The EDUCATION REVOLUTION MAGAZINE Formerly AERO-gramme With special CHANGING SCHOOLS section The Magazine of the Alternative Education Resource Organization 417 Roslyn Rd., Roslyn Heights, NY 11577 ISSN # 10679219 phone: 516-621-2195 or 800-769-4171 fax: 516-625-3257 e-mail: jerryaero@aol.com Web site: http://www.edrev.org Winter 1999
#26 DOUBLE ISSUE
With this double issue we celebrate the beginning of AERO's tenth year with a name change for our magazine. Our publication has made a gradual transformation from an letter to friends, to a newsletter, an in-house magazine, and now to a magazine with a more general audience. With our incorporation of Changing Schools into AERO-Gramme, we began to run longer and more in-depth articles. Finally, we have decided to rename AERO-Gramme with the name of our two radio shows, the Education Revolution, reflecting our mission, and the reality of the changes for which we hopes to be both a reporter and catalyst.
HOMESCHOOL RESOURCE CENTERS, LEARNING CENTERS
Within the next 20 years community learning centers will become increasingly important as educational sources, often replacing what we now refer to as "schools." We now see the beginnings of this movement. Almost every day, AERO is contacted by people who are interested in starting such a center, or for whom this is an answer. AERO is developing a kind of kit for people who want to start such programs.
This issue features three of these cutting edge centers: Puget Sound Community School and Clearwater School, in Seattle, and Pathfinder Learning Center, in Amherst, MA.
This year's National Association of Broadcasters meeting was in Seattle. I decided to go to the conference because it would also give me a change to visit Puget Sound Community School at Clearwater School, which are both in the Seattle area.
I was wonderfully tended to by the greater AERO community in the form of help from PSCS, and Andy Smallman, its director. Arrangements were made for me to stay at the home of Sherry Grindeland, a newspaper reporter and friend of PSCS. We also did a radio show from there as part of a pot luck.
PSCS represents an important new approach to learning. It was started by Smallman, who had worked at the Little School, a pioneering alternative elementary school. He perceived a need for a learning center to meeting the needs of junior high through highschool students.
First, the school is not a school. All the students are homeschoolers, where the parents and students take the primary responsibility for their own education. Second, they have an office but not a school building. They meet three days a week in different donated locations, in different parts of Seattle.
I observed them in all three locations that week. The first one was in a fraternity on the University of Washington campus. The second was in a youth center, and the third was in a community center converted from a firehouse. The students have internships set up for the fourth day.
In the fraternity location I participated in a video documentary class, and used it to set up the video documentary which I made of this visit to PSCS and Clearwater. After that a went to a class called, "How to make the best use of PSCS." One of the students led me to the UW cafeteria for lunch. On the way back I discovered a dorm with a ping pong table, and later in the day gave a table tennis class to several students.
The PSCS students are very serious about their classes, perhaps because the classes form a core of their activities since they do not meet in their own building. Nevertheless there were always spaces in which to just hang out, for those students who wanted to do that.
The students seemed somewhat uncomfortable in the fraternity space, and in fact, arranged a different meeting space for that day not long after that.. Also, when I visited the school was experimenting with a new program, more academically oriented, for a group of its older students. Eventually some in the school were not happy with the separateness of the group and the program is being reevaluated. The point is, the school is flexible and always changing, willing to try new approaches to learning.
Early one morning I went to a meeting at the PSCS office of their Internet Team in Belleview, across Lake Washington, from Seattle. There I finally got to meet Greg Morris, a PSCS student who has been webmaster of the AERO website since is was 14 years old. He is now 17, 6'6", and is about to go to go away to college, perhaps Stanford, although he has already accrued two years of college credit. It was great to finally be able to thank Greg in person for the wonderful work he's done for us.
After the meeting I drove across to Seattle to visit Clearwater school. It is also a homeschool resource center, based somewhat on Sudbury Valley School in Massachusetts. It has 25 kids, all homeschoolers, aged 5 to 13. They meet at Stephanie Seranto's home, which has a spectacular view, overlooking Lake Washington. They are looking for permanent site. When I walked in there was a mandatory meeting going on, discussing procedures for looking for staff, hiring them, and confidentiality of student files.
In this story I'm not going to go into much detail, because we have transcribed the radio interview with Stephanie and her son, Cory, in the Changing Schools section, but I do want to tell one story:
During the mandatory meeting, the two youngest 5 year olds made so much noise they were asked to leave the meeting. they were told they were going to be "written up," that is, the case was to be given to their judicial committee.
In the middle of the second item it was suggested that maybe this shouldn't be a mandatory meeting. Everybody said, "Great!" and left, except for three girls and the rest of the staff. They talked for a little while longer about this issue and that was the end of that part of the meeting.
A bunch of the kids went downstairs to play with some little cars which would scoot across the floor, and they were creating games with them. Some of the kids were playing video and computer games.
It was interesting to me how many similarities there were between Clearwater and my school. For example they did create something like the stop rule (a word cue which was used to prevent fights and conflicts), and they did have a warning system because they didn't want to be too punitive. They just wanted to give members community censure about behavior which was affecting other people's freedom.
A judicial committee commenced upstairs in the attic space. They were talking about the two youngest kids. As a result of this meeting the committee debated, and decided to give the kids a warning, so that the next time that they would be made to leave the next five meetings without the ability to vote. One of the student members of the Judicial Committee said, "This is probably not much punishment. They probably want to leave anyway!"
They brought the two five year olds back in and, sure enough, that was pretty much their reaction.
"That's what we wanted," Lucas said.
"See, I told you!" said the committee member. But I think they did get the idea that people were not pleased with their behavior.
After the meeting I talked to Lucas, one of the five year olds (also Stephanie's son). I asked him what he thought about the decision and suggested that perhaps he could make a proposal that he and the other boy could be excused from mandatory meetings, rather than just trying to get kicked out.
He responded, "That's possible, but I don't think that it would pass."
I said, "But you could always say that it wasn't fair to you because the vocabulary that people use in the meetings is sometimes too difficult, and you can't always understand everything that is going on."
Lucas stood up, looked me straight in the eye and said, very clearly "Yes, but that wouldn't be true! I understand everything that's going on."
I said, "For example, did you understand all those teacher qualifications that they were discussing?"
"Yes, I did," Lucas responded. "But the meetings are boring!"
I did get to the National Association of Broadcasters meeting, met Michael Horn, head of the Cable Radio Network, did a radio show from the Talk America Network booth at the Westin Hotel, and met such well known radio personalities as Casey Casem, Barry Farber, and Michael Medved.
But visiting PSCS and Clearwater was the highlight of the trip. To continue this exploration of homeschool resource centers, please read the radio show transcripts of Clearwater and Pathfinder Learning Center in the Changing Schools section. Also, we do have videotape of the two Seattle schools and the radio show at the Westin ($25) and audiotapes of Andy Smallman of PSCS, Stephanie and Cory of Clearwater, Josh Hornick and students of Pathfinder, and Betsy Herbert of the South Street Centre in Santa Cruz ($7.50 each).
MEETING PATCH ADAMS I met Patch Adams at a reception in NYC on the night of the national sneak preview of the movie about his life. Matt Minafo, AERO's Public Relations Director, came with me.
The reception was scheduled from 8 to 12, but of course, Patch didn't show up until 11. He had other engagements. I would have gone to see the sneak preview of Patch Adams, but instead had to go to see Patch Adams.
I had recently talked to him on the phone, and for ten years had been talking to him about setting up an alternative school as part of his free hospital community in West Virginia, but I'd never met him in person.
While we waited for him we shmoozed with the crowd of about 200 invitees, some of whom had clowned with him at hospitals in Russia, and some of who were working on a documentary. People came from as far away as Kansas City and Northern Canada.
Patch came in with his well tailored patchwork clown suit. A number of others in the crowd were dressed as clowns. I had my disguise also, a new business suit, but Patch seemed to recognize me nevertheless and gave me a big hug.
