood. Each stage of development has its corresponding exercises. For instance, teenagers are helped to cope with the changes brought by puberty. The exercises emphasise harmony and co-ordination. Unlike conventional gymnastics they do not include any competitive or 'aggressive' elements, nor are they vigorous enough to have an 'aerobic' effect.
Children I know who have experienced Bothmer Gymnastics in a Waldorf school think of it as more like dance and eurythmy and do not connect it with sport. For me this confirms that the lessons are cultivating grace and confidence more than muscular and technical skills.
I hope these quotes from interviews with Bothmer teachers will help illustrate their work:
"The child with his first movements wants to step out into the world. He moves freely around...... When the child goes to school we start to confine his life and movement. It is important that the gym teacher teaches the child - through movement of course - that his body is not a prison."
"..........certain exercises correspond to a certain period of the child's development. Let's take the age of puberty as an example. At around the age of 14 the child's body goes through dramatic changes.......The exercises that they did as young children helped them to get to know their own bodies. Those exercises which the children learn during puberty teach them how to stand upright, how to create a harmonious relationship with the space..."
"The Bothmer Gymnastics exercises are significant not only as a training of the physical body but also can help with the inner work. "
Interview with Alheidis von Bothmer
http://www.bothmer-gymnastik.com/bothmer/Inteview/avbothmer.html
"So movements need to be matched to the physical development and to the personal, or individual development also..... If a young child is taught karate, the purpose of the movement is quite transparent.......Whenever these movements are then made, the images are triggered and aroused.....[of] aggressive behaviour. It is possible for a teacher......to give more constructive purpose to movement."
"I believe that if a child enjoys movement and is able to play with self-confidence, that has an effect on other things too. The joy to be capable of doing something, to achieve something reflects in their relationship to life and learning. "
Interview with Martin Baker
http://www.bothmer-gymnastik.com/bothmer/Inteview/baker.html
As you may have already found, a lot of the information on Bothmer Gymnastics is unfortunately not available in English. 'Spacial dynamics' (yes, spacial spelt with a 'c') is closely related and it might help you to look at information about that, too. Some of what is written about adults will also apply to children. Bothmer work with adults is partly about correcting unhelpful physical and mental attitudes developed while growing up; for children it is about supporting healthy development.
Bothmer gymnastics - site partly in English
http://www.bothmer-gymnastik.com/verband/verband.html
'Spacial dynamics'
http://www.spacialdynamics.com/page3.html
"This is an art of movement......which emphasises awareness of space around the child. From eleven to twelve years, emphasis is placed on springing and swinging, harmony and graceful movement."
Quote from Raphael House in New Zealand
http://www.raphaelhouse.school.nz/index.php?pid=34
I hope this is helpful. Please let me know if anything needs
clarification.
Regards - Leli
Here is some info I found about Bothmer Gymnastics. Additionally, we have tremendous resources here at Luther with Jane Hawley and her students studying movement fundamentals. I can share some info I have about developmental movement and its role in brain development, you can also look up a program called "Brain Gym." It is gaining acceptance in more mainstream locations but may take awhile to catch on. There is research but it is limited, into the effectiveness. We sponsored a Brain Gym training here in Decorah back in 2000, and I have basic basic level training. Love, Parker
Thank-you for your question.
Bothmer Gymnastics is intended to foster balance, not just physical balance but mental and spiritual balance too. It's sometimes associated with the phrase 'spatial dynamics' as it aims to help older children (and adults) explore the relationship between their body and its position in space.
Teachers hope that Bothmer will help their students to feel physically free even when they can no longer play as spontaneously as in early childhood. Each stage of development has its corresponding exercises. For instance, teenagers are helped to cope with the changes brought by puberty. The exercises emphasise harmony and co-ordination. Unlike conventional gymnastics they do not include any competitive or 'aggressive' elements, nor are they vigorous enough to have an 'aerobic' effect.
Children I know who have experienced Bothmer Gymnastics in a Waldorf school think of it as more like dance and eurythmy and do not connect it with sport. For me this confirms that the lessons are cultivating grace and confidence more than muscular and technical skills.
I hope these quotes from interviews with Bothmer teachers will help illustrate their work:
"The child with his first movements wants to step out into the world. He moves freely around...... When the child goes to school we start to confine his life and movement. It is important that the gym teacher teaches the child - through movement of course - that his body is not a prison."
"..........certain exercises correspond to a certain period of the child's development. Let's take the age of puberty as an example. At around the age of 14 the child's body goes through dramatic changes.......The exercises that they did as young children helped them to get to know their own bodies. Those exercises which the children learn during puberty teach them how to stand upright, how to create a harmonious relationship with the space..."
"The Bothmer Gymnastics exercises are significant not only as a training of the physical body but also can help with the inner work. "
Interview with Alheidis von Bothmer
http://www.bothmer-gymnastik.com/bothmer/Inteview/avbothmer.html
"So movements need to be matched to the physical development and to the personal, or individual development also..... If a young child is taught karate, the purpose of the movement is quite transparent.......Whenever these movements are then made, the images are triggered and aroused.....[of] aggressive behaviour. It is possible for a teacher......to give more constructive purpose to movement."
"I believe that if a child enjoys movement and is able to play with self-confidence, that has an effect on other things too. The joy to be capable of doing something, to achieve something reflects in their relationship to life and learning. "
Interview with Martin Baker
http://www.bothmer-gymnastik.com/bothmer/Inteview/baker.html
As you may have already found, a lot of the information on Bothmer Gymnastics is unfortunately not available in English. 'Spacial dynamics' (yes, spacial spelt with a 'c') is closely related and it might help you to look at information about that, too. Some of what is written about adults will also apply to children. Bothmer work with adults is partly about correcting unhelpful physical and mental attitudes developed while growing up; for children it is about supporting healthy development.
