The other day during outdoor play, Discovery learners created a new game. Now this is not altogether surprising as our learners are often living up to their studio’s name and discovering new ways to enjoy our outside space. However, in this case, what started as just a few individuals engaged in a basketball-like game with a burrito-avocado combo plush toy, affectionately referred to as Bavocado, attracted the attention and enjoyment of all. Curious, I watched as more learners joined, happy to stand in a line, almost 30 learners long, for their chance to toss Bavocado through the waiting arms of one learner who was acting as the hoop. A chorus of “Let’s Go!” “You’ve got this!” “What level are you on??” rose up, as they eagerly watched to see how each other performed and anticipated their turn. Finally the catch to the game dawned on me: the learner acting as the hoop would change something about their position depending on what “level” the player was on. Level one was straight forward with the player able to aim head on, the others got progressively more challenging. While one may require a toss over the learner’s head as if they were aiming from behind the backboard, another may include a moving hoop. As players took more turns, more levels were created. The best part? No one ever got out! If you missed you simply stayed on the same level you were on before and tried again. By the end of free time there were players on level 4, 11, and everything in between. In this one learner created game just about all the benefits of a multi-age classroom were revealed.

In many schools, learners are limited by what is in their grade’s “curriculum” for that year, sometimes being told they have to wait for another academic year to move ahead or explore a different subject matter than what has been predestined. Within the studios, systems are in place for every learner to go at their own pace, so while one may be “ahead” of his or her same-age peer in one area but “behind” in another it does not affect the pace for anyone else. Our studios are not built with the expectation that everyone will be ready to learn the same skills at the same time, nor that they will learn with the same method of instruction. However, going at your own pace does not mean being destined to go alone. 

Going at your own pace does not mean being destined to go alone. 

In this game, some learners were on the same level, but many were not. The ones who were repeating levels began to watch those progressing more closely and tried to imitate their form. Conversely, those who were progressing were eager to cheer on the others and offer guidance while they waited in line. By having multiple levels played in their game they organically recreated the same opportunities for challenge, inspiration, leadership, mentorship, and collaboration that are present in the Studio. 

As Jonathan Haidt explains in his book The Anxious Generation, “physical play, outdoors and with other children of mixed ages, is the healthiest, most natural, most beneficial sort of play.” In his analysis for human’s slow-growth childhood, Haidt explains that, “our planet-changing trait was the ability to learn from each other.” He’s clear to state that doesn’t mean “in school from books and lectures,” but rather by copying. Specifically, by picking the “right people to copy,” which for a child is paying attention to successful older children. Within a mixed-age education model these opportunities are limitless. Even in a learner imagined game, participants of a lower level are taking on challenges they may not have otherwise had access to. Simultaneously, learners of a more advanced level are motivated to teach others and thus improve their own skill. As we well know, the best test of mastery is teaching. 

“Our planet-changing trait was the ability to learn from each other.”

As the game continued, and more and more levels were created, the need for collaboration presented both the opportunity to imagine new challenges and need trust each other to be honest about their level. Naturally, anytime there is a need for cooperation the possibility of disagreement is also present. Clear communication, tolerance of ideas contrary to one’s own, decision making, and the enforcement of the agreed upon rules fell to the learners. For instance, at one point in the game there was one idea to have to shoot for the hoop while hanging on the climbing ropes, while another idea was for the learner representing the hoop to be hanging from the ropes. It was a third learner who offered the solution that they could both be a separate level because of course they would need more! As is often true in multi-age groups, there are more opportunities to build self-esteem and for learners to see themselves as experts. This game not only had opportunities for learners to see themselves as experts at shooting but also diplomacy! Furthermore, it is these moments of cooperation, when learners experience the ability to have a say and contribute to something shared by the whole, that builds a sense of community and belonging.

As it must, the free period passed and a responsible learner watching the time alerted everyone to it’s end by calling “It’s Time!” Sad to see the game end, I began the walk back to the front door. I trailed behind thinking about the game and back to one of my first meetings as a TVS Guide. In a conversation earlier this year, a returning family shared what their learner said after their first week at TVS: “I feel challenged for the first time.”

Being responsible for your own education is a challenge. Having to look to others for lessons instead of being told explicitly how to succeed is a challenge. The expectation to collaborate with others, especially of different skill levels is a challenge. And yet, at the risk of over-referencing Haidt’s book, he states “children require exposure to setbacks, failures, shocks, and stumbles in order to develop strength and self-reliance.” One of the cornerstones of The Village School is the belief that children are capable of much more than most adults give them credit for. We believe kids crave a challenge and the mixed-age model is just one part of the magic. 

“I feel challenged for the first time.”