He talked to the people he knew and signed copies of his book. He addressed the crowd with an inspirational speech about how people should do things for the joy of helping people, that their insurance should be each other, and that his hospital will be free, won't even take third party payments or have malpractice insurance.
I then helped him auction off six signed posters from the new movie, raising about $550 in just a few minutes (I used to be an auctioneer to raise funds for my school).
He told me he'd come on my radio shows and still wants help setting up a school as part of his community. He gave a big good bye hug, and said he loves what AERO does. He autographed his new book, House Calls, How we can heal the world one visit at a time, RDR Publishers.
Letter to Newsday about Ritalin from Kimberly Isaksson(GoodPoet06@aol.com)
Last week, Newsday published an article about how the National Institutes of Health panel of experts agreed that certain medications should be used and studied to deal with ADHD in children. I was pleased to see them publish the letter of a 14 year-old ADHD young man who took offense at the article. And, they also published two letters about it today: one from a mother whose child takes Ritalin and one letter from me! Here's mine (with their "grammatical fixes", unfortunately) from December 2, 1998. "
My letter is in response to your article 'Treating ADHD.' I think the article itself was too much an endorsement of the drug Ritalin, though I feel the blame lies largely in the attitude that many 'professionals' hold about children who are different. I wish the article had pointed out that many groups--alternative educators, child advocates, practitioners of holistic medicine, etc.-- are very against the whole concept of calling children ADHD. Even if this disorder does exist, there are far too many children being diagnosed and drugged for it. In many ways, ADHD children are probably children who are bored with the sedentary aspect of traditional schooling. Some children with symptoms we call ADHD are actually so intelligent in some areas that they have trouble following rules, coloring within the lines, and/or managing their own genius. The hallmark symptoms mentioned in the article -- 'the inability to sit still, impulsivity and distractibility' -- could all be indictments of a school system that requires too much sitting, not enough creative action, and boring busy work that no child would be motivated to focus on. It is also morally repulsive for the experts to admit that there are no long-term studies on the effectiveness of this drug. So why are we giving our children an untested drug? To save teachers from the hard work of creating stimulating learning environments or to save us from the aggravation of a high-energy child who asks lots of questions? A final thought-Dr. Mark Vonnegut, one of the experts, was quoted as saying, 'You know these kids, they stick out like a sore thumb.' Well, I bet you Einstein did, too."
UNITY CHARTER SCHOOL Lisa Brick, unity@gti.net: Unity Charter School, a new public school of choice opened this September with sixty children ages five through twelve in Morristown, New Jersey (www.unity-nj.org). The challenges are great, the enthusiasm is high, and the children are happy. We are a mix of alternative and traditional, involved in designing more and more choice and decision making every day. Our intention is to use Unity Charter School as model to move public education towards more life supporting approaches. Being a charter school has added many layers of challenges, the largest being how to maintain our vision with the bureaucratic requirements that come along with government support. We are looking for certified teachers who have had experience with alternative education and democratic governance. Unity is committed to creating a learning environment, which will nurture citizens who will look to meet human needs while preserving and restoring our ecosystem. We will need up to three new staff for next year as the student body expands from sixty to ninety. We need folks whose certification covers middle school education. The more people we can attract with experience in alternative education, the closer we will get to the dream of freedom within form at this school! If you are interested, please call the school's Director, Ms. Susan Paynter at (973) 292-1808. Thanks. And thanks for AERO. I just emailed the article on Democratic Governance that is posted on your website to all of our staff. I was pleased that Peter happened to be tuned in to your show this week. There is, as you well know, so much doubt and fear regarding change. The work that you do is critical to shifting consciousness. Thank you so much for working on the macro scale. I sometimes feel so impotent working on one community school, yet I am well aware it is the success of single models in communities that enables the effectiveness of others to innovate. Note from Jerry: I did a preliminary consultation for Unity Charter School and for Greater New Brunswick Charter in December. They are both interested in becoming more learner-centered, in the face of opposition from local school districts, and in spite of restrictive state public school laws.
IN MEMORY OF GREG PACKAN
One of my best friends, Greg Packan, pioneering attorney and children's advocate, died in a house fire on December 17th, in Vermont. He was my roommate at Goddard College. Born with cerebral palsy, he shocked people by going on to become a lawyer. At first rejected by many law schools, he challenged Boston University Law School and was conditionally admitted, setting a precedent for the handicapped. After helping us as a staff member at Shaker Mountain School, he organized the Children's Legal Service and handled over 1000 cases over 15 years, pioneering guardian ad litem training programs. Recently he helped get a youth emancipation law passed in Vermont. He was an amazing youth advocate. I went up to help his brother get affairs in order and set up a memorial service. His brother flew in from TN. The memorial was amazing--150 people showed up on one day's notice, overfilling the room. Over 30 spoke: kids, adults, the mayor, etc. His brother said he'd never seen such a memorial remembrance. The whole event became not such much a remembering, but was more of a challenge, from Greg, to continue his work. We very much felt his presence and still do. Jim McGown, now a New York City banker and aided when he was 12 years old by Greg, said, "Most people consider their lives worthwhile if they have affected two or three people--Greg helped thousands and people don't realize that." Contributions can be made to the Gregory Packan Fund for assistance to emancipated youth c/o Richard Thomas, PO Box 1124, Burlington, VT 05402. The memorial video can be obtained through AERO. All proceeds beyond the $15 cost will go to the Packan fund.
TWO INTERNET HOMESCHOOL CURRICULA BECOME RADIO SHOW SPONSORS The Education Revolution Radio Show has two now sponsors each of which has a homeschool curriculum which can be accessed on the Internet. Christa McAuliffe Academy is on the Talk America Network, and Laurel Springs School is on the Cable Radio Network.
Christa McAuliffe, which operates out of Yakima, WA, is an accredited global private school. All teachers are certified. Its instruction is individualized and delivered over the Internet. Students demonstrate competence through mastery tests and written assessments. each student chooses a personal mentor and works at his or her own pace, although most CMA students graduate early. Group discussion with peers is accomplished through weekly virtual learning sessions. Their website is www.cmacademy.org. Their phone is 509 575 4989.
Laurel Springs, based in Ojai, CA, was founded in 1991. It is also accredited and K-12. It was the first school offering a high school diploma using the Internet and World Wide Web as course material. They diplomas are acceptable at colleges and universities, and graduates have gone to such schools as Stanford, the University of California, and Bennington. They can also work with families through regular correspondence. Many young people in the movie business have enrolled, such as Elijah Wood. Their website is www.laurelsprings.com. They can be reached at 800 377 5890.
We have tapes of radio shows with each curriculum, and other materials. If you contact them, say AERO sent you!
AERO RECEIVES NEW GRANTS
AERO has received several important grants since the last issue of AERO-Gramme, These include a grant from Ron Miller to create an Alternative Education Alumni Association, grants from Miller and David Pall to purchase an AERO van to replace the one which died at a conference in PA after yeoman service, an emergency grant from the Edwards Foundation to support the Stork Family School in Ukraine, the Moscow International Film School and the Rogers Person Centered School in Budapest, a grant for staff support from Shaker Mountain School, and a grant from the Paul Foundation for general operations and to support a democratic education center at the Stork School. We are very thankful for this support, as are the other recipients we named! It is hard to think where we would be without it.
About the Alumni Association, originally proposed in AERO-Gramme #24, we are testing several approaches, and now have an alumni list-serve. The think you can do to help is supply mailing and e mail addresses to us of your alumni. Membership for this year is free, although we do expect active support of the alternative education movement from participants. Goddard College has made a commitment of support and involvement for its 19,000 alumni. We will be sending out a regular e mail newsletter to members, and some written communications. Contact the AERO office for more information.