Bothmer gymnastics - site partly in English
http://www.bothmer-gymnastik.com/verband/verband.html
'Spacial dynamics'
http://www.spacialdynamics.com/page3.html
"This is an art of movement......which emphasises awareness of space around the child. From eleven to twelve years, emphasis is placed on springing and swinging, harmony and graceful movement."
Quote from Raphael House in New Zealand
http://www.raphaelhouse.school.nz/index.php?pid=34
I hope this is helpful. Please let me know if anything needs
clarification.
Regards - Leli
Green Schooling and Developmental Movement from Parker
Hi friends,
I was looking over the Thoreau School site and there is a page about being a "green school." I'd think we'd want to go in that direction as well so getting some more info about that might be helpful?
I also mentioned our alt ed group to Blake Nellis who graduated from Luther last year and has developed a curriculum called Moving Dance/Learning Bodies (I think that's the name!) which he did with some of our children in the last 2 years. I do want to encourage us to incorporate movement as both an art form as well as an instructional/self awareness/brain building strategy in our school- that sets us apart from the public schools dramatically. I would also like to learn more about what seems to be a Waldorf movement approach called Bohmer Gymnastics. I've not heard that term until recently, was more familiar with the eurythmy term, but still didn't understand what that was...
I also just got a book about something called the "Extra Lesson" which is a sensory/developmental movement aspect of Waldorf for children who need some extra support.
Just thoughts and explorations. I am so excited by what we are all accomplishing! Thanks to all for all the work and commitment.
Love,
Parker
I was looking over the Thoreau School site and there is a page about being a "green school." I'd think we'd want to go in that direction as well so getting some more info about that might be helpful?
I also mentioned our alt ed group to Blake Nellis who graduated from Luther last year and has developed a curriculum called Moving Dance/Learning Bodies (I think that's the name!) which he did with some of our children in the last 2 years. I do want to encourage us to incorporate movement as both an art form as well as an instructional/self awareness/brain building strategy in our school- that sets us apart from the public schools dramatically. I would also like to learn more about what seems to be a Waldorf movement approach called Bohmer Gymnastics. I've not heard that term until recently, was more familiar with the eurythmy term, but still didn't understand what that was...
I also just got a book about something called the "Extra Lesson" which is a sensory/developmental movement aspect of Waldorf for children who need some extra support.
Just thoughts and explorations. I am so excited by what we are all accomplishing! Thanks to all for all the work and commitment.
Love,
Parker
Assignment for upcoming meeting
Hello again!
The group decided on the following assignments for the next meeting (this Wed, Jan. 30th at 4:00).
1) Make a list/chart identifying the elements of Montessori (philosophy/methods/etc) you like and dislike
2) Make a chart identifying the elements of Waldorf you like and dislike
3) Make a list of words you would use to describe your ideal future school
We will be compiling these ideas for use in writing a description/mission statement for the school (and thus for curriculum planning as well).
If you can't make it to the meeting, please either call someone you know will be there or throw your ideas up on the blog. I'll copy them down if they are left before 12:00 on Wednesday and bring them to the meeting.
Thanks again and I hope to see you in two days!
Alicia
The group decided on the following assignments for the next meeting (this Wed, Jan. 30th at 4:00).
1) Make a list/chart identifying the elements of Montessori (philosophy/methods/etc) you like and dislike
2) Make a chart identifying the elements of Waldorf you like and dislike
3) Make a list of words you would use to describe your ideal future school
We will be compiling these ideas for use in writing a description/mission statement for the school (and thus for curriculum planning as well).
If you can't make it to the meeting, please either call someone you know will be there or throw your ideas up on the blog. I'll copy them down if they are left before 12:00 on Wednesday and bring them to the meeting.
Thanks again and I hope to see you in two days!
Alicia
What's In A Name?
Hello All!
So, we came to the conclusion at the last meeting that we want to be Waldorf-inspired or Waldorf-informed rather than a purely Waldorf school. I believe that we also desire including Montessori methods into the curriculum. For several of us, the Ocean Charter School seems to be well-aligned with the blended curriculum we are after. Take a look at this school (link below and to the right) if you want a general idea of what might be to come. Notice I said general!
So, with that in mind, we moved right along to creating a name for ourselves. We chatted a bit at the last meeting about this as well. Here are some ideas that we have been kicking around at the meetings. Please read them, comment on them, and make your own suggestions. Also, if I missed any from the meeting, please let me know.
Thanks, Alicia
Oneota Valley Community School
Oneota Valley School
Oneota Valley School of the Arts and Sciences
So, we came to the conclusion at the last meeting that we want to be Waldorf-inspired or Waldorf-informed rather than a purely Waldorf school. I believe that we also desire including Montessori methods into the curriculum. For several of us, the Ocean Charter School seems to be well-aligned with the blended curriculum we are after. Take a look at this school (link below and to the right) if you want a general idea of what might be to come. Notice I said general!
So, with that in mind, we moved right along to creating a name for ourselves. We chatted a bit at the last meeting about this as well. Here are some ideas that we have been kicking around at the meetings. Please read them, comment on them, and make your own suggestions. Also, if I missed any from the meeting, please let me know.
Thanks, Alicia
Oneota Valley Community School
Oneota Valley School
Oneota Valley School of the Arts and Sciences
Wednesday, January 16, 2008
Windows Into Waldorf Conference
Hello Everybody!
Below is a link to the Windows Into Waldorf: A Glimpse Into the Waldorf Curriculum Conference going on in LaCrosse this weekend. I am going and I know several others are as well. Maybe we could carpool if we get it together. There is a link to a conference flyer and registration sheet on this webpage. The conference cost is $15. You can preregister for childcare at $15/child; and you can pre-order/pay for a bag lunch for $5. (Double check any of those price quotes)
My only complaint from what I can see is that I only get to choose 2 sessions and I want to go to them ALL.
