Desk Job

This is another 'oldie but goodie' that I wrote some years back. It explains a lot about the idea of why allowing children to choose their learning paths & create their own schedules really works. Since I decided to get back to writing in this blog regularly, and I have a sleeping baby on my chest, I thought copying an old article today would be a good idea. So here you go!

Desk Job

Imagine, for a moment that you have a desk job. Some of you may have to do more imagining that others, but we’ve all got enough of an idea of what that would look like for this exercise. Let’s pretend you have some sort of management/sales position. Your job is to sell stuff, while leading a sales team and reporting to upper management. You can pick the kind of company – imagine yourself selling chocolate or shoes or cars or whatever makes you happy.

Alright. It’s 8am, and you report to your desk. An alarm goes off on your computer, telling you to read and return emails. You open up your email program, and get to work. Lots of messages today – some from customers, others from your sales team, still more from corporate headquarters. You dive into a few, and are in the middle of composing a response to your boss about a presentation you are to make when your email program shuts down. A new alarm is now beeping to you, and you are to stop writing emails immediately and check your voicemail.

Hmm, you think to yourself, that was important to me. But, I guess I need to get to those voicemails now, and I’ll finish the emails later. You pick up your phone. You have one message, which you quickly listen to. Three minutes later, you have finished speaking with the person who left the message. However, according to the alarm system on your computer, you must spend the next 11 minutes making phone calls. You call two customers and leave messages (it’s really too early to reach the people you need to reach), and then you notice you have 7 minutes left before you are allowed to move on to another task. You look at your list of approved activities (those you are allowed to do when you have finished your current tasks), and find they are all useless to you in terms of your actual job. You choose the least ridiculous one, and spend 6.5 minutes playing solitaire until the next alarm beeps. It is now 8:30.

Finally you hear that familiar sound. You look at the new alarm – “Work on presentation.” This makes your stomach turn. Tomorrow you will be giving a big presentation to the entire upper management team in your office. When you were given this task, you were excited – visions of colorful graphs and applause from your superiors danced through your head. Unfortunately, the system of alarms by which your day is dictated has left you unprepared for the big day. You know that you will be finishing this up tonight at home, and your children and spouse aren’t going to be happy about that. Still, you dig in, creating another few slides in your power-point presentation, and hoping that the research you have managed is adequate. Ninety minutes later another bell goes off, and you groan. You are still only about ¾ of the way complete with this task, and you will not be allowed to work on it again today.

It’s 10am now, and the new alarm tells you to “attend sales meeting.” Diligently, you grab a folder of papers and head for the boardroom. Your sales team has arrived, and you spend the next 55 minutes updating one another on the status of various customers. When the next bell rings at 11:00, one of your team members is in the middle of talking about an important client. It doesn’t matter – you cut him off and leave the room. You are now heading to lunch, even though you aren’t hungry yet.

I could go on, but I think I’ve made enough of a point. Obviously, this kind of scenario is 1) ridiculous, and 2) unworkable. No sales manager would allow his or time to be scheduled in this way, nor would they do well at their job if they did! In the real world of business, managing one’s time well is an essential skill. You need to know how much time to give to various elements of your job, and while of course there are always schedules to follow – meetings with clients or co-workers need to happen at specific times – flexibility must be given where needed. Certainly you won’t find a good business person playing solitaire because they aren’t allowed to work on more important tasks. Apply all of these concepts to life at home – family, social, or leisure time – and you can see some of the same correlations. If a stay-at-home mom tried to live like this, her children would revolt rather quickly. General schedules like lunch around noon are great, but most children will not go down for a nap at exactly 11:40 and wake up at 1:10. It just isn’t a reality.

And yet, this is EXACTLY the way we run one of our country’s biggest institutions – the pubic school system. Math time starts when reading time ends, children are fed when they aren’t hungry (or have to wait to eat while their stomachs are grumbling), and that really great science project isn’t given the attention or time that it deserves. The really interesting part of all this is that after these children graduate, having spent 12 years in this kind of system, we are annoyed that they don’t know how to manage their time, or get things done! It’s kind of like training someone for 12 years to be a dancer, and then being angry at them for not knowing how to be a veterinarian.

