Classes

This morning, unable to use my computer because a cat was lounging on the keyboard, I decided to start trying to come up with a schedule of classes for Someday School. I read that in order to be an approved school in Washington, at least 5 hours of scheduled classes per day has to be offered to students of each age group or ability level. (They are not required to actually show up for it!) So I started trying to figure out how I would offer five hours of math and reading instruction to each age group, squashed into one day. I realized I also had to be prepared for being the only teacher, if I can't afford to hire other full time teachers right away. Making this schedule seemed logistically impossible!

Then I remembered... this isn't a regular school. This is Someday School! I don't have to offer five hours of traditional math and reading instruction to each age group each day! I can teach what I want, when I want. And even if I can't afford to hire teachers, I can find volunteers to come teach classes on various subjects once a week, multiple times per week, daily, etc. The beauty of it is that anyone can teach what they want, and students can request classes in what they'd like to learn, and students can also just freely learn and play with no organized instruction at all.

Here are some classes that I have thought of already.

Jolly Phonics... This would be an organized group for beginning readers that actually uses a curriculum I've used before. It is a music and movement reading curriculum that involves songs, stories, and motions for each phonetic sound. I would like to offer this each day for 20 minutes. I've found that even students who don't "need" phonics instruction really get into Jolly Phonics!

Smart Board/Technology... In this group we would use a Smart Board (if we owned one) and other technology to practice reading and math skills.

Sensory... This is more of a fun group. We would find and create sensory recipes. It would require reading and following directions in order to find  and follow the recipes, and then we would have cool sensory activities to do!

Science ... We could do science experiments and projects.

Thematic Unit... Fun activities focused on the thematic unit of the week.

World Travelers... We would "explore" a new country every few weeks by reading about it, watching videos, doing crafts, trying recipes, playing games, etc. We might choose a new country to learn about just by spinning the globe randomly! If we had a Smart Board, we could even use Google Earth to "fly" to that country.

Arts and Crafts... This one is pretty self explanatory, but would include a combination of open and closed ended projects. (A closed ended art project is a project with a specific ending in mind. For instance, follow the instructions to make a dog out of clay, or follow instructions to reproduce a famous painting. An open ended art project might be showing students how to use a technique, such as layering tissue paper, and then setting them free to do whatever they want. Of course, the art supplies would be available at all times for kids to just experiment and do their own things!)

Animal Club... This would involve learning about animals and also service projects to help animals. It could also involve having live animal visitors!

Mail Monday... I have done this in the schools I've taught, and also when I "home preschooled" my little nieces. Each week we would choose someone to write to. It might be the police or fire department, a favorite store, the company that makes a favorite food or toy, the producers of a favorite show or movie, etc. We've written to Motorcross drivers, horse racers, farmers, doctors, authors, wrestlers, the President of the USA (when it was Obama!) and more. We've often gotten letters back, and many times they also include surprises such as stickers or pictures for the kids. This is a great way to practice using writing to express yourself, and a great way to bring back the art of actual letter writing, NOT emailing or texting!

Magazine... I have wanted to do this for years but, as public schooling would have it, I never managed to have enough time to organize it. The idea was to collect writing and artwork of all kinds from the students, and put it into a monthly publication to give out to our parents and supporters.  Another fun and authentic way for students to practice their writing! I imagined them writing stories, book reviews, jokes, or whatever else they wanted to write.

These classes would not meet every single day, and would be spread throughout the week. Other teachers and volunteers could teach other classes. Some classes might meet every week for the entire school year, while others might only meet once, or over the course of a few weeks. Like everything else involving Someday School, the sky is the limit!

What ideas do you have for classes or groups for kids?

Me And My Ideas

I have been trying to get some extra money by walking dogs lately... and that suddenly gave me a great idea that pertains to Someday School! Actually my first great idea branched into several great ideas. At least, right now they seem great. I'd love to hear what you think!

1. Imagining that we have a facility with a fenced in yard, we could provide doggy day care for a few dogs. We could charge a small daily fee. The dogs would have the opportunity to romp with each other and with children all day. And any children interested could help take care of the dogs. The money we earn for caring for the dogs would belong to the school, so the students and staff would vote on how to spend it. I was thinking of using the 3-jar system that some families use when they give their kids allowance. We would have three jars labeled "Save," "Spend," and "Donate," and any money we earned caring for dogs (or doing whatever else anyone schemes up) would be divided into the jars. We'd have to brainstorm and vote on where we want to donate the contents of the "Donate" jar, and they'd also vote on how they want to use the "Spend" jar. A field trip? A party? It would have to be something that could benefit everyone.