FLASH! This year's International Alternative Education Conference will be held at Summerhill School, in England, from July 23-26. AERO will organize a group of students, teachers and parents to attend, as well as visit other sites. Contact AERO for more details at 800 769-4171, or send e mail to jerryaero@aol.com
MAIL AND COMMUNICATIONS
The Rodriguez Family, LisaWRod: We're a homeschooling family from Texas, who came across your article in Parent Guide as we were traveling through New York in October. What an insightful article! Your ten "signs that...it's time for a change" are excellent, in particular numbers two (re: socialization) and seven (no more reading for fun, etc.). Curious, public-school parents tend to put homeschoolers on the defensive at times, but your article has, in effect, turned the questions around! A child's dissatisfaction with public school should be taken seriously, not brushed aside by parents who are unwilling to look at options. Thank you for your excellent article - I intend to keep it in my files for future reference!
Ann Mary Bush, jaambush@goes.com: I just got finished reading your 10 signs your child needs alternative education. I love it. How true it is. And I really love EDD. I do not believe in ADD or ADHD and I have a son that is very active and can't sit still. Until you give him something challenging!
Steve Compton of Upattinas School (Comptonedu2aol.com) writes: In my personal quest to continue to grow as a person who will be clear and honest and moving away from the endemic tradition of dominator societies, I write to thank you for the Fall 1998 issue of AERO-GRAMME. The magazine seems to be really coming together as a more complete force in support of democratic self-defined education. With each step away from it seeming to be an organizational PR device and heading toward being an important compendium of resource connections, documentary of the growing movement, and space for ideas and dreams, the magazine gains strength, importance and integrity.... I applaud you for the energy you put into this work and for the good ways in which children matter to you.
The Education Issue #8 of yes! A Journal of Positive Futures included articles about The Albany Free School, African-American homeschoolers, community learning centers, computers in schools, former gang members in Mexico City, and "Universal Education" by John Taylor Gatto. This issue also looks at the global economy, Y2K, 101 ways to get educated, and a resource guide. A complimentary copy of the education issue is available from the Positive Futures Network, PO Box 10818, Bainbridge Is, WA 98110.
Steve Myers, stevemy@earthlink.net: It has been a long time since I've written to you, but your name keeps coming up here and there from people I meet. I guess traveling so much, I forget to keep in touch, but e-mail makes such excuses unacceptable. How have you been? I've seen various publications of yours and admire your dedication and the way you've created something of value out of your determination. Traveling School has survived over the years. We seem not to grow past 40 kids, but we've had good groups of kids lately. This January we are headed to South Africa for our fifth visit. We will live with host families, attend local schools around Cape Town, then head off to work with the Peace Corps in Zimbabwe, live with more host families in Harare, go on a safari and visit with children in rural township schools. I hope we can find a way to meet Nelson. Last time we met Winnie Mandela who invited us to her home for tea. Take care.
A new book by written by a 55-year old self-educated high school dropout has just been published. Beyond the American Dream by Charles D. Hayes examines trends of the last 200 years of American history and suggests alternatives to the present materialistic culture. These alternatives, says Hayes, could eliminate poverty, world hunger, war, the welfare system, and pollution and they could reinvent education, business, and politics along more life-affirming directions. He gives evidence that America's greatest treasures are found, "not in our shopping malls but in our libraries." The book is published by Autodidactic Press, PO Box 872749, Wasilla, AK 99687-2749. Tel: 907-376-2932.
The Wellspring Community School has recently celebrated its fifth anniversary. It was awarded the Edward Ricci Award in recognition of its commitment to educating the children of Rhode Island last May by the Ocean State Charities Trust. Wellspring is a project of the Educational Resource Center and is a member of the Fund for Community Progress. The school includes a Community Service Learning Program that involves students with community projects. The program challenges students to use what they have learned, heighten their social awareness, and develop effective communication skills. The school is located at 1475 Broad Street, Providence, RI 02905.
A book, which examines the history of the founding of some of America's innovative colleges, has recently been published. The Innovative Campus by Joy Rosenzweig Kliewer looks at these schools, in particular the ones, which survived the loss of momentum in the early 1970s and continued successfully on into the 80s and 90s. Six of these colleges are examined in detail: Pitzer College (CA); New College of the University of South Florida; Hampshire College (MA); University of Wisconsin-Green Bay; University of California-Santa Cruz; The Evergreen State College (WA). These schools include components such as individualized majors, student participation in developing curriculum, independent studies, an interdisciplinarian approach, narrative evaluations, and flexible administration. It is available from ORYX, PO Box 33889, Phoenix, AZ 85067-3889.
Dr. Edward T. Clark, Jr. is an educational consultant specializing in integrated curriculum design and site-based educational change. Drawing from the hundreds of workshops he's conducted over twenty years, he has written a book entitled, Designing and Implementing an Integrated Curriculum: A Student-Centered Approach. In it, he offers an integrated, ecological, and learner-centered alternative to traditional curriculum designs. The book takes the reader from "Educational Reform: A Design Problem" to "Designing School as Learning Communities". In his Foreword to the book, Kurt Anderson, Principal of Thompson Middle School, St. Charles, IL, states: "With Ed's guidance, this goal (becoming truly student-centered) is actually being realized. Customer-focus means student-centered, and student-centered means, 'Ask them!'_Perhaps the most important lesson that we have learned _ is that in order to implement a new theory, one must acquire a new mindset." The book is available from Holistic Education Press, Brandon, VT 05733-0328. Tel: 1-800-639-4122. Website: http://www.sover.net/~holistic.
Resources for parents who want to learn more about the Waldorf approach and homeschooling are now available from Informed Birth & Parenting. Among these are a 125 page book called Waldorf Education and Home Schooling, which includes a section with over 100 useful addresses for Waldorf information and supplies, book suggestions, an overview of Waldorf education and curriculum, and more. The address is PO Box 1733, Fair Oaks, CA 95628.
Greg Goodman, GregGoodman@clovisusd.k12.ca.us: I'm researching what works with alternative school students and in the process I need some students to interview. The research is for a dissertation on alternative schools. The interviews may later be published in a book about alternative schools. I am willing to pay students up to $20.00 per interview depending on the length and depth of their responses to the interview questions. Students and administrators interested in participating in the study can contact me. I'll forward the particular information they need to complete the interview; i. e., the questionnaire, permission slips or release forms, and general information about the study. I hope to conduct the interviews shortly after the first of the year. Results of the study will be released to the participants.
In October, Rethinking Schools released a press announcement called School Vouchers: A Serious Threat to Democracy. It argues that vouchers are siphoning funds from public schools, lessening separation of church and state, using public funds for private schools that are exempt from public disclosure, due process, free speech, and standards requirements. Private schools using vouchers do not have to obey the state's open meeting and records laws, do not have to hire certified or degreed teachers, do not have to administer statewide tests, and do not have to release any data on test scores, attendance figures, suspension or drop-out rates. Vouchers will be the cornerstone to privatization of schools and will therefore undermine public schools, replacing democratic schooling for all with a marketplace approach. Contact Philip Martin, 1001 East Keefe Avenue, Milwaukee, WI 53212. Tel: 1-800-669-4192.
Endicott College and The Institute for Educational Studies have introduced a new approach to graduate learning. Students enroll for eighteen months and attend interactive and collaborative dialogue via the Internet. The fully accredited M.Ed. program has its concentration in Integrative Learning. Entrance dates are January and July each year. More information is available from TIES at 8115 McCormick Ave., Oakland, CA 94605. Tel: 510-638-2300. Fax: 510-638-4242. Web: www.tmncom/ties/
The Fairhaven School has recently opened, constructed primarily of reused, recycled or scavenged materials from various houses and buildings, which were slated for demolition. The project took many volunteers, a lot of creativity, and flexibility. It is energy efficient (and will be more so in the future), environmentally favorable, and, surprisingly, very attractive. The story was told in the Fairhaven School News, 17900 Queen Anne Road, Upper Marlboro, MD 20774.
The Contra Costa Alternative School is facing a crisis this year with a shortage of students and funds and is seeking tax-deductible donations. They are also in need of scholarships; they are turning away scholarship kids because they have run out of scholarships. For information on how you can help, contact them at 10 Irwin Way, Orinda, CA 94563. Tel: 510-254-0199.