Schools like Sego Lily School and the Sudbury Valley School give children the responsibility of managing their time at an early age. They learn to prioritize, and to choose activities in which they really want to engage. They also are given the freedom to fully throw themselves into those activities in which they have a real interest and passion, whether they choose math or painting or basketball. The point is that from the time these children enter a Sudbury model school, THEY get to choose how to spend their time, and not have it dictated by the sounds of bells or a teacher’s voice saying “Let’s move on.”

Often we hear an argument that sounds something like this: “Well, in the REAL world there are schedules, and you can’t tell your boss that you’ll do your work when you feel like it!” We agree completely with this argument. However, we counter that when people of any age are participating in activities by choice – a job they chose, a class they want to take, a project they are excited about – they also choose the structures that come with that activity. If a Sudbury student chooses to take a math class, she may have to arrive at 10am and do homework assignments. However, the mere fact that she chose to take the class alters her perception of those structures – she chose them along with the class itself.

The results of this kind of learning show (as outlined in both Pursuit of Happiness and Legacy of Trust, research done by Sudbury Valley School on their graduates) that students become happy, productive members of the “real world.” An advantage they have over other productive, happy members of society is that they left school ready to manage their own schedules, go to college classes on time, or get their work done on the job. The work that most American young adults do in college – of finding their path in life, maturing, and learning to live responsibly – is done ahead of time. And we don’t have to waste time being angry at the results of a system that we created.

Editing the Sego Lily School website, I came across this article I wrote about 8 years ago. It's worth a read, or a re-read, if I do say so myself. I was reminded not only of the beauty of the four-square games played, or the lessons I learned from playing & watching, but also of the daily ways these lessons play out here every day. Enjoy!

Gathered on the pavement is a long line of people –young, old, in various states of fitness and with varying amounts of energy and talent. Each one is watching the game intently – four male staff members, from different schools, are engaged in the most aggressive, competitive four square game you could imagine. The ball is being slammed with full force from one player to the next; men are diving from within inches of the asphalt. Suddenly one misses, and with cheers from the crowd, he walks to the end of the line.

Into the first square steps a little girl in a pink dress – probably five years old, maybe even younger. Her blonde curls bob as she takes her place in the game, grinning from ear to ear. The remaining three men become instantly calm, as one gently serves to another. The ball is lightly tapped over to the girl, who is so busy smiling she misses. She happily skips to the back of the line, and waits for her next turn.

Another girl steps in – this one probably twelve or thirteen. The energy picks back up a little – but no where near the level it was originally. The girl plays well, she advances a square, and soon there are three young teens and one staff member left. People of all ages and abilities take their turns in the game, and each one brings a slightly different level of energy and competition to the game.

This was a daily scene at the Sudbury Valley Summer Conference. Four square was a gathering point at every meal and break. Approximately 200 adults and 95 children gathered at Sudbury Valley in July for five days of workshops, lectures, networking and socializing – and four square. I mention the game, not only because it was so much fun to watch and participate in – but because the game, and the way it was being played completely demonstrates the way our schools work. Here is what I mean:

Rules: Four square, like our schools, has very clear rules. Lines are drawn, and each player must stay within those lines in order to participate. If you violate the rules, you loose your privilege to play, and you have to wait until your next turn to play again. Sort of like our JC – when you break a rule, something happens (we call this consequence a ‘sentence’), and it often results in a lack of privilege to ‘play’ – you must spend 10 minutes picking up trash instead of doing what you want to be doing, for example.