I had a long held belief that February is the month that has the most birthdays. My evidence was purely anecdotal, but felt reliable given the number of educational institutions I have been a student or educator in. Whether in Texas, Connecticut, New Jersey, or Virginia, I have celebrated a year’s worth of birthdays with classes and every year felt February held the most celebrations.  However, it has recently come to my attention that this is false. In fact, February is the least common month for birthdays.  While this revelation first resulted in a slap on the forehead and self-deprecating eye roll, it later had me pondering the significance of birthday celebrations. 

Birthdays hold a special significance for students, and marking these occasions within the classroom has become a cherished tradition for many educators. However, the significance of these celebrations extends beyond mere fun and games. Being the focal point of a birthday celebration can profoundly impact a child’s self-esteem, fostering a sense of importance and belonging within the classroom community. These experiences also serve to cultivate lasting friendships, as learners come together to celebrate and share in each other’s joy.

The traditions around birthdays we create similarly play a role in instilling a sense of continuity and ritual. By participating in these annual celebrations, individuals learn to anticipate and engage in something familiar, establishing a sense of connection to their school community. These rituals provide the opportunity to develop a deeper appreciation for the passage of time and a value in shared experiences.

The significance of not only the regularity of the ritual itself but the content of it is why, like everything we do at TVS, the way we celebrate is very intentional. Our celebrations focus on concepts related to the passage of time while truly honoring each child on their special day. Learners walk around a representation of the sun, demonstrating the path earth travels in the course of a year. For each orbit they make they select a learner to give them a character call out. At face value it may not seem like there is much to this. That is until you hear the character callouts.  

As a new learner to Discovery, it’s really cool how quickly you have adjusted to Discovery. I’d call that perseverance.

“I think you are a great leader!”

Even when you are struggling with a really challenging unit in Khan I see you keep trying. I’d call that perseverance.

You are a really supportive friend and I wouldn’t have moved up to Discovery if it wasn’t for you.

You are always very thoughtful when someone gets hurt. I appreciate when I’ve been hurt. You wait to keep playing with me till I feel better.

“You always try to include everyone. I’d call that inclusive!”

This tradition not only offers TVS learners the same joy, camaraderie, and sense of belonging that all birthday rituals provide but also another opportunity to show gratitude and appreciation. These lessons in gratitude lay the foundation for empathy, compassion, and positive interpersonal relationships, while also nurturing our learner’s sense of identity and self-worth. Further fostering the sense of confidence and self-assurance we aim to instill in every part of their experience at TVS, cultivating their ability to navigate challenges and embrace opportunities for growth. 

While reading this, one might have already guessed at the fact that I myself am a February baby. This not only explains the bias at the heart of my falsely long held belief, but most importantly reveals why, after being celebrated by the TVS community for the first time, I felt it absolutely critical to document the magic in the traditions. Not only was I given an acute awareness of my many laps around the sun, and thus an often forgotten appreciation for my own milestones. I too had the gratifying moment of hearing from the individuals who I am in community with what they most appreciate and recognize as admirable in me. To say I felt like skipping the rest of the day is an understatement. I can’t conceive of a better tradition to celebrate an individual and make them feel not just seen, valued, and cared for by their community but also excited and capable to meet whatever the next year presents. Joy, connection, appreciation, and empowerment: the cornerstones of celebration I didn’t know I was missing.

Our intention creates our reality.

Wayne Dyer

From the first day of school, Learners set goals. Every day begins writing the 3 SMART goals they want to accomplish. Each new session starts with reflecting on what was previously accomplished and where they want to focus their efforts now. In Winter Journey Reviews, Learners look ahead and think of what they want to achieve in the second half of the academic year, while also articulating how families and guides can support them in those goals. This January, Learners had the opportunity to set a different kind of goal known as a One Word Resolution.

The idea behind a One Word Resolution is that unlike other goals we set, you select a word that captures the mindset you hope to adopt. By reflecting on your values, intentions, and hopes for the new year you can create a compass for yourself to direct your actions. Ali Edwards is one of the people credited with starting this shift in resolutions. She explains the concept as: “celebrating progress rather than perfection … and the power of coming back again and again to your original intentions as a means of reflection and forward movement.” How beautifully this practice compliments our school’s values. Offering another opportunity for learners to exhibit the traits associated with the TVS Profile of a Learner, particularly goal setting, reflecting, and purpose. This is a tradition I have participated in with my own family and I was excited to share with Discovery. It might just be one word, but it can be incredibly powerful. As Joseph Murphy put it, “whatever you give attention to will grow, magnify, and multiply in your experience.”

My word was persistence because I want to never give up and keep trying. It's important to me because I want to get a lot of work done. It's inspiring me to get on track.

My word is Joy because my name means Joy. I also chose it because I want to keep joy when I do fun activities.

My word is mindful. This word is important because you can't just care about yourself. I chose it because I felt like I needed to be more mindful. I have done it a lot but I can do it even more throughout the year.