An eighteen-year old New York City intentional community, GANAS has undertaken a new project called G.R.O.W. II. GANAS is located in Staten Island, NY, and is comprised of about 40 members and 35 residents, visitors, and guests. G.R.O.W.II, in upstate NY's Catskill Mountains, includes a 55 room hotel, workshop facilities, a conference center, an outdoor concert area, campgrounds, disco, swimming pool, 2 saunas, and exercise equipment. For more information about either of these communities, please e-mail ganas@well.com. Website: www.well.com/~ganas.
An article examining how children learn in intentional communities by Daniel Greenberg was published in Communities Journal of Cooperative Living (Fall 1998). In the article, Learning About Community Living, Daniel states, "Integration into community life appears to be one of the biggest benefits that intentional communities can offer their children. Most children in the US have little exposure to the adult world; in community, however, the joys and struggles of adult work and life are not hidden from view. Kids on the Farm [became] really good at understanding human nature and how to deal with it. A parental façade of omniscience and strength is difficult to maintain in such situations. Parents and other adults consequently become demystified and more human in the eyes of children. We're recreating an intimate community experience for our children, in comparison with the alienation, fragmentation, or compartmentalization of mainstream society. The knowledge about how to create a sense of community is being lost. One of the things that we can do here is make a deliberate attempt to rediscover it. That's important for children." Communities, Rt. 1, Box 155, Rutledge, MO 63563.
Young Entrepreneurs Magazine featured Jeffrey Levy's story on the Sports Page of the January 1998 issue. Jeffrey, 17, is a champion table tennis player from Long Island, NY, and member of Jerry's table tennis league, who began playing when he was 8 years old. He began coaching at the local table tennis club and became a retailer for a table tennis product manufacturer at 16. He used most of the money he earned to begin investing in the stock market. He is now an active stock trader. Sports Page, KidsWay, 1350 Nasa Rd. One, Ste 101, Houston, TX 77058. E-mail: Yemag@kidsway.com.
The Sudbury Valley School Journal (October 1998) included The Meaning of Play by Daniel Greenberg. Daniel says "initially, play had a bad rap as a concept in the educational world. It was looked down on, considered not serious. That's reflected in the dictionary definition: 'To occupy oneself in amusement, sport or other recreation. To act in jest or sport'. You can see that's clearly something a serious educator would say has no place in education. It's almost antithetical to education. Education is something serious. Education is learning. It's the acquisition of knowledge, not to be confused with 'fun', 'jest', 'recreation', sport', etc." The problem for educators, though, was that "children seemed to like to play"! Daniel goes on to relate how, during the past thirty years, the Sudbury Valley School educators' understanding of play deepened. He examines two kinds of play open-ended and narrow framework -- which, he says, are progenitors of the two corresponding types of innovation. SVS Press, 2 Winch Street, Framingham, MA 01701. Tel: 508-877-3030. Fax: 508-788-0674.
Two teachers addressed the question "What Will Happen to My Child After Montessori?" in the Fall 1998 issue of the Public School Montessorian. Peter Hanson followed students from a St. Paul public school and Mary Kravchuk followed students from a Chicago private school. Both found that the Montessori students adjusted well to the transition to junior high school. Hanson concludes that "students, teachers and parents all generally agree that Montessori students are independent workers, have good work habits and adjust well to new situations." Jola Publications, 2933 N. 2nd St., Minneapolis, MN 55411.
Yoshiharu Nakagawa explores the foundations of holistic education from the perspectives of Eastern philosophy in his article Holistic Education in Japan published in the Autumn 1998 issue of Encounter, Education for Meaning and Social Justice. He says, "the philosophy and the learning system of Zen arts can become one of the original Japanese contributions to holistic education-Zen arts, as a way of holistic education, integrate art, living, and spirituality into an inseparably united whole. In this age of fragmentation, Zen and its art forms a re able to provide us with ways to reclaim the wholeness of life." Encounter, PO Box 328, Brandon, VT 05733-0328. Richard Prystowsky, rprystowsky@ivc.cc.ca.us: We need photos of people involved in alternative and home education. Paths of Learning, the successor the Mary Leue's SKOLE, is going to begin publication in April. Candid shots in black & white of real people in real learning situations are best, but color is acceptable. You should have written permission from any subjects (or their parents) to publish the photos.
Michael Katz, mrkatz99@hotmail.com: Beginning in January of 1999, a team of adult volunteers from The Odyssey: World Trek for Service and Education is going to do a real round-the-world trek, visiting 10 major non-Western sites. They will document their experiences and the lives and perspectives of the local people in video, audio, photos and text twice a week on their website for your students to follow along and interact with them. The team's itinerary ties in with many National Educational Standards, particularly for World History, Geography, and Foreign Languages. It provides lots of support and supplementary lesson plans for teachers. Take five minutes to check it out at www.worldtrek.org - just five minutes and you'll be hooked!
Roxanne Grandis, rgrandis@mcmmedia.com: I am an English teacher at a small alternative school in Richmond, Virginia called Open High. I'm planning to teach a research class on alternative education next semester. I contacted Zoe Readhead at Summerhill, and she sent me back a response listing various questions and resources for and about alternative education. Your name was on the list. I was wondering if you could point me in the right direction for more information about alternative education. I'm in the process of trying to find resources for my students to explore. If you have any information, or would like to know more about Open, please contact me. Thanks! PS: I went back to Open yesterday and said, "Guess who I wrote to the other day?" Brigette and Brenda remembered you very well. Brenda said, "Is Jerry coming?" So, I assume that you have an "open" invitation to come visit any time! Do come by! I'm looking forward to talking with you. I noticed on your bio that you have taught at several alternative schools, and you were also a principal. I'm so happy to find that there are lots of other schools out there that are not so traditional.
Emanuel Pariser, emanuel@cschool.acadia.net: Dear Jerry, How in the world do you keep up with all this stuff? Keep May 8 open on your calendar: we are intending to sponsor a symposium on relational teaching and learning - looking at the foundations of our philosophy here, trying to understand the hows and whys of how it works. Debbie Meier, Jeanne Bamberger (teacher ed. at MIT), Fred Bay, and a professor from UMaine at Orono, will be panelists. I will have more info. soon, but it would be great to have you up, perhaps it could be a radio show? This is all to celebrate our 25'th year. Keep up the good work Jerry.
Regina Mareske, rmareske@cctr.umkc.edu: I have been operating a democratic school in my home in Kansas City for the past 10 years. It is called Mother Earth's Workshop. I was inspired by A. S. Neill's work in college. I was an art and psychology student and had no intention of going into teaching until I had my own children. Out of necessity a school was born. It's based on self expression and respect of self, each other and the Earth. I have 13 students and more on the waiting list and am planning to expand in the next year. Any support from various big sister schools would be very helpful. I am having the first organizational meeting with parents currently in the school. Part of me loves the simplicity of being small and in my home, but I also feel a sense of responsibility to the kids who don't have any options in this city. I find one of my new parents trying to coerce me into making her son read so if they have to put him in public school he won't be behind. I can sense that I will lose this family in a couple of years when he isn't up to par with whatever criterion. I am hoping that info from these web sites can help some of my parents understand what we are doing. Last June the local paper did an article about me and now I am full and have kids on the waiting list, so I am feeling pretty confident right now. I think I would feel more supported just being able to hire another teacher to defend against the demands of parents, but that would require more space....ah well...life on the edge.
Kathy Gates, kgates@nehub.nekesc.k12.ks.us: We are a charter school located in Oskaloosa, KS for "at-risk" high school aged students. The interesting thing is that we are actually a cooperative of five different rural districts that realized there was a population they were not serving and wanted to do something about that problem. So, The John Dewey Learning Academy Charter School was created. We have a strong technology component to our curriculum, as well as an emphasis on service learning. Our web site is http:nekesc.org/~vista/johndewey/johndewey.htm.