Social Interaction: In the game of four square, people had to adjust themselves to the group with which they were playing and interacting. There wasn’t any conversation happening in the game – you didn’t hear people saying, “Oh, we have a little one in the square, everyone be gentle.” It just happened. And everyone was conscious to the adjustments that needed to be made – it kept the game fair and fun. Our schools are like this – when people of all ages are interacting with one another all of the time, we learn to speak in ways that communicate to each person. Staff at our schools don’t expect the five year olds to behave like the sixteen year olds, yet we give them all of the same opportunities and responsibilities, allowing for their developmental differences in our interactions.

Competition: I don’t think I have ever watched a game in which people REALLY wanted to win – and yet there was no crying, whining, or complaining when anyone came out of the game. Everyone tried his or her hardest, yet no one experienced a loss of power when they didn’t do as well as they liked. This is the spirit that we try to create in our schools. Its important to do one’s best at everything in life – why would you bother doing something that you weren’t going to put your heart into? We also want our students to know that you don’t always win at everything you try, but that shouldn’t dissuade you from trying.

Learning Curve: Some of the people at the conference had never played four-square before. Some of them, who were from Jerusalem and Holland, had never even seen the game. And of course there were experts, and everything in between. The rules were explained to our new players (and interpreted into other languages when necessary), and as people developed their skills they were reminded of rules, coached in their playing, and given helpful hints along the way. Our way of ‘teaching’ here is much the same. When a student wants to learn something, we assess their level of competency, give them some basics, and then ask how they want to proceed. We give coaching and hints along the way, and if they ask for more help they get it.

I could go on. I was mesmerized by the game, and spent hours musing on the parallels that were being exhibited while it was being played. It was only one of the many wonderful experience I had that week. The privilege of spending five days with people who are fully committed to our model of education was an experience I will never be fully able to put into words, and I am in the process of writing up everything I learned that will help forward what we are up to at Sego Lily School.

I did take my turn in the square one morning. Four female staff started the game, and I was the first one to get out. I’m not good at four-square, and to be honest I have never had the motivation to really try or learn. But I did want to be able to say that I had participated in the game – that I had tried, and that I had participated in such a beautiful example of inclusion, healthy competition, and play.

Last night (April 9th) we had a first time experience at Sego Lily School - TWO young men defended theses and graduated from our school at the same time - these are our third and fourth graduates. One of them spoke about how dealing with change in his life had prepared him for being a successful adult; the second spoke primarily about how attending Sego had helped him be someone who enjoyed being around others, and could manage a team. They were both eloquent, nervous, and powerful. I'm proud of them both in so many ways.

Each graduation, I think that one day, that will be MY kids up there. In my experience (having been on thesis committees for about 60 kids now, most of whom were at Sudbury Valley School), students who attend Sudbury schools their whole lives write pretty boring theses. "I spent my whole life here, it was great, now I'm going to college to do X." They haven't had the challenges of - for example - dealing with a bully in their 6th grade classroom, or feeling lost in a crowd of 3,000 high school kids. I actually talked to C a few weeks back - he said straight up, "I have no idea what I'd write. It's just, you know, my life." He's got about 5 years to come up with something, so I am sure he will - but he's right about one thing.

For children who spend their WHOLE LIVES in an environment in which they are trusted, respected, loved, and honored, it IS just LIFE. It's a life I would have loved to have, and one people who tour our school tell me they would have loved to have for themselves, too. I'm looking forward to a boring thesis, one that says, "This is just the way life should be, for everyone - we should be respected, and free to pursue what we want, so long as we are respecting others." The lessons learned are the same, sans the drama. How cool would THAT be to experience?

I wish I was one of those people who BLOG - like, every day BLOG. Like my friends at Joyful Liberation and Hiking Without Happy Meals. Those ladies are BLOGGERS - with the all-caps designation. I, however, seem to be relegated to the 'when inspiration hits' category of bloggers - with a little b. I somehow can't shake the need to have something Brilliant or Earth-Shattering to say before getting a few words down on a page.