My word was determination and this word is important because I always try to be determined with my work and other things. I chose this because I feel like I have not really felt determined. 

My word was focused and It was important to me because it will help me focus. I chose it because it will probably help me.

My one-word resolution for 2024 is organized and creative because I could not pick. These two words are important to me because I think I am already good at them and I want to try to do better! I chose it because I like being organized and creative!

My one was organized. It is very helpful because I am much more organized and I can keep better track of everything.

My one words resolution is positive! It gives me  motivation! It is a happy word!

My one word resolution for 2024 was to be creative. This word is important to me because I think it is the key thing to finding out what you want to learn. My word has not inspired me yet but I'm sure it will soon!

“What’s the most stressful situation you have handled, and what was the outcome?”

“Can you think of a time when you worked with someone difficult to get along with — how did you handle interactions with that person?”

“Tell me about a time when you set a goal for yourself and what you did about it.”

At The Village School, we often discuss our ‘Why’. Why do we emphasize character and community building? Why do we embrace struggle? Why do we believe we are best able to prepare the children we are trusted with for long term success? While considering which of the innumerable answers we have as a community, I was struck by the paradox presented in our most recent project.

In session 2, Discovery Studio’s Project and Writer’s Workshop was all about Building a Business. Learners were challenged to plan for a financially successful business that was tied to one of the UN Sustainable Development Goals. To this end, learners conducted market research, learned about competition, used mathematical skills to create a realistic financial plan, and wrote a persuasive pitch to present their business. The culmination of this work  was a presentation of their product prototype, formal business plan, and a group pitch presented to a panel of local entrepreneurs judging as investors. 

I am still teeming with pride for our learners and the conclusion of this project. A TV and table centered in front of the stage of the vast empty room. Tables angled to the left with three chairs and three accompanying name cards. The rest of the open space, filled by chairs set in neat rows of five on the ornate rug of the Parish Hall. Learners, ages seven to eleven, excitedly entering and finding a seat. Our judges, on that day referred to as Sharks, taking their designated seat. Discovery learners were not only prepared, poised, and polished, but also fielded questions that pushed the already extensive thinking they had done about their businesses. 

However, my joy seeing the weeks of effort come together is only eclipsed by the admiration I have for our learner’s when reading their Session Reflections. Not one mentioned the laminated menus or powerpoint presentations prepared, but rather their answers all spoke to some part of the journey: the lessons learned, challenges overcome, and fears faced. It is these moments along the way that have already armed our learners with answers to the interview questions posed at the start of this post, all taken from Forbes’ article “Soft Skills are Essential to the Future of Work.”

“What’s the most stressful situation you have handled, and what was the outcome?”

“I didn’t know that I could talk in front of the sharks”

“A challenge I faced was being really scared and nervous to share to the sharks but I did it!”

“Can you think of a time when you worked with someone difficult to get along with — how did you handle interactions with that person?”

“It’s okay to not agree” “I have grown in my ability to be a leader. I like helping others!”

“I learned to be patient”

“Tell me about a time when you set a goal for yourself and what you did about it.”

“I learned hard work equals being proud”

“I learned that building a  business is harder than it seems”

By engaging our learners in a project acquiring the hard-skills associated with building a business, we also offered them an opportunity to acquire all the soft skills that may someday get them their dream job. Looking forward to sharing more trailblazer inspired ‘Why’s!

“We have spent a lot of time on this topic. Are we ready to vote or should we table for the next meeting?”

A reasonable request made by someone clearly intent on respecting others’ time and staying true to an agenda, delivered in the thoughtful tone of a leader. This is something one would expect to hear in a corporate leadership meeting or in the halls of our democracy. In actuality, this came from a 32-person community meeting composed of seven to eleven year old learners and led by two peers. 

This first session of the year, Discovery Studio has been singularly focused on one goal, to build the team. To that end guides have facilitated opportunities for the learners to get to know their space, peers, and expectations for self-directed learning. As a new Guide at The Village School, I’ve similarly been discovering what to expect. Before the year started, I read blog posts and heard stories of the difference between TVS learners and students I may have had before. I was particularly enchanted by the tales of studios where every learner is a guide in their own right, sharing wisdom with peers and taking an active role in the creation of their community. How mystifying to see for myself the truth of these tales. 

There is a special kind of joy as an educator in being in partnership with your learners and at times feeling redundant. More than once when I have noticed a learner who may need support and thought to offer aid, another learner has beat me there. When I move to alert learners to the time and direct them to what is next on a schedule a learner is doing the very same thing before the words leave my mouth. Moments when I look around a community meeting, consider encouraging the learners leading the discussion to bring everyone’s attention back together, and one of them does it instead with the grace of a seasoned executive. All I can think is, that’s The Village School difference.