An Open Mind

Finally, Session 6 has started! After a successful (and crazy!) session and exhibition in Session 5, it was clear that the learners needed some time to relax and refresh. Luckily, we had spring break! Now it’s a new session, and the rejuvenated heroes came back ready to tackle the next six weeks.

In Session 6, Discovery Studio is doing an entomology quest – collecting, analyzing and caring for various types of insects. Knowing the general reputation of insects, it seemed appropriate that this quest should correlate with the character trait of open mindedness. While this group of learners is probably more open minded than the average group of 7-10 year olds, getting hands-on with bugs is still something that some of us (myself included!) will need to summon a lot of courage to do!

Outside of just the entomology quest, we explored being open-minded in the studio, too. The heroes came back to a totally redone studio, complete with lap desks and yoga mats. The learners needed no encouragement to be open minded about where they did their work- they immediately began working under desks, on the floor, and standing up with their computers on the bookshelves! 

We started testing out some new tactics during Core Skills as well. On Wednesday, we tried out the Pomodoro method together – working together and taking breaks throughout the 2 hours of morning work time. Some learners really loved the method and continued to use it – and some didn’t! That’s okay. Being open minded is about trying things. Whether or not they end up working, you learn more about yourself the more you try.

Over spring break, the guides at TVS did mindfulness professional development. Since the training, I’ve been enamoured by the benefits of mindfulness for elementary learners- it can change how young brains are developed, giving young people the lifelong gift of emotional regulation and self awareness! Discovery is using this to literally open and grow our minds- trying out a new type of mindfulness for 10 minutes everyday and writing down what works for us. Almost every learner has taken advantage of the different types of mindfulness and fully immersed themselves in the journey.

We finished the week with a picnic lunch outside in the grass field. Surprisingly, this was our first time eating out there- on nice days, we typically eat lunch in the school’s courtyard. However, all the learners brought blankets and laid out on the grass, and we tried something new. “Can we do this everyday?” one of the learners remarked. 

In the world of COVID and isolation, open mindedness has become less of a skill that we naturally obtain through interactions with others outside of our groups. We’re confined to our own bubbles, stuck in our own little areas of the world. Open mindedness is now a skill that we need to consciously and intentionally develop, and the Discovery Studio learners are doing just that.

Finding Balance in Discovery Studio

By this time in Session 5, learners have been together for 7 months. They have figured out the learner driven environment, learned to approach new challenges with confidence, and have grown close with the other members of the tribe. Even in this dynamic environment, learners have started to fall into a routine. That’s why this session’s drop in intentionality did not come as a surprise.

At this time in the year, it’s easy to lose focus. The weather is finally getting warmer, the excitement of the holiday season has faded, and the end of the school year is too far away to seem real. Learners don’t want to finish their far-off goals, which, after working most of the year on them, seem as faraway as ever – they want to be outside, playing and socializing.

During core skills, quest, writer’s workshop, and art, learners consistently lost focus, falling into games with one another or having conversations, and not holding each other accountable. Individual learners, regardless of their behavior, reported having difficulty focusing and wanting to get more work done – but they just couldn’t seem to do it. From a guide’s perspective, I could see the problem was a lack of boundaries and self-control. I thought of various solutions to return order to the studio. So what did I do? Nothing.

The role of a guide is not to fix problems. I equipped them with tools and prompted socratic dialogue about the situation. In launches, heroes identified there was a problem. They were able to say why this was happening. They were able to identify their individual behaviors that were hindering their learning. But, in practice, nothing changed! 

At this point, I admit – I started to panic! Luckily, we have an amazing group of guides at The Village School. The surprising advice I got? Dips in intentionality happen. Step back. See if they will pull each other up.

So I did nothing. Paradoxically, doing nothing felt like the brave, difficult choice. I decided to place my trust in the learners. 

That same week, at Town Hall, a learner brought up the level of intentionality in the studio. Everyone was unanimous in agreeing that the studio wasn’t doing well. They brainstormed solutions, and they decided that one hour of core skills time would be silent, independent work. 

After this decision, the change was incredible. Learners set big goals and were achieving them. Their collaborative time became a time of intentionally working together and helping one another. They were holding each other accountable. It was like being in a new studio; and, because the decision was learner driven and executed, every learner wanted to uphold a new standard in the studio. This is where the merit of a learner-driven environment shines: the learners developed their own motivation for keeping themselves focused, and they decided that focused learning time was something that they value.

In my personal life and my role as a guide, this session has taught me that, as tempting as it is to try to fix things for other people, it is impossible to make decisions for others or force them to have motivation. The learners have discovered that the studio is a sacred place and reinforced that their goal at The Village School is to pursue knowledge. 

Self-Discovery in the Studio

This week in Discovery Studio, we focused on a new character trait – intentionality. During Monday’s launch, Discovery Studio was asked two questions. What was their best trait, and what was a trait they needed to be more intentional about. The surprising answer to both? Honesty. 

I’m not surprised that our learners thought the strongest trait in our studio was honesty. They are honest almost to a fault – a striking difference from my time at more traditional schools. If you ask them a question, they answer honestly, even if they aren’t proud of the answer. They take responsibility for their own actions, and they are always willing to talk things through with others. That’s one of most exciting parts I’ve discovered in my role as a guide –  at The Village School, the guides and learners are on the same side. No longer am I a disciplinarian; instead, I’m a confidant and ally. I think both of us are happy with the arrangement.

I was surprised, however, when learners unanimously decided that honesty was the thing that they needed to work on in the studio. Again, these young people are honest even in situations where they are implicated. However, they were introspective enough to realize that they were being honest with everyone except one person – themselves.

Discovery learners said that, while they were easily honest with their fellow studiomates, they struggled to evaluate themselves and their own work honestly. They identified that it was easy to lie to themselves about how hard they were working or whether their own work was excellent.

Our learners at the Village School are doing something that even I still struggle with – honest self reflection. They are able to analyze themselves and ask themselves tough questions, and they are able to use this reflection to improve themselves. This is one of the greatest tools we could hope to equip our learners with – the ability to discover within themselves what they can improve, and the drive to do so. This is a skill that they will find useful throughout their journey here at The Village School, but more importantly, a skill that will prepare them for the real world and help them build successful, fulfilling lives.

After a learner mentioned bringing cookies to Capitol Police and the National Guard, some Discovery Studio learners decided to write (and decorate!) letters for some local heroes.