INTERNATIONAL NEWS AND COMMUNICATIONS AUSTRALIA I am working on starting an Alternative Education Program for disadvantaged young people on the Mornington Peninsula (Victoria Australia) and came here to find more information. Seems Alt' Ed is taking off around the world. If anyone has any helpful hints or program outlines they could share with me please post them to Stuart McGougan, The Salvation Army Peninsula Youth and Family Services, Shop, 7 / 234 Main Street, Mornington, Victoria, Australia 3931 (stumcgoo@hotmail.com). I'm seeking such things as objectives, aims, programs, workshops. Our proposal is almost complete and we are seeking support through mainstream schools and the various levels of Australian Government. We are passionate about the need for this type of program as many of our homeless young people from our organisation just don't have the coping skills required to succeed in the current system.
BRAZIL Lucilla Brand, resanto@ouropreto.feop.com.br: Hi! I'm from Brazil; I'm 13 years old. I lived in Belo Horizonte, a big city in my country. But my father worked in Ouro Preto (where I live now) and almost every day, he drove 100 kilometers to get to work. That was why we started to talk about moving to Ouro Preto. There was a bigger problem. Ouro Preto is a small town and the schools here weren't good. That was why my parents decided to MAKE a good school. Two years later, we began. We discovered that people in Ouro Preto were worried with the education their children had. We decided to have a different school for 5th grade to the 8th grade. We study the "normal" subjects in the morning, and in the afternoon we have extra classes like theater, music, soccer, gym, English and computer classes. The school now needs funds for athletic programs. Any help would be appreciated.
CANADA Annie Myers, anniemyers@beeline.ca: I received the Almanac.... thanks so much! It is a great resource and it is sure to be of help to me. My sister and I are slowly working on plans to start an alternative school in Ontario. We have lots of ideas but not much money right now, so as soon as we get our personal funds on track, we will go for it! Jeff Lindberg, jeffito_72@yahoo.com: Hello there - I'm a Canadian teacher writing to you with a few questions. I live in Montreal and I'm interested in democratic and non-coercive education. I'm looking for other Quebecers and Canadians interested in similar stuff. I am also looking for information on the success of this type of "schooling" with kids from non-middle class backgrounds, and for academic (-ish) research that fits this kind of education into a model of human learning and child development. Can you suggest any schools to look into re: the success of non-middle class kids with democratic, non-coercive education? I'm happy to just read about it, but it would also be great to visit existing schools. I can make it to the Northeastern states
ENGLAND Janet and Roland Meighan presented The Importance of Mediating Structures in a Democracy: a case study of a small educational press in the UK to a symposium on Democracy in Education in Durban, South Africa, in April. The Meighans review the origins and history of The Education Now magazine since its inception in 1987. The organization supports educational "alternatives for everybody, all the time." The emphasis is on personalized education and learner-managed learning within democratic educational principles with the aim of developing "flexible, adaptable and confident people" committed to democracy. The study is available in print from the Education Now Publishing Co-op Ltd, 113 Arundel Drive, Bramcote Hills, Nottingham NG9 3FQ. In his article, New Words for New Learning, Roland Meighan asserts that change in the educational system cannot happen until we find new words to describe those changes and the new ways of learning that are developing from them. "The first casualty," he asserts, "has to be 'school.' As a word and concept it has degenerated" from meaning a "voluntary association of learners" to a prison wherein learning has been transformed "from one of the most rewarding of all human activities into a dull, fear-laden, boring, fragmenting, mind-shrinking, soul-shriveling and often painful experience." 'Curriculum,' perhaps 'education,' and 'standards' all have to be eliminated also, for similar reasons. The article was printed in the natural parent magazine of January/February 1999.
Another from Meighan!:We have established a Trust - The Centres for Personalised Education Trust - to provide an umbrella organisation for Learning Centres created by groups of home-schoolers but charter-type schools can affiliate too. The Trust 'seeks to promote education based on the personal learning plans of individuals composed from a flexible catalogue curriculum, based in a variety of learningsettings and sites, and operating within a framework of democratic values and principles.' (Personal learning plans can be spontaneous and flexible - pre-planning is not a requirement and the catalogue curriculum includes any learning apporach or possiblity you can think of which is not criminal or anti-human rights.) All members (20 groups so far) have to agree to the Education Now Statement of Purpose (see Education Now section of Educational Heretics Press website http://www.gn.apc.org/edheretics).
The relationship between education and democracy in four countries committed to democratic forms of government is examined in a new book edited by Clive Harber called Voices for Democracy. Although these countries, Britain, Botswana, Namibia, and South Africa, all have democratic political institutions, all need to develop stronger democratic civil societies and political cultures. The book argues that education must play a key role toward that end. Authors from the four countries explore education for democracy and essential educational themes associated with it. These include human rights and peace education, managing a democratic school, democratizing teacher education, gender quality and the role of non-government organizations in promoting greater democracy in education. Education Now, 113 Arundel Drive, Bramcote Hills, Nottingham NG9 3FQ.
Malcolm Muckle (fireflies@easynet.co.uk) tells us: Details of '99 Home Education Conference being held on April 8th and 9th in London - are now online at http://www.he2k-plus.co.uk. There are full details given of speakers, venue, cost etc. and tickets are now available via the address and contact points given at the website. Please pass the word on about the Conference - there probably won't be a similar one for a decade or so.
ISRAEL (WEST BANK) amalzh, amalzh@hally.net: THE HOPE FLOWERS SCHOOL, Educational Philosophy: Peace and Democracy. Every Wednesday our third grade class has been meeting with the third grade class from the Israeli Waldorf School. This has been a wonderful program. Our kind Israeli colleagues have worked very diligently with us to make this a success. The students have prepared the land and planted winter vegetables, which they will care for and harvest. We have shared food, music and dance and the students have begun playing together without prompting from their teachers. That is the surest sign that we are making headway in developing mutual understanding. On Saturdays we have the privilege of having several volunteers from the Hebrew University come and teach the students Math, English, Arts, Biology and Hebrew. The students enjoy their teaching are gaining a lot from their instruction. Our teachers also have the opportunity to learn Hebrew. We are very thankful for their contribution to the school. The Peres Peace Center has invited 20 of our students to participate in a 3-day program in Tel Aviv. It is an art and cultural exchange program between Israeli and Palestinian students which will include displays, instruction and hands-on experience. It is entirely financed by the Peres Center and their donors and we feel very privileged to have been invited. A special thanks to Lawren Bale and Barry Evans and others who helped, for their fine work on our web page. We are very excited to have it. Please visit our website at www.samarkand.org/Hope/Flowers/hope Flowindex.htm.
INDIA Raman Suri, edapt@del3.vsnl.net.in: I am an Indian economist mostly working on the global economy. I am a contributory author for The Economist, London, and am on a consultant with an investment bank in Dubai, United Arab Emirates. My earlier experience has included that with the United Nations (UNIDO). I have now been asked by my publisher to do a number of reports on the CIS states. For this purpose, I would like to spend some time in one of these states, preferably in a university/educational institute, which can give me access to research material and academicians. In return, I would be happy to teach economics, business, or English. I have particular expertise in forecasting, as I am a consultant with some leading corporations on the subject of business planning and forecasting (e.g. National Panasonic). Or I could do a series of lectures as a guest lecturer. One subject of interest might be "Globalization" with which I am engaged. I would be pleased to send you an outline of the proposed lectures subsequently. I do not expect to receive any payment, but would be grateful if I could receive accommodation (2-4 weeks). However, I am flexible on time and could also be available for a longer period. Thanking you in advance.
SWEDEN A magazine for parents, students, and educators, School Voices, published an examination of Sweden's voucher experiment in the fall 1998 issue. Although the Swedish education system has always been a "one-size-fits-all" establishment, in 1992 a voucher system was initiated as part of sweeping changes taking place in that country. Despite some obstacles, vouchers have generated some important developments. "Surveys revealed that parents were beginning to value and, occasionally, to use their newfound 'power of exit.'" The author, Gregg Vanourek, suggests that Sweden's voucher experiment offers insight for those looking to propose vouchers in this country. School Voices, 110 Butler Street, Brooklyn, NY 11231.