So here is something not-so-Earth-shattering, but wonderful nonetheless. Some of our Sego folks - namely, our Pet Corporation, have decided to hatch some eggs. I ordered an inexpensive incubator, and we are looking for some fertile chicken eggs (actually, I should probably ask both of the ladies mentioned above, now that I think of it....). The plan is to hatch the eggs at school, brood them there for awhile, then bring them home to add to my family's fowl flock. Educational for the kids, cute and fun for everyone, and in the long run, more eggs for my family.

I don't know of a Sudbury school that hasn't had animals of some type, somewhere, at some time. Something about animals and children is universal - maybe it's the cycle of life, maybe it's scientific curiosity, perhaps it's simply that baby animals, in particular, are just so darn CUTE. And what child can resist an adorable, fluffy chick?

OK, fine, I can't resist them either. I've wanted chickens for years, and am so happy to finally have a home that can accommodate them - living on almost 5 acres is something new to my boys, but brings back great memories for me. I was THRILLED last Saturday when we were ready to pick up our first 6 chicks. Watching my children learn to care for these babies is magical - knowing that, unlike our other pets, these creatures are going to provide EGGS (and not just companionship!) is amazing. They don't even have names yet (except the white one is Blackey and the black one is Whitey - thanks Gabe), but I find myself so excited to see them all in the mornings. We are also getting 6 full-grown layers next week, a couple of ducklings soon, and of course, the hatchlings from school when they are ready.

Learning Through Living feels like it can be hard to achieve sometimes. I wonder, often, how to have children experience some things that simply aren't experienced in 'normal' life. Connecting kids to the source of their food through gardening, raising chicks, or visiting working farms are some of the ways that real-world connections get made. With my own children, picking up goat milk from Drake's Family Farms gives us at least a tiny glimpse of the reality of our food. I'm thinking a Sego field trip to my house, when the eggs hatch and the babies are ready to come home with me, is in order. In the meantime, anyone have any eggs?

Awhile back, the Sego Lily staff were talking before School Meeting. The topic was classes – the fact that there were more of them than usual happening on our campus, as well as the cultural idea that classes are important. We had fun talking about all of the things that happen during a typical Sego day that aren’t a ‘class’ per se, but are definitely learning experiences. Knitting while chatting, the chat itself, the quick math lesson related to the heating instructions on a kids lunch – you know, LIFE. But we did all start to wonder more about classes. Here is a bit of what we discovered (and for the record, I have not included the irrelevant parts of any of these definitions):

class [klas, klahs] noun

2. a group of students meeting regularly to study a subject under the guidance of a teacher:

3. the period during which a group of students meets for instruction.

4. a meeting of a group of students for instruction.

5. a classroom.

OK cool – so basically a class is when people get together for a specific purpose, usually a group of students, and often a teacher. Under the guidance of a teacher. That was an interesting word.

guid·ance [gahyd-ns] noun

1. the act or function of guiding; leadership; direction.

2. advice or counseling, especially that provided for students choosing a course of study or preparing for a vocation.

OK – so a teacher leading a group of students = a class. Not sure what’s so special about that. The class definition does say ‘to study a subject.’ So let’s see where that goes:

stud·y[stuhd-ee] noun, plural stud·ies, verb, stud·ied, stud·y·ing.

noun

1. application of the mind to the acquisition of knowledge, as by reading, investigation, or reflection: long hours of study.

2. the cultivation of a particular branch of learning, science, or art: the study of law.

3. Often, studies. a personal effort to gain knowledge: to pursue one's studies.

Acquiring or gaining knowledge. That’s a good reason for a class. So how are we defining knowledge?

knowl·edge [nol-ij] noun

1. acquaintance with facts, truths, or principles, as from study or investigation; general erudition: knowledge of many things.

2. familiarity or conversance, as with a particular subject or branch of learning: A knowledge of accounting was necessary for the job.

3. acquaintance or familiarity gained by sight, experience, or report: a knowledge of human nature.

4. the fact or state of knowing; the perception of fact or truth; clear and certain mental apprehension.

I had to go down one more road from that one:

in·ves·ti·ga·tion [in-ves-ti-gey-shuhn] noun

1. the act or process of investigating or the condition of being investigated.