Hope to see some familiar faces there!
http://www.threeriversschool.com/windows-into-waldorf-conferenc/
Alicia
Below is a link to the Windows Into Waldorf: A Glimpse Into the Waldorf Curriculum Conference going on in LaCrosse this weekend. I am going and I know several others are as well. Maybe we could carpool if we get it together. There is a link to a conference flyer and registration sheet on this webpage. The conference cost is $15. You can preregister for childcare at $15/child; and you can pre-order/pay for a bag lunch for $5. (Double check any of those price quotes)
My only complaint from what I can see is that I only get to choose 2 sessions and I want to go to them ALL.
Hope to see some familiar faces there!
http://www.threeriversschool.com/windows-into-waldorf-conferenc/
Alicia
Friday, December 28, 2007
Heads Up on a Waldorf School in CT from Parker
Hi everyone,
Here is a link to a new waldorf forming in CT- there is an article that gives some nice points about why a parent might consider waldorf for their child.
http://www.thecloverhillschool.org/inthenews.shtml
Blessings,
Parker
Here is a link to a new waldorf forming in CT- there is an article that gives some nice points about why a parent might consider waldorf for their child.
http://www.thecloverhillschool.org/inthenews.shtml
Blessings,
Parker
Saturday, December 22, 2007
Updates: Montessori, Space, and Alternative Education from Emily N.
I just want to clear up an issue: We have met with the Montessori board, and both groups feel it would be foolish to pursue separate schools, especially in light of the fact that it seems both "groups" seem to express the same desires for the next age group 1st grade and up....this is not to say the next age group is going to strictly be a "Montessori" classroom...As we are all still open to what the next age will look like...so is the board...so really I think we should not refer to ourselves as separate...I challenge anyone to think of a GREAT name for us for sure!!!!
Also, we have looked at the pink house on Washington Street as a potential school, and let me say it has potential (but with a price tag for sure!!!) We have asked Matt Spencer to put together a "list" of what remodeling would cost...
We are still in conversation with Lea Lovelace and Kristin Underwood about renting the Old Coop Space....
If you have not thought of mission and goals, what a fantastic holiday statement you could write....
As for the "original" meeting notes: I apologize, that I only have 2 or 3 of the slips of paper...
In summary: We felt that we wanted school to be a place where "learning" was fun, and inspiring...that our children were taught not "what to learn" but "how to learn", we wanted enrichment in arts, music, foreign language, and kinesthetics (body movements)...We wanted ceremony and community, joy and civility! Emphasis on the natural world was highly important, and using inquiry approaches to learning...If you have more from the first meeting to add, please do so....
One last comment: I have been struggling with the word "leader" for this group....I want you all to know that this is a community group and effort, and that my ideas have no more value than anyone else...I am happy to facilitate meetings and programs...it is just that being as outspoken and opinionated as I am, I want to make a clear distinction between my opinion and the "groups"...This is why I struggle making comments on posts such as Andy's.....So, remember, when I speak out in support of methods, curriculum, ideas...this is me talking as a member of the group...I welcome spirited discourse and debate...I think this will ultimately produce a better school....in meetings (like with the M. board, or space...etc...I take my role as facilitator and try to speak about all we have talked about....)Please feel free to tell me anything...and question any comments made!
Have a great holiday all!
Emily
Also, we have looked at the pink house on Washington Street as a potential school, and let me say it has potential (but with a price tag for sure!!!) We have asked Matt Spencer to put together a "list" of what remodeling would cost...
We are still in conversation with Lea Lovelace and Kristin Underwood about renting the Old Coop Space....
If you have not thought of mission and goals, what a fantastic holiday statement you could write....
As for the "original" meeting notes: I apologize, that I only have 2 or 3 of the slips of paper...
In summary: We felt that we wanted school to be a place where "learning" was fun, and inspiring...that our children were taught not "what to learn" but "how to learn", we wanted enrichment in arts, music, foreign language, and kinesthetics (body movements)...We wanted ceremony and community, joy and civility! Emphasis on the natural world was highly important, and using inquiry approaches to learning...If you have more from the first meeting to add, please do so....
One last comment: I have been struggling with the word "leader" for this group....I want you all to know that this is a community group and effort, and that my ideas have no more value than anyone else...I am happy to facilitate meetings and programs...it is just that being as outspoken and opinionated as I am, I want to make a clear distinction between my opinion and the "groups"...This is why I struggle making comments on posts such as Andy's.....So, remember, when I speak out in support of methods, curriculum, ideas...this is me talking as a member of the group...I welcome spirited discourse and debate...I think this will ultimately produce a better school....in meetings (like with the M. board, or space...etc...I take my role as facilitator and try to speak about all we have talked about....)Please feel free to tell me anything...and question any comments made!
Have a great holiday all!
Emily
Thursday, December 20, 2007
Alicia's visit to Three Rivers
Hi all,
I visited Three Rivers Waldorf Academy while in LaCrosse. Wow, I just wanted to stay in the Kindergarten rooms forever. They certainly have made a lot of intentional choices at this school.
I chatted with Martha, who gives tours and is the enrollment coordinator. She was the woman that Karina Klug invited to Decorah to offer the Coop class on Waldorf-inspired parenting.
After talking with her, I truly felt that anything less than Waldorf would be such a loss. I must admit that I haven't read all of the suggested readings and I'm not very familiar with Montessor (or Waldorf for that matter). That feeling might change as I become more informed on the philosophy of both or others. She was definitely not anti-Montessori in any way.