DENMARK The Danish Union of Upper Secondary School Students (GLO) is organizing a democracy project entitled How Do You Do Democracy? The purpose of the project is to create a more democratic upper secondary school in which students learn to participate in a democratic society. The project consists of two sections. The first will be to search for the ideal form of school democracy. The second will be to implement this ideal in four schools for a period of one year. Reports and manuals will be prepared following the conclusion of each of these sections. For more information, contact Binh Pham, Mejlgade 30/30B, PO Box 427, 8100 Arhus C, BG Bank 2267071. Email: glo@ anstud.dk.
AUSTRALIA The June 1998 issue of Connect magazine focused on student cynicism about political participation. The Australian Council for Educational Research conducted a survey of 633 secondary school students before the introduction of the "Discovering Democracy" curriculum into the public schools. One conclusion of the study was that the nature of the climate in the classrooms is not so suitable for a pedagogy which requires active democratic participation and decision making by adolescent (or younger) learners. They did not experience their schools as democratic, nor as places where they could practice meaningful decision-making. Why not? Schools need to ask themselves how they could become more amenable to providing students with chances to learn the 'rules' (and the satisfactions, as well as the irritations) of participating. It is, after all, students' first engagement with an institution, one they inhabit for a long time, which has significant, long-term importance for them." The title of the report, What's the Point? was chosen because it was the "constant refrain" heard from the students. 12 Brooke Street, Northcote 3070, Victoria, Australia.
ENGLAND/FRANCE In an effort to get contributors from around the world to the Classroom of Tomorrow mailing list, Paul Bentley contacted the members of Les Enfants d'abord. Paul states that the media is full of predictions that the "Classroom of Tomorrow" will move from school to home-based state education in as little as 25 years. If this does occur, "it could either be the start of a new era of real choice and flexibility in learning or it could be even more prescribed, unimaginative and restrictive than what we have now. When the line between home education as we now know it and the state imposed version becomes blurred, what happens to alternative education? Does it become a thing of the past, and will the parents' right to choose the education of their choice for their children also be abandoned? Amazingly, there has been no real discussion in either the state, or home education sector. And no consultation has taken place as to whether it would or could be made to work, or indeed whether this change would be welcomed at all." The purpose of Paul's list is to counter the "more of the same with new toys" mind set and offer a form for debate on the issues. The list is open to all and unmoderated. E-mail: cot@wardrobe.dircon.co.uk. Fax: 0181 244 4590. COT List Archive, 83 Manor Park, London SE13 5RA, UK. JAVA Simona Powell, simsalx@hotmail.com: Menthok-Menthok is a one-year old grassroots organization in Java that provides alternative education opportunities for disadvantaged children and youth. Our programs provide a safe environment for people to reach their full potential as human beings, regardless of race, religion, gender or background and are specific to the needs of the community. Menthok-Menthok's methods of teaching develop creative and critical thinking and encourage open communication. Our programs bring to the forefront essential issues such as social justice, gender equality, positive racial relations and conflict resolution. In this time of crisis and reformation in Indonesia, the program improves the conditions for youth and children. It also encourages individuals in their course of self-development so that they can make informed and intelligent decisions for today and for the future. These children need optimal learning experiences to develop into the decision-makers that will mold tomorrow's Indonesia.
Menthok-Menthok believes that the current formal education system does not allow for the complete development of either the individual's or of Indonesian society's potential. The city of Solo was burnt and looted just ten years ago. It is the children from that period who, as adults today, may have participated in the recent riots and destruction. Each cycle creates an unstable environment where male and female children of all races, are not encouraged to express their anxieties or to confront these disturbing issues. Additionally they suffer great trauma from exposure to repeated incidents of violence and instability. A positive solution is essential to stop this cycle of violence now.
Menthok-Menthok's programs directly address the social and economic difficulties currently facing the Indonesian youth and children by providing an alternative education program within a nurturing environment. We provide alternatives to the current Indonesian educational system. Teachers and students interact in our classrooms. There is a special focus on group work and the teachers ensure an open environment in which all students are given equal opportunities. With this approach we have already observed a breaking down of barriers between race and gender. The participants' abilities to communicate have improved through their growing confidence in themselves, this enables them to more fully express themselves to others and to more positively reflect their ideas through language. A resource center will encourage parental collaboration with the work of the volunteer teachers, and this will further extend the benefits of the program into the community. The center will sponsor commitment from a greater cross-section of the community as they interact together under constructive circumstances. It is hoped that a central office will become the foundation for this essential program that, combined with other programs will become sustainable.
Menthok-Menthok currently has three locations for learning and a variety of alternative educational classes, which are presently funded and administered by volunteers. However, due to the popularity of our program and the consequent increase in class size, we now need outside funding to provide adequate facilities, learning materials, develop new programs and a central resource facility and administration office. These programs will all be provided free to the students' families. With additional funding we will be able to immediately expand our current work and add new programs to reach a larger percentage of the community. For more information and ways you can help, please e-mail me.
ISRAEL I talked about how I was moving to Israel and intended to continue homeschooling there. You expressed interest in hearing how it goes, especially concerning dealing with the government. I am pleased to say that all has been going smoothly. On the advice of a friend here who had already gotten official permission to homeschool here, I wrote a letter to the Ministry of Education about a month after I arrived. It took about two months, but I received a phone call in response requesting me to come to meet with a representative of the Ministry in Jerusalem. We set up an appointment for two weeks later. I went in and talked with this woman for about half an hour. There was little pressure. The woman said she felt parents had the right to educate their children as they see fit and she just wanted to make sure I wasn't some sort of lunatic or something. She basically asked me why I choose to homeschool and how my children and husband feel about it and what I see as the pros and cons. I tried to sound balanced and reasonable and I think she was very satisfied. I left the meeting with a guarantee that she would recommend to the Minister that he approve my request for official permission and that I should get a letter giving me such official sanction in the mail. It took a few weeks, but I did get the letter. Tzviya (Fawn) Brickel. ifriedma@actcom.co.il Ma'ale Adumim, Israel
KOREA I am Kim-Byung soo (bsoo73@nownuri.net), 27 years-old, and an elementary school teacher in Korea. Let me briefly tell you about myself, I'm a committed Christian as well as a teacher making an effort to educate children. Last semester I was having a great deal of trouble in education. Then tried to solve the problem. At that time I learned about an "alternative education(school)" model and I began to study about it. I have studied the cases in Korea, and other countries through books and by surfing the Internet and I found out about 'AERO'. In our country, Korea, there are about 10 Alternative schools in middle and high school (about half of them were permitted by our government). But there aren't any alternative schools in the elementary level. Several associations like YMCA, and Life School, are operating alternative school programs. I am writing to ask your help in several matters. 1. I would like your recommendation for an intensive study of alternative education(schools). I have a plan with my colleagues during this winter vacation to inquire about alternative schools in Korea and interview the people concerned. But I am limited in studying about other country's cases to Internet materials. 2. I am searching different ways to study abroad for a Master's degree, where I can look into and contact other alternative elementary schools. Our government permits 3 years time to their teachers to earn a Master's degree in another country. 3. I will have seminar at the end of this month with several other teachers. Would you mind sending me any available material? I have a vision of adapting an alternative education model to our school system and starting an alternative elementary school.
THAILAND Tipawan Lachawanich , (ltipawan@chula.ac.th) writes: I am very much interested in your program. As an educator at the faculty of education, chulalongkorn University, Bangkok Thailand, I have found out that even the school which is regarded as the most popular and best in Thailand still has not changed the curriculum and the teaching method to match with the individual differences of students. Since the concept of homeschooling is new to Thai society, and I have great interest in conducting research and try with my niece and nephew at home, could you please tell me more if this concept can be applied to students of all ages? How to prepare and what are the shortcomings to be aware of ?
SCOTLAND vivien@globalnet.co.uk: The Galloway Small School has just celebrated its first birthday in its new home at Carronbridge, Thornhill, Scotland ...trying for a more personal kind of education through doing things as a way of knowing things, and shared activities, especially creative ones.