2. a searching inquiry for ascertaining facts; detailed or careful examination.

So now, based on a new clarification of terms, is my definition of class:

A group of people, often with a with a leader, gathered to acquire familiarity with facts, truths, or principals, through careful examination. Hmm. Sounds like every minute of every day at Sego Lily School.

Today's post is inspired by this video, I recommend you take 4 minutes to watch it:



Many of you know that one of the reasons we started Sego Lily School in the first place was so that I would never have to hear a teacher, counselor, or principal tell me that my brilliant high-energy child needed to be medicated for ADHD. Corbin, from the time he was quite small, has been a kinesthetic learner - jumping up and down while playing video games, reading books while walking around the house, or doing martial arts moves while playing goalie on the soccer field. I KNEW that there was not (and still is not) anything WRONG with my kid. I also knew that there would be no room for his dynamic movements in a public school classroom. It was a big part of our journey of looking for options, and a big part of what became Sego Lily School.

8 years later, Corbin is perfectly capable of sitting still during a Japanese class. My 5 year old, however, shows many of the same traits - he will get up from dinner 40 times if not reminded. I can't imagine what kindergarten would have been for him this year, as he was told over and over to sit still and stay on task. He always finishes dinner - sure, sometimes it's an hour after everyone else has left the table. And he always finishes his projects, even when a painting takes 3 days. He is simply on his own timelines. At school, none of this is a problem, because school for us doesn't mean sitting still, lining up, and simply doing what is expected of everyone else.


I could add so many stories of so many kids who have come through the Sego doors in similar ways. Jumping from thing to thing, idea to idea, conversation to conversation. Sometimes I want to scream at the parents who come in and tell us all of the things that are wrong with their kids. But we cannot blame them - they are a product of a system that has created these 'diagnosis' for behaviors that are perfectly normal. Especially around young, energetic boys (boys are 3 times more likely to be diagnosed with ADD or ADHD than girls). As schools have gotten more and more regimented, and teachers have had to spend more time teaching for tests (thanks, NCLB!), normal behaviors such as wanting to have conversations with friends, or run around the playground, have been pathologised at an alarming rate. Put simply, a kid who wants to act like a kid now has a serious 'problem' with a capital letter title to go with it. And I won't even get started on the dangers of the drugs so many of these kids have to take. Well, maybe I will, but not today.

Apparently I created this blog over a year ago and never posted anything in it. Sounds like me... somehow, between trying to raise a million bucks for our new school, chairing weekly school meetings, dealing with some staff turnover, and oh, I don't know, trying to have a life, I forgot that I had a brilliant idea to blog about our adventures in Sudbury Schooling. Besides, I had to take the time to wash the BLUE off of little man's face....

And now I have this whole other blog idea, that I'm not even ready to start yet, and I come across this one! Inspiring, as the plans for the other blog are not yet quite set (more news on that front coming, well, when it does....). Point: I can write about one of my loves & passions, while patiently waiting for other ideas to formulate. So to speak. Ha! Cryptic, I know....



Yesterday we had a staff meeting at Sego Lily School, and we were discussing how much our kids love to THINK. Like, big ideas think. Angel was asked about the history of grapefruit and licorice a few days ago. One of my kids asked me who invented the fork. Alyssa spoke with two boys who were stunned to learn that people are actually animals, and wanted to know why. We - the staff - were present to how our Sego kids simply don't take the world for granted - they look around, see stuff (ideas, things, people) and not only do they wonder, but they ASK. They want to discover, explore, dialogue. None of these kids were asked to do a report on the history of their favorite fruit. They just wanted to know.


As we move from the shortest day of the year into longer, brighter days, I can't help but wonder what happens to wonder. At what age does a child give up wondering for learning what they are "supposed" to be learning? Is it an age? Or does it take a certain number of times of being told to stop thinking about what interests you and get back on task? I'm grateful for our school, and our staff, that encourages wonder - and brings light to ideas that most people never stop to think about.