One comment she made was that they had a challenging fiscal year last year after purchasing an old school. She commented that there were many things they hadn't forseen as needing to purchase or staff for. If the purchase of a space is in the future for the Montessori preschool program and/or primary grades, I'd advise that they be consulted as they have been through it.
I also asked whether she would be willing to present to parents in this town on the Waldorf philosophy and curriculum. She felt that another woman, Pam(?), would be better suited and actually does that routinely. Perhaps once the conversation with the Montessori parents begins that might be a possibility. I would also like someone to come to present on Montessori as well, if possible. (Maybe the current Montessori teacher here in Decorah as she is certainly studying the philosophy in depth right now).
Martha also gave me some additional information on this "Open House" occuring at Three Rivers on January 19th. It sounds more like a workshop and there are breakout sessions to choose from. Information on it will be available on their website next week(?). Martha said that she had been thinking and thought that maybe interested people from our group could roadtrip to LaCrosse, attend this event, and then have a tour of the building/chat with them to get people on the same page.
Anyway, it was generally a good time (much the same as a Montessori Board meeting). Sorry if you don't get that insider joke, attend the next board meeting and you too will likely agree. I'd recommend the January 19th event to people interested in learning about Waldorf education. It sounds like it should be very informative.
Thanks for reading!
Alicia
I visited Three Rivers Waldorf Academy while in LaCrosse. Wow, I just wanted to stay in the Kindergarten rooms forever. They certainly have made a lot of intentional choices at this school.
I chatted with Martha, who gives tours and is the enrollment coordinator. She was the woman that Karina Klug invited to Decorah to offer the Coop class on Waldorf-inspired parenting.
After talking with her, I truly felt that anything less than Waldorf would be such a loss. I must admit that I haven't read all of the suggested readings and I'm not very familiar with Montessor (or Waldorf for that matter). That feeling might change as I become more informed on the philosophy of both or others. She was definitely not anti-Montessori in any way.
One comment she made was that they had a challenging fiscal year last year after purchasing an old school. She commented that there were many things they hadn't forseen as needing to purchase or staff for. If the purchase of a space is in the future for the Montessori preschool program and/or primary grades, I'd advise that they be consulted as they have been through it.
I also asked whether she would be willing to present to parents in this town on the Waldorf philosophy and curriculum. She felt that another woman, Pam(?), would be better suited and actually does that routinely. Perhaps once the conversation with the Montessori parents begins that might be a possibility. I would also like someone to come to present on Montessori as well, if possible. (Maybe the current Montessori teacher here in Decorah as she is certainly studying the philosophy in depth right now).
Martha also gave me some additional information on this "Open House" occuring at Three Rivers on January 19th. It sounds more like a workshop and there are breakout sessions to choose from. Information on it will be available on their website next week(?). Martha said that she had been thinking and thought that maybe interested people from our group could roadtrip to LaCrosse, attend this event, and then have a tour of the building/chat with them to get people on the same page.
Anyway, it was generally a good time (much the same as a Montessori Board meeting). Sorry if you don't get that insider joke, attend the next board meeting and you too will likely agree. I'd recommend the January 19th event to people interested in learning about Waldorf education. It sounds like it should be very informative.
Thanks for reading!
Alicia
Thoughts from Andy Johnson
Hi all,
I haven't been to the meetings but I have been trying to follow the goings-on and discussions of this group through discussions with Emily and through the email/blog postings. I would like to add a few comments (or raise a few questions) related to various issues that have been brought up, for what they're worth. I'll state up front that so far (as most of you know) we've decided to have our kids in public school, so part of this deals with that choice.
First, a few thoughts on the public/private school issue. I have plenty of reservations about the public school system - plenty I don’t like now, and plenty I didn't like when I was in it. So far Emily and I have decided to have our kids in public school, but that could change at some point in time. What I keep coming back to, over and over, is that I believe we may be expecting too much from our schools and too little from ourselves. And important as school environment, methodology, feedback etc is, in the end possibly the single greatest variable in how kids respond to educators is the quality and commitment of the educator, and I do believe that public schools - at least those we've been involved in - are full of great teachers who do everything they can for their kids. Sure, they are boxed in by mandates and often limited by perspective or experience, but when I think of education of kids around the world and through the ages, I think our system (at least in Decorah), though lacking, isn't broken, and actually has some very positive attributes.
The responsibility for the "whole child" is of course ours as parents, more than that of the schools. Yes, kids spend much time at school, but really, when I think back to my childhood and what formed me (if one can really do that), it was my family and home experiences so much more so than school that determined who I am (for better or worse!) School provided (or failed to provide) skills, knowledge, experience in some cases, emotional growth (or harm...), but the latter half of that list, together with worldview, perspective, social conscience, values, ethics, etc came MUCH more from my parents/family and our close circle of friends, and eventually from my college environment also, than from public school. I would guess most involved in these discussions came through the public schools - would we be fundamentally better/different people if we had not? I suppose it's possible but I don't think so.
As to our philosophical belief in or support of public schools, personally (and I don't mean ANY criticism here) I wouldn't be honest to myself if I put my kids in an alternative school and said I still firmly believe in and support public schools. This is at least part of why we have decided not to - yet anyway. IMHO one of the greatest threats to public education (we can't separate the concept - public education - from the reality - public schools) is privatization. There are plenty of things not to like about public schools but if we put kids in private schools are we not contributing to that threat? Maybe we owe it to our kids to make that choice, but we should we not admit that either our principles have changed, or our actions are not fully supporting them? (PLEASE realize I don't mean this as criticism - Emily and I have considered and continue to consider alternative education, and many of those I most respect in this community and elsewhere have done so ... and also, I fully realize there are other ways in which to strongly support public education.)
