Week of October 5-9, 2009

We made the front page of The Asbury Park Press!! – Read more…
http://www.app.com/apps/pbcs.dll/article?AID=2009910080356

Although we break our day into classes with labels such as Global Studies, Science and Math, recognizable titles in a traditional school system, we are constantly aware that each one of our classes crosses these boundaries. In fact, we encourage this cross over, as it is the natural way of the world; putting up false boundaries impedes the flow of learning. In life we do not compartmentalize each interaction and observation because this is not the way we experience it. The Reggio approach always acknowledges the complexities in our ways of knowing; our goal is to foster these complexities not minimize them.

This week the students were invited to create a class mural representing their experiences finding mushrooms while walking through the woods each morning. An array of photographs and mushrooms were provided so students could recall details as they worked. Opportunities for children to reflect on their past experiences with a responding adult is one way in which teachers help children build upon previous knowledge. By asking questions that provoke deeper thinking and understanding, teachers can dialogue with children about what they know and help them make connections to their previous knowledge about the world.

As the children drew they recalled in detail how each mushroom was found and the conditions under which they were discovered. They discussed the different sizes and colors of the mushrooms as well as details about mushrooms that grew in clusters as opposed to those that stood-alone. Many students recalled how mushrooms felt when they were fresh as opposed to when they were decomposing. They remembered the names of specific mushrooms and were able to accurately identify each using books and the Internet. At the present time the mural is a black line drawing. Over time the children will paint the mural using watercolors that best represent the many colors, textures and hues of our mushrooms.

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Week of September 28 – October 2, 2009

Our second week of classes has come and gone and the children are fully engaged and eager to continue their learning.

Our Food class continued their conversation about the benefit of purchasing naturally harvested, locally grown foods. They learned that produce begins to loose its nutritional value as soon as it is harvested. They began to consider the distance food travels to get to our table and how economics drives the import and export of food. Why is a lime more likely to come from Mexico then from Florida? Did you know that approximately 78% of our cucumbers come from Mexico as well?

Students in the fossil class visited Big Brook in Marlboro to collect specimens that have been gathered over the millennia. At this site they were able to see the different strata of soil revealed along the side of the stream and to unearth a wide variety of fossils. Once back at school they relied on guidebooks and primary source websites to identify their artifacts and consider them along a historical timeline.

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September 25, 2009

We eased into the week with a pool party hosted by one of our school families. This enabled use to get to know each other while having lots of fun. After a few hours of swimming, picnicking and playing on the lawn we returned to school and our explorations.

Last week children were offered 19 possible classes. Each of these classes evolved as the staff acknowledged children’s expressed interests and curiosities and their own expertise and interests. Once the classes were presented and discussed students made their choices and set their schedule. Of the original 19 classes offered 13 were selected. This week we began our studies in earnest.

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Quick Notes

We have had a very busy first week as we all met and reacquainted ourselves with each other and our space. Most of our new students had a jumpstart because they had attended camp where they met other students and most of the staff.

There was a great deal of organizing to tend to. Children added their school supplies to our community inventory, arranged material in their drawers, divvied out community jobs, selected classes and established routines.

We have been breaking up the monotony of these tasks with community building activities including games, art projects and physical challenges. Together we formed a Human Knot and untangle ourselves without letting go of hands. We found ourselves using complex verbal directions after examining the dilemma and identifying the multi-step process necessary to get out of this jam. Another day students were blindfolded and asked to line themselves up according to height…. without speaking. Similarly, on another occasion they were challenged to place themselves in order by birth date without exchanging verbal cues. All of these activities help us to know each other, to work cooperatively and to strategize as we consider a variety of approaches to a problem.

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In addition to all other work we engage in from day-to-day we gathered in community meeting for 60 – 90 minutes each day for three days. During these meetings students and teachers worked to resolve issues of discomfort, disappointment and discontent.

These feelings stemmed from issues that arose during last week’s sleepover. Whenever actions or conditions within the Voyagers’ Community upset or confuse members the best solution are found after speaking openly and honestly until everyone has been heard. These meetings provide an opportunity to address what is troublesome to a community member, old or young. We gather in an effort to listen, explore, debate, negotiate, understand and come to agreements that fit our philosophy and our desire to maintain a caring and kind space. (more…)