SOUTH AFRICA Brian Sterley wrote: I am involved with a private educational institution and literacy programs throughout the Western Cape. Revenues are very, very low. We need videos of any kind so long as they are educational. It can be VHS PAL, but I can play NTSC also. Thanks for considering this audacious request! Helderberg College, PO Box 22, Somerset west 7129, South Africa,
RUSSIA Managing council of Federal Pilot Sites of Russian Ministry of Education is going to conduct a seminar, Pupil's Participation in School Management. Seminar will be conducted in Moscow, during our autumn festival, Eureka 99. In order to prepare for the seminar pupils from Russia, Netherlands, UK, USA, Ukraine, Israel, and France are asked to present their views on the possibilities of children's participation in managing their schools.
First the organizational committee will analyze all of the received materials, and then pupils will be invited Eureka to develop an International School Constitution. The development of such Constitution will occur during our seminar.
We are inviting you to take part in this project. Here are some questions that we would like your students to answer:
1. On what issues must pupil's opinions be considered? 2. On what issues are pupil's opinions probably not necessary? 3. Do you think pupils should participate in deciding... d) on the curriculum; e) on the weekly schedule; f) on the school rules; g) on marks and tests. 4. What do you think the main document of a school should look like? How should it come about? 5. What do you think should be at the head of a school? Should this be a group? Who should this group consist of? What issues should it be able to decide on? Should there be any pupils in it? 6. What kinds of punishment and/or stimulation should be allowed in a school?
We would be very glad to receive your responses before the February 15, 1999. Our address is: 121165, Moscow, Kievskaya St., 24. E-mail: gazeta@1september.ru. Fax: 095-249-4513, 095-249-3138.
Head of the council of Federal Pilot Sites of Russian Ministry of Education
Alexander I. Adamsky
HOME EDUCATION NEWS
Home Education Magazine NewsWatch Editor Linda Dobson includes achievements by homeschooled youngsters in the "Out in This World" section of her column. Unfortunately, space restrictions precluded running this section in the magazine this issue, so we're sharing it here:
Jon Williams, 18, Montana - With only a few days left before the election, The Christian Science Monitor told of Jon's bid to represent the poorest part of Missoula's population in the statehouse. The article casually mentioned that homeschooling is part of his past as he heads toward the University of Montana's political science program.
Chris Granade, 13, Alaska - In October, '98, Chris qualified to become a Microsoft Certified Professional in Visual Basic, impressing the folks at Network Business Systems where Chris took the test, who said, "It's particularly unusual to pass the exam after studying on your own." While Chris could now go out and get a $30,000/year job, he plans to continue studying toward the higher levels of certification available. He may someday coach figure skating or program computers. Or both.
Joseph Hainline, Julia Orth, Anna Todd, Missouri - Congrats for being Missouri's representatives among 142 children identified as homeschoolers who are among 15,500 National Merit Scholarship award semi-finalists.
Jenine Turner, Kelly Hoffman, Virginia - And more congrats to these two of Virginia's four homeschooled semi-finalists. "Three years ago," wrote a Washington Post staff reporter, " about 50 semifinalists nationwide were homeschooled...Last year, that number grew to 91, and this year, it is 142."
Anne Radavich, Idaho - Anne receives a scholarship from the Idaho Wool Growers Association for her blue ribbon-winning 4-H work in clothing construction and modeling. She now qualifies for an additional state level scholarship, and is off to North Idaho College
Emily Farrington, 11, Vicenza, Italy - Homeschooling for five years, "Emily Farrington, at age 11, was the stage manager for a community theater production that competed in the regional competition - and won." The production won in this "first year that the European military community has been invited to participate in the American Association of Community Theater regional competition."
During the past three years, over 125 teenagers have found their own path to educational responsibility at the Pathfinder Learning Center. The Center has now created a new publication called Liberated Learner in which members share their stories on why they left school, how they live without school, what they've accomplished, and where they are heading. Included are perspectives from parents and Pathfinder activities updates. The publication is monthly and is available from PLC, 256 N. Pleasant St., Amherst, MA 01002. Tel: 413-253-9412.
The eighth annual Homeschool Basketball Championship & Family Conference will be held in San Antonio on February 21-26, 1999. There will be a high-caliber basketball tournament, homeschool speakers, and homeschooling workshops, as well as family activities. For more information on this event, contact FEAST, 4719 Blanco Rd., San Antonio, TX 78212. Tel: 210-342-4674. Fax: 210-342-7339.
A letter by Maggie Sadoway, printed in the Unschoolers Network Newsletter, relates how she and a group of 50 homeschoolers were gathered at Another Place in Greenville, NH, this past June, when a fire erupted in the chimney of their host's home. The teens exhibited impressive leadership and quickly called the fire department while others "quickly, calmly, and methodically" evacuated the entire house "without a hint of panic or time wasted." While a great deal of the house and many possessions were destroyed, not one of the people was injured. One of the firefighters remarked, after hearing that the group was homeschooling teens, "We have never worked with such an amazing group of people. They looked after each other so well, acted so responsibly and not at all helplessly. They just really stuck together." Unschoolers Network, Two Smith St., Farmingdale, NJ 07727.
Dr. Charles Thomas writes about the newly formed Native American Home School Association in the Nov/Dec 1998 issue of Growing Without Schooling. In the article, Dr. Thomas, who is advisor to Misty Dawn Thomas, Chairwoman of the Ani-Stohini/Unami Nation, discusses the history of homeschooling among Native Americans and what is being done today to preserve the culture and language. The Association is working on a curriculum that all Native Americans can use, as well as anyone else who wants to study Native American history and culture "without the whitewash that the public schools usually put on it." Dr. Thomas points out some differences between Native American homeschoolers and other homeschoolers regarding legal issues, and some similarities. "The primary overlap," he says, "the thing Native American homeschoolers share with other homeschoolers, is the desire to teach our children as we think best. And we also share the idea that the public school does not fit the needs of our children." To learn more about NAHA, the address is PO Box 979, Fries, VA 24330. Tel: 540-744-3640. Web: http:// www. expage.com/page/nahomeschool.
Life After Home Schooling is the topic of an article by Pam Belluck in the November 1 issue of the Education Life supplement to The New York Times. A half dozen former homeschoolers were highlighted in the piece, all but one of whom went on to college. One, Tad Heuer, says other kids were always asking him what he did all day. He occasionally was stopped by a police officer suspecting him of truancy. Tad loved studying history and music "without having to switch subjects every 50 minutes". His home education was intertwined with the public school system. At the local high school, he took several classes, played on the basketball team, took violin lessons, and worked on the newspaper. He also points out the opposition by the school's superintendent and committee he faced when attempting to obtain a high school diploma from the school. He eventually prevailed, and went on to Brown University. NY Times Education Life, 229 West 43rd St., New York, NY 10036. Tel: 212-556-4122.
PUBLIC ALTERNATIVES Joe Nathan, JNATHAN@hhh.umn.edu: What to do about traditional schools that are unhappy about a charter school that is succeeding: #1. Identify the 10 best talkers in town (barber, hairdresser, minister(s), mayor, newspaper editor, etc.) and meet with them to discuss your project. Ask if they would like to be on a community information advisory committee that meets once every other month. This gets them generally on your side. #2. Agree with the district about standardized tests and other measures you are going to use (one good one is public speaking - have kids make public presentations every 6 weeks. See next point.) Get baseline data on the standardized tests of where the kids are - and use that as one, not the only, but one form of assessment. Make sure your community members (including the 10 best talkers) know about how you are assessing student achievement. #3. Ask students in the beginning of the year to make a 1-2 minute speech on any subject and videotape it. Then help the kids learn to make a public presentation and have them work on this - videotape these presentations over the year. Invite parent/families and community members to attend these presentations. If your school is effective, public speaking should improve. #4. Assess writing - have the kids write a paragraph the first week of school on a subject and have them write on the same subject as the year progresses. Work with an outside evaluator - like a grad student - to assess the quality of their writing over the year. If your school is effective, writing should improve in clear, measurable ways. #5. Celebrate your accomplishments and recognize that some people won't like you because you are successful. Ed note: Joe Nathan was on two of our radio shows. Each tape is $5 plus $20 postage from AERO.