Moving on. I'm assuming there probably isn't demand/energy in Decorah for two alternative schools (am I wrong?), so if something new evolves it will take the place of the current Montessori (or Montessori will be changed into ...). One question I have is how many of the parents of kids currently in Montessori have been involved in these discussions? Isn't that the main population of "end users"? I understand there are many involved, I'm just wondering out loud if it wouldn't make sense to somehow update all Montessori parents re these discussion and solicit input - before going TOO far in decision making on models, intentions for going beyond pre-K, etc.
And regarding models, most of you know much more than I, but if everyone were satisfied with Montessori I suppose these discussions wouldn't be happening, so there must be things missing, or things folks would like to change. I have read about the various alternative educational models, but have a tougher time getting a handle on how the theory/philosophy translates into the classroom. Individual schools can be great and inspirational but is it the tradition or the example we want to emulate? If the tradition, what are the facets we believe in most strongly, and can they be easily replicated? There are some real differences between the traditions (such as between Waldorf and Montessori in reading/literacy approaches), but I think we should also remember that all these models are based on educational theories of their founders decades ago. Much of those ideas are probably still sound, but much has undoubtedly also been learned since then in education, child development, and all the related arenas.
Sorry for the book - and probably much of which is repetition of things already discussed. I'll wrap up with a couple thoughts on my own wishes for educational opportunities. Since we currently have Helen in public school and tentatively plan to have Leila there too, Pre-K remains the main alternative ed environment we would hope to take advantage of (with Elsa, in 2-3 years!) But I'd like to throw out a couple other ideas too, just as food for thought down the road, not necessarily to be incorporated now. First of all, there seems to be tremendous opportunity for an "alternative child care center" for infants/toddlers in town. Yes, that's right, a BABY THOREAU CENTER - where babies learn sign language before speaking, spend time out and around ... you know what I mean, and though it's probably not in the picture right now, consider looking down the age classes as well as up - the demand is there and besides being a tremendous resource for parents/kids such an operation could be quite profitable and even help support other parts of the operation.
Secondly, I think there is tremendous opportunity for organized after-school and summer programming as a cooperative effort of like-minded parents. It could take on many different forms but even just a parent or two who, say, met a group of elementary or middle-schoolers one afternoon a week for a semester to explore some special topic, like astronomy, or orienteering, or poetry, or whatever was stimulating and engaging. This could be not just an educational endeavor but a community-building one too, with family gatherings, peer group development, etc.
Finally, specific emphases that I believe are seriously lacking in public ed and would be important to build into alt ed include (of the multitude): truly experiential approaches, outdoor ed in many versions and levels of integration, flexibility/differentiation/acceleration not as separate issues but as fundamental principles, and an emphasis on relationship building, peer group development, and emotional growth as well as academic. Probably nothing new there.
Thanks for getting this far, and for all the energy everyone is putting into this. Yet another validation of why we came back (*even if* we don't take advantage of higher levels of alternative ed here - at least for now).
Best, Andy Johnson
I haven't been to the meetings but I have been trying to follow the goings-on and discussions of this group through discussions with Emily and through the email/blog postings. I would like to add a few comments (or raise a few questions) related to various issues that have been brought up, for what they're worth. I'll state up front that so far (as most of you know) we've decided to have our kids in public school, so part of this deals with that choice.
First, a few thoughts on the public/private school issue. I have plenty of reservations about the public school system - plenty I don’t like now, and plenty I didn't like when I was in it. So far Emily and I have decided to have our kids in public school, but that could change at some point in time. What I keep coming back to, over and over, is that I believe we may be expecting too much from our schools and too little from ourselves. And important as school environment, methodology, feedback etc is, in the end possibly the single greatest variable in how kids respond to educators is the quality and commitment of the educator, and I do believe that public schools - at least those we've been involved in - are full of great teachers who do everything they can for their kids. Sure, they are boxed in by mandates and often limited by perspective or experience, but when I think of education of kids around the world and through the ages, I think our system (at least in Decorah), though lacking, isn't broken, and actually has some very positive attributes.
The responsibility for the "whole child" is of course ours as parents, more than that of the schools. Yes, kids spend much time at school, but really, when I think back to my childhood and what formed me (if one can really do that), it was my family and home experiences so much more so than school that determined who I am (for better or worse!) School provided (or failed to provide) skills, knowledge, experience in some cases, emotional growth (or harm...), but the latter half of that list, together with worldview, perspective, social conscience, values, ethics, etc came MUCH more from my parents/family and our close circle of friends, and eventually from my college environment also, than from public school. I would guess most involved in these discussions came through the public schools - would we be fundamentally better/different people if we had not? I suppose it's possible but I don't think so.
As to our philosophical belief in or support of public schools, personally (and I don't mean ANY criticism here) I wouldn't be honest to myself if I put my kids in an alternative school and said I still firmly believe in and support public schools. This is at least part of why we have decided not to - yet anyway. IMHO one of the greatest threats to public education (we can't separate the concept - public education - from the reality - public schools) is privatization. There are plenty of things not to like about public schools but if we put kids in private schools are we not contributing to that threat? Maybe we owe it to our kids to make that choice, but we should we not admit that either our principles have changed, or our actions are not fully supporting them? (PLEASE realize I don't mean this as criticism - Emily and I have considered and continue to consider alternative education, and many of those I most respect in this community and elsewhere have done so ... and also, I fully realize there are other ways in which to strongly support public education.)
Moving on. I'm assuming there probably isn't demand/energy in Decorah for two alternative schools (am I wrong?), so if something new evolves it will take the place of the current Montessori (or Montessori will be changed into ...). One question I have is how many of the parents of kids currently in Montessori have been involved in these discussions? Isn't that the main population of "end users"? I understand there are many involved, I'm just wondering out loud if it wouldn't make sense to somehow update all Montessori parents re these discussion and solicit input - before going TOO far in decision making on models, intentions for going beyond pre-K, etc.