2. And/or, we could sign up to foster a dog or two. This wouldn't be bringing any money in, but the kids could learn about taking care of a dog and helping the dog get ready to go to a new home.

3. We could see if a dog groomer and/or trainer would be willing to teach any interested students about dog grooming and dog training.

4. At some schools and libraries, kids have the chance to read to dogs. We would have that opportunity every day!

But first, of course, we would need a fenced in yard. And the dogs would have to be very kid-friendly. And the kids would have to learn about respecting animals and being safe around them.

What do you think of that?

Traditional Schools vs Someday School

A Retirement Community For Children

My uncle has Parkinson's, and he has recently moved from Chicago to here to live in an assisted living facility near where his sister (my aunt) and her husband live. (And near where I live!) I've been spending a lot of time over there helping with his transition. Last night I went to a musical performance with him at the facility, then to dinner, and then to an activity where people were making s'mores. My uncle is used to spending most of his time alone in his house, and he isn't always enthusiastic about going to activities, but he can usually be convinced to try things out. There are lots of different things offered, so the chances of at least one activity a day that he might like are pretty high.

Someone asked me if hanging out with my uncle is harder or easier than working with kids. Although my real calling is working with kids, I realized that hanging out with my uncles was probably less stressful. The main reason, I explained to the person who was asking, was that I didn't have to deal with behavioral issues or try to force anyone to do anything they didn't want to do. In a school setting, I spend about 50% of my time trying to force reluctant kids to do mundane lessons. (Even though I try to plan engaging learning activities, the required curriculum is usually pretty dry and uninspiring... but in a public school setting, the expectation is that I will make each student do what they are told to do.)

Imagine if this was happening to my uncle. Hopefully most people who work with senior citizens feel that, even though some of the people may have diminished cognitive abilities due to things like Parkinson's or just regular aging, they are still adults and should be treated with as much dignity as possible. So imagine if this scenario had gone on between my uncle and I.

Me: "Uncle Don, please line up at the door. We are going to go make S'mores."

Uncle: "I don't really want to make S'mores."

Me: "I hear you talking. We are not leaving until you are quietly standing by the door."

Uncle: "But I don't want leave."

Me: "This is a warning. Remember, you're trying to earn a beer at the end of the day. Are you earning your beer?"

Uncle: (quietly goes to door.)

A few moments later...

Me: "Okay, Uncle Don, what you need to do is stick your marshmallow at the end of this stick."

Uncle: "I don't like S'mores."

Me: "You don't have to eat it but you do need to follow directions. Not like that. Like this. Pay attention. Okay, now put your marshmallow over the fire. Keep it in the fire. Oh, it's on fire! That's another warning! Fire is dangerous!"

Uncle: "It was an accident."

Me: "That's why you have to pay attention and follow directions. Alright, here is your chocolate and graham cracker. Please make your S'more look just like mine." 

Uncle: "Why do I have to do this?"

Me: "That's it! You are not getting your beer today!" 


Of course, that scenario is ridiculous. Here is what really happened.

Me: "They're making S'mores on the second floor patio. Do you want to make S'mores?"

Uncle: "Not really."

Me: "I think I want to try one. Is it okay if we go over there for a while so I can make one?"

Uncle: "Sure"

Moments later...

Me: "Do you want to make one?"

Uncle: "No, thank you."

Me: "I'm making one. Oops, my marshmallow is on fire! It's charbroiled! Now I'll add the graham cracker and chocolate. Look at this! Do you want to try one?"

Uncle: "Sure!" (Eats my S'mores while I make a new one.) 

In this scenario, my uncle, who is reluctant to try new activities, went with me to a new activity, interacted with some random people, enjoyed watching me ignite a marshmallow on a stick, and tried a  S'mores. He made some progress at his "goal" of  socializing at the assisted living facility and trying activities, and he did it with his dignity and sense of control in one piece. I was relaxed and happy because I got to do something I wanted to do (Make a S'mores and take my uncle to do an activity) and I didn't have to force anyone else to do anything they didn't want to do.

Then I thought to myself, "This is what my school will be like." There can be activities and learning experiences going on all over the place, some structured and some spontaneous. The students are free to choose what they participate in, and how. Instead of looking around and seeing teachers, at their wit's ends, who are under pressure to get them to make progress in very specific curriculum goals, they look around and see calm, happy adults participating in their own learning activities and supporting students in their goals.

So why can't school be like a retirement community for children?

Finding a Location

Probably the biggest challenge