The US Department of Education has published A National Study of Charter Schools 1998. The study found that 19 of the 433 operating charter schools, or fewer than one in twenty, have closed during the past year. Approximately 100,000 students attend charter schools, which is only about 0.5 percent of public school students in 17 states. Charter school enrollment varies from one-tenth of 1% of the public school population in Florida, to over 2% in Arizona. The study notes that most charter schools are very small in comparison to other public schools; have non-traditional grade configurations; are newly created rather than pre-existing; and two-thirds of the pre-existing charters were formerly public schools. The charters as a group have a similar racial/ethnic mix as all public schools, except that about one out of three of the charters serve a higher proportion of minority or disadvantaged students. Charter schools are in great demand, with more than 70% having more applicants than they could accommodate. Most focus on academics, while featuring other attractions such as a flexible approach to educational and cultural programming. Among the challenges facing charter school startups is overcoming internal conflicts: the study states that 23% of state and local boards oppose charter development. The report is available from the US Dept. of Education, Washington, DC 20208-5573. Website: www.rppintl.com.
Teachers and leading school reform advocates issued a letter on the condition of America's public schools and recommendations for systemic reform in Washington, DC this past September. John Taylor Gatto, Tracey Bailey and other education leaders presented the letter. The purpose of the letter is to give teachers a national voice in education reform. Most national school reform debate has been conducted by politicians and policy professionals, not teachers. Signers of the letter link America's public school finance monopoly and teacher union control of it to enduring problems in America's classrooms. The teachers are also critical of national teacher union leadership and fault the collective bargaining process for rules and regulations that subvert professionalism. The letter calls for an end to "monopoly bargaining, exclusive representation, and compulsory unionism" in order to "increase accountability and choice for professional educators." More information is available from the Mackinac Center, 140 West Main St., PO Box 568, Midland, MI 48640. Tel: 517-631-0900. Fax: 517-631-0964. Website: www.mackinac.org.
The Center for Market Based Education hosts focus groups on the Internet in which issues concerning education, particularly charters, are discussed. The Bellwether is their one-page weekly newsletter containing news from Arizona's charter school movement edited by Mary Gifford and Melinda Ogle. One recent poll rated factors most important to parents in selecting a school. Teacher qualification (not certification), curriculum, and safety were rated the most important factors. The least important factor was the facility. Visit their website at www.cmbe.org or contact The Center for Market-Based Education at 602-256-7026.
Rethinking Schools has produced a new booklet called Classroom Crusades in response to the "religious right's agenda for public schools." The booklet includes an overview of the right wing, censorship, creationism, gay issues, sexuality education, vouchers, and resources. It is available from 1001 E. Keefe Ave., Milwaukee, WI 53212. Tel: 414-964-9646. Fax: 414-964-7220.
Wayne Jennings, former president of NACC, now manages five charter schools, all based on core-curriculum principles. These include: a personal learning plan for each student, major involvement of parents, pupil-teacher planning, many small group projects, interdisciplinary approaches, no report cards, 11 months enrollment, and heavy use of technology and the community. The National Association for Core Curriculum (NACC) publishes a quarterly newsletter called The Core Teacher, 404 White Hall, Kent State University, Box 5190, Kent, OH 44242-0001.
Bob Bernstein wrote Jerry: "Just a note to tell you what a wonderful job you are doing with AERO-GRAMME. I believe I still have your first issue. What an incredible difference. Keep up the good work. Particularly liked your letter to editor in #23." Thank you for the kind words, Bob! Bob enclosed an article called Sustained Success about Wheatley School-Within-a-School. The article, by N. Krauss, J. Kreitzman, S. Ostrow, and M. Raywid was printed in Encounter : Education for Meaning and Social Justice. Wheatley SWS is located on Long Island, NY, with 525 students in grades eight through twelve. The students attend regular Wheatley classes in the morning and begin the SWS classes at 12:30 for three periods. The authors state that if asked to name the best schools they have seen in their experience, Wheatley SWS "would surely be high on the list." You can contact Bob Bernstein at 91 Bucket Lane, Levittown, NY 11756-3003.
Laura Stine, lstine@televar.com: Blue Mountain School just opened in September. It is a private publicly funded alternative school. It receives funds from the state through the local school district, but is outside the district's hierarchy. Opened with 62 kids from 5 year olds to middle and upper teens. A good cross section of each age level. There was a waiting list when school started and those who still want in are being added gradually. It's located 5 miles out of town, Cottage Grove (which is located on Interstate I-5 20 miles south of Eugene, Oregon. The founding members are Lesley Stine, lstine@mobiusinc.com; Martin Kilmer, mdkilmer@pacinfo.com; Leslie Rubinstein, rubinstein@lanecc.edu; and, who else but Hal Sadofsky, sadofsky@math.uoregon.edu.
TEACHERS, JOBS and INTERNSHIPS
Tina dawson, tdawson@vt.edu: Mountain Community High School in the Appalachian Mountains is seeking an energetic enthusiastic Director/Coordinator. Curriculum includes environmental stewardship, wellness and fitness, creativity and community service along with strong emphasis on developing critical thinking, research and communication skills. Interesting opportunity for individual with vision, passion, good communication and organizational skills and a compatible philosophy. If interested call 540-544-7645 or email.
Roxane Blake, blake@sover.net: The Compass School will be opening in Southeastern Vermont in September 1999. We plan initially on opening with about 50 students, grades 7-9, and adding a grade a year, eventually serving up to 120 students in grades 7-12. We are seeking dedicated, energetic individuals who love the challenges and rewards of working with adolescents. Features of this school include: a rigorous curriculum, integrated and thematically presented, performance based assessment, a fair, consistent discipline policy based on respect for each individual and a governance system developed by and actively involving the students, an ILP (Individual Learning Plan) for each student, a program designed to be experiential and broad enough in its approach to meet the needs of a variety of learning styles, multi-age groupings in a nurturing environment including genuine adult/student relationships, students as responsible, participating citizens, learning lifelong skills and developing a sense of responsibility and self worth. We are seeking full time teachers with experience in the humanities, math, science and/or technology. For more information, see www.compass-school.org.
The Passages Program, a home-based teen parent diploma program in of the Community School, seeks a part time Teacher/Counselor. We seek a self-directed, creative and collaborative individual with a strong ability to connect with teenagers. The program is based on the Walkabout educational model developed by Maurice Gibbons. Avery Larned, Director, Passages Program, 88 Elm Street, Camden, ME 04843 <larned@cschool.acadia.net>
Lisa Brick , (unity@gti.net) is looking for certified teachers who have had experience with alternative education and democratic governance for Unity Charter School, a new public school of choice which opened this September with sixty children ages five through twelve in Morristown, New Jersey. "At this time we need an experienced person (in alternative education) with a certification in Early Childhood Education. Unity is committed to creating a learning environment which will nurture citizens who will look to meet human needs while preserving and restoring our ecosystem." Call Director, Ms. Susan Paynter at (973) 292-1808.
From Brook Le Van <brook@sustainablesettings.org: Executive Director to succeed Founder of innovative progressive educational organization based in Woody Creek, Colorado. COMPASS is a 501(c)3 non profit corporation, located ten miles from Aspen, Colorado. Now in it's 29th year, the organization, formerly known as the Aspen Educational Research Foundation, is dedicated to the promotion of lifelong discovery for children and adults through experiential learning opportunities encompassed in nine projects: Aspen Community School (K-8 public charter school) Carbondale CommunitySchool (K-8 public charter school) Early Childhood Center (Toddler and pre-K school) Roaring Fork Teacher Education Project (Graduate teacher training) Stepstone Center (Community organizing for social justice) Sustainable Settings (Sustainable local business, architecture and organic farming) Wyly Community Art Center (Art education and gallery) Woody Creek Ceramics Studio (Ceramic program and studio) The Wood Shop (Woodworking program and studio). 5-10 years successful management experience, a commitment to diversity and inclusion, a demonstrated understanding of progressive educational philosophy, proven personnel leadership, fundraising, financ |