And regarding models, most of you know much more than I, but if everyone were satisfied with Montessori I suppose these discussions wouldn't be happening, so there must be things missing, or things folks would like to change. I have read about the various alternative educational models, but have a tougher time getting a handle on how the theory/philosophy translates into the classroom. Individual schools can be great and inspirational but is it the tradition or the example we want to emulate? If the tradition, what are the facets we believe in most strongly, and can they be easily replicated? There are some real differences between the traditions (such as between Waldorf and Montessori in reading/literacy approaches), but I think we should also remember that all these models are based on educational theories of their founders decades ago. Much of those ideas are probably still sound, but much has undoubtedly also been learned since then in education, child development, and all the related arenas.
Sorry for the book - and probably much of which is repetition of things already discussed. I'll wrap up with a couple thoughts on my own wishes for educational opportunities. Since we currently have Helen in public school and tentatively plan to have Leila there too, Pre-K remains the main alternative ed environment we would hope to take advantage of (with Elsa, in 2-3 years!) But I'd like to throw out a couple other ideas too, just as food for thought down the road, not necessarily to be incorporated now. First of all, there seems to be tremendous opportunity for an "alternative child care center" for infants/toddlers in town. Yes, that's right, a BABY THOREAU CENTER - where babies learn sign language before speaking, spend time out and around ... you know what I mean, and though it's probably not in the picture right now, consider looking down the age classes as well as up - the demand is there and besides being a tremendous resource for parents/kids such an operation could be quite profitable and even help support other parts of the operation.
Secondly, I think there is tremendous opportunity for organized after-school and summer programming as a cooperative effort of like-minded parents. It could take on many different forms but even just a parent or two who, say, met a group of elementary or middle-schoolers one afternoon a week for a semester to explore some special topic, like astronomy, or orienteering, or poetry, or whatever was stimulating and engaging. This could be not just an educational endeavor but a community-building one too, with family gatherings, peer group development, etc.
Finally, specific emphases that I believe are seriously lacking in public ed and would be important to build into alt ed include (of the multitude): truly experiential approaches, outdoor ed in many versions and levels of integration, flexibility/differentiation/acceleration not as separate issues but as fundamental principles, and an emphasis on relationship building, peer group development, and emotional growth as well as academic. Probably nothing new there.
Thanks for getting this far, and for all the energy everyone is putting into this. Yet another validation of why we came back (*even if* we don't take advantage of higher levels of alternative ed here - at least for now).
Best, Andy Johnson
Tuesday, December 18, 2007
It's Time for YOU to Write Our Mission Statement!
It was suggested at the last meeting that we need to determine who "we" are. This led to the goal of creating a mission statement. Below are the mission statements of several inspiring alternative schools. The mission statements for the Montessori School in Decorah and The LaCrescent Montessori Academy will be added as they are provided to me.
We are asking you to create a mission statement for the alternative school that you envision in Decorah. Dream up your own, mix and match these, find others, and/or add and delete any vision you might have for an alternative school in our community. Have fun with it!
THREE RIVERS SCHOOL:
The mission of Three Rivers School is to enrich the lives of Coulee Region children, their families, and the community through Waldorf education.
Waldorf education strives to awaken the true potential in each human being: clarity and creativity in thought and expression;
balance and compassion in feeling; and conscience and initiative in action.
Therefore, as a community of students, teachers, parents, staff and supporters,Three Rivers School participates in the positive transformation of society.
THE THOREAU SCHOOL:
Our mission is to provide children in grades K through 5 with the opportunity to be active, knowledgeable and conscientious learners by fostering a keen understanding of the interrelatedness and interdependence of our local and global existence.
OCEAN CHARTER SCHOOL: (maybe less of a mission statement and more of a self-description)
Ocean Charter School is a community of families and educators using innovative teaching methods to nurture and educate children in a multi-cultural, urban environment. We are committed to achieving academic excellence through experiential learning, enhancing the growth of curiosity and imagination through the rigorous practice of an arts integrated curriculum. This approach addresses the whole child, promoting the development of healthy, responsible, and creative human beings. Our graduates will have the vision, desire and skill to live meaningful lives, balance technology and humanity, and create a sustainable future.
Ocean Charter School's Whole Child Curriculum, informed by the Waldorf educational approach and built on a foundation of creativity and self-confidence, grows with the child to balance imagination, critical thinking and academic excellence. This foundation, combined with a focus on ecological and social responsibility, nurtures a sense of delight and wonder about the world, as well as respect for nature and humanity. Our goal is to graduate students who will positively shape our culture, rather than merely reflecting it. Our curriculum is designed to empower each student with the knowledge that she or he matters as an individual and shapes not only her or his own life, but, ultimately, the course of history.
THE VILLAGE CHARTER SCHOOL:
The Village Charter School is dedicated to providing a quality education in a positive and respectful multi-age environment where world cultures are explored, our connection to nature is honored, and character development is nurtured. Our school is a place where the intellectual, imaginative, and humanitarian promise of each student is cultivated and celebrated in a community that practices mutual respect, embraces diversity, and inspires a passion for learning.
We are asking you to create a mission statement for the alternative school that you envision in Decorah. Dream up your own, mix and match these, find others, and/or add and delete any vision you might have for an alternative school in our community. Have fun with it!
THREE RIVERS SCHOOL:
The mission of Three Rivers School is to enrich the lives of Coulee Region children, their families, and the community through Waldorf education.
Waldorf education strives to awaken the true potential in each human being: clarity and creativity in thought and expression;
balance and compassion in feeling; and conscience and initiative in action.
Therefore, as a community of students, teachers, parents, staff and supporters,Three Rivers School participates in the positive transformation of society.
THE THOREAU SCHOOL:
Our mission is to provide children in grades K through 5 with the opportunity to be active, knowledgeable and conscientious learners by fostering a keen understanding of the interrelatedness and interdependence of our local and global existence.
OCEAN CHARTER SCHOOL: (maybe less of a mission statement and more of a self-description)
Ocean Charter School is a community of families and educators using innovative teaching methods to nurture and educate children in a multi-cultural, urban environment. We are committed to achieving academic excellence through experiential learning, enhancing the growth of curiosity and imagination through the rigorous practice of an arts integrated curriculum. This approach addresses the whole child, promoting the development of healthy, responsible, and creative human beings. Our graduates will have the vision, desire and skill to live meaningful lives, balance technology and humanity, and create a sustainable future.
Ocean Charter School's Whole Child Curriculum, informed by the Waldorf educational approach and built on a foundation of creativity and self-confidence, grows with the child to balance imagination, critical thinking and academic excellence. This foundation, combined with a focus on ecological and social responsibility, nurtures a sense of delight and wonder about the world, as well as respect for nature and humanity. Our goal is to graduate students who will positively shape our culture, rather than merely reflecting it. Our curriculum is designed to empower each student with the knowledge that she or he matters as an individual and shapes not only her or his own life, but, ultimately, the course of history.
THE VILLAGE CHARTER SCHOOL:
The Village Charter School is dedicated to providing a quality education in a positive and respectful multi-age environment where world cultures are explored, our connection to nature is honored, and character development is nurtured. Our school is a place where the intellectual, imaginative, and humanitarian promise of each student is cultivated and celebrated in a community that practices mutual respect, embraces diversity, and inspires a passion for learning.
Fundraising Idea Links from Parker
Hi all,
Here are 3 fundraising possibilities that are products that I personally think would be positive things to put into the community and earn some funds for our school! I also hope the meeting went well tonight. I had to take Aidan to the doctor (he's fine). Looking forward to the updates!
Links:
http://www.greathall.com/fundraiser.html#sale
http://www.growler.com/fundrais.htm
http://www.originalworks.com/
Thanks!
Parker
Here are 3 fundraising possibilities that are products that I personally think would be positive things to put into the community and earn some funds for our school! I also hope the meeting went well tonight. I had to take Aidan to the doctor (he's fine). Looking forward to the updates!
Links:
http://www.greathall.com/fundraiser.html#sale
http://www.growler.com/fundrais.htm
http://www.originalworks.com/
Thanks!
Parker
Monday, December 17, 2007
Interesting Info on Reading from Amy
Someone asked about kids learning to read. Here's some interesting information. This is just one perspective, from a company that is selling a reading program. However, some of the stats seem to be from reputable organizations....
Myths about reading continue to prevail, but overwhelming research now has learning scientists, educators, and professional teachers' groups, such as the American Federation of Teachers, in agreement regarding the general facts about reading: Learning to read is not a natural process that just happens on its own. While at one time reading was thought to develop naturally when a child was ready, or "mature" enough, this is no longer the belief. Many parents think that as long as their child is bright, or is read to a lot, he or she will learn how to read with no problem - but the evidence does not support this. In order to learn to read, children must learn the component skills necessary for reading. For all but a few children, learning to read requires explicit instruction. Learning experts now agree that an effective reading program needs to include all the major components of reading instruction - phonemic (or sound unit) awareness, phonics, sounding out, and blending, etc. Research now indicates that the 4- to 6-year-old age range is the sweet spot for teaching reading. Beyond the age of 6 or 7, teaching a child to read is a game of catch up.
The range of entering skills among primary-grade students - regardless of their background - varies widely, and is extremely challenging to manage for even our best teachers. Given the "facts of life" in a classroom - overall student/teacher ratios and general work overload - most teachers do the best job they can. But providing individual attention and interaction based on each child's unique capabilities, and managing an entire class at the same time, is a daunting challenge.
One thing is clear: Too many of our children cannot read or have difficulty reading. And, if they don't read fluently, the chances for a fulfilling life - in terms of job skills, financial stability, or academic achievement - are greatly diminished.
READING FACTS
Reading difficulty is a problem that extends across socioeconomic strata - affluence is no guarantee of reading success.
American Federation of Teachers
Learning to read is a crucial step in children's education because those who fare poorly in the early grades are unlikely to catch up with their more skilled classmates.
Scientific American, March 2002
Estimates indicate that at least 20 million of the nation's 53 million school-age children are poor readers - about two out of five children.
National Institutes of Health
If a child is a poor reader at the end of First Grade, there is an almost 90% probability that the child will be a poor reader at the end of Fourth Grade.
The Public Library Association
Three-quarters of students who are poor readers in Third Grade will remain poor readers in high school.
Yale University
Approximately one-third of all poorly performing Fourth Graders have college-educated parents.
National Assessment of Educational Progress
Nearly 40% of Fourth Graders have not mastered basic reading skills. It's nearly 60% in California, and almost half of these children live with college-educated parents.
Council for Basic Education
Experts say about 5% of the nation's children learn to read with ease, almost intuitively. An additional 20% to 30% learn to read with relative ease once they begin some kind of formal instruction. However, the bulk of children (about 60%) have difficulty.
Council for Basic Education
60% of our nation's children experience formidable challenges learning to read, and for at least 20-30%, learning to read is one of the most difficult tasks they will confront in school.
National Institute of Child Health & Human Development
For 90-95% of poor readers, prevention and early intervention programs that combine instruction in phonemic awareness, phonics, spelling, reading fluency, and reading comprehension can increase reading skills to average reading levels.
National Institute of Child Health & Human Development
Research results from a variety of studies clearly support the conclusion that early systematic phonics instruction significantly improves reading and spelling abilities for all children, and ideally, should be made available to children before First Grade.
Congressionally-mandated National Reading Panel Report, April 2000
ADDITIONAL INFORMATION ON READING
Follow the links below for more information about teaching reading.
General Information
Big Ideas in Beginning Reading
reading.uoregon.edu/index.php
Facts About Reading Achievement
www.nclb.gov/start/facts/reading.html
Frequently Asked Questions About Reading
www.nclb.gov/next/faqs/reading.html
Principles of Reading Instruction
www.nrrf.org/nichd.htm
Student Reading Achievement by State
www.edweek.org/rc/states/
Ten Myths of Reading Instruction
www.sedl.org/pubs/sedl-letter/v14n03/2.html
The Importance of High-Quality Reading Instruction
www.aft.org/topics/reading/index.htm
Myths about reading continue to prevail, but overwhelming research now has learning scientists, educators, and professional teachers' groups, such as the American Federation of Teachers, in agreement regarding the general facts about reading: Learning to read is not a natural process that just happens on its own. While at one time reading was thought to develop naturally when a child was ready, or "mature" enough, this is no longer the belief. Many parents think that as long as their child is bright, or is read to a lot, he or she will learn how to read with no problem - but the evidence does not support this. In order to learn to read, children must learn the component skills necessary for reading. For all but a few children, learning to read requires explicit instruction. Learning experts now agree that an effective reading program needs to include all the major components of reading instruction - phonemic (or sound unit) awareness, phonics, sounding out, and blending, etc. Research now indicates that the 4- to 6-year-old age range is the sweet spot for teaching reading. Beyond the age of 6 or 7, teaching a child to read is a game of catch up.
The range of entering skills among primary-grade students - regardless of their background - varies widely, and is extremely challenging to manage for even our best teachers. Given the "facts of life" in a classroom - overall student/teacher ratios and general work overload - most teachers do the best job they can. But providing individual attention and interaction based on each child's unique capabilities, and managing an entire class at the same time, is a daunting challenge.
One thing is clear: Too many of our children cannot read or have difficulty reading. And, if they don't read fluently, the chances for a fulfilling life - in terms of job skills, financial stability, or academic achievement - are greatly diminished.
READING FACTS
Reading difficulty is a problem that extends across socioeconomic strata - affluence is no guarantee of reading success.
American Federation of Teachers
Learning to read is a crucial step in children's education because those who fare poorly in the early grades are unlikely to catch up with their more skilled classmates.
Scientific American, March 2002
Estimates indicate that at least 20 million of the nation's 53 million school-age children are poor readers - about two out of five children.
National Institutes of Health
If a child is a poor reader at the end of First Grade, there is an almost 90% probability that the child will be a poor reader at the end of Fourth Grade.
The Public Library Association
Three-quarters of students who are poor readers in Third Grade will remain poor readers in high school.
Yale University
Approximately one-third of all poorly performing Fourth Graders have college-educated parents.
National Assessment of Educational Progress
Nearly 40% of Fourth Graders have not mastered basic reading skills. It's nearly 60% in California, and almost half of these children live with college-educated parents.
Council for Basic Education
Experts say about 5% of the nation's children learn to read with ease, almost intuitively. An additional 20% to 30% learn to read with relative ease once they begin some kind of formal instruction. However, the bulk of children (about 60%) have difficulty.
Council for Basic Education
60% of our nation's children experience formidable challenges learning to read, and for at least 20-30%, learning to read is one of the most difficult tasks they will confront in school.
National Institute of Child Health & Human Development
For 90-95% of poor readers, prevention and early intervention programs that combine instruction in phonemic awareness, phonics, spelling, reading fluency, and reading comprehension can increase reading skills to average reading levels.
National Institute of Child Health & Human Development
Research results from a variety of studies clearly support the conclusion that early systematic phonics instruction significantly improves reading and spelling abilities for all children, and ideally, should be made available to children before First Grade.
Congressionally-mandated National Reading Panel Report, April 2000
ADDITIONAL INFORMATION ON READING
Follow the links below for more information about teaching reading.
General Information
Big Ideas in Beginning Reading
reading.uoregon.edu/index.php
Facts About Reading Achievement
www.nclb.gov/start/facts/reading.html
Frequently Asked Questions About Reading
www.nclb.gov/next/faqs/reading.html
Principles of Reading Instruction
www.nrrf.org/nichd.htm
Student Reading Achievement by State
www.edweek.org/rc/states/
Ten Myths of Reading Instruction
www.sedl.org/pubs/sedl-letter/v14n03/2.html
The Importance of High-Quality Reading Instruction
www.aft.org/topics/reading/index.htm
Thursday, December 13, 2007
Thinking Points for Next Meeting from Emily N.
Folks, seriously check out the curriculum of the Ocean and Thoreau school! (Previous Post) Admittedly, I am VERY impressed...also, the rationale on the first page of the Thoreau school, about creating a model of assistance for public schools is awesome, and helps with my feelings on not wanting to abandon "public" education. I think the schools very creativly use both methods (although Ocean is very much combining a public school/waldorff) Thoreau seems to combine all three and multiple intelligence theory....The garden focus of Thoreau, would need some different space planning for sure! I hope you all can make it on the 17th! I think we are up for a lively discussion!
Some things to think about:
What "role" do you feel technology should play in our school?
When do you feel reading emphasis is appropriate?
How important are manipulatives in the classroom?
How much emphasis should there be on individual/whole group work?
Some things to think about:
What "role" do you feel technology should play in our school?
When do you feel reading emphasis is appropriate?
How important are manipulatives in the classroom?
How much emphasis should there be on individual/whole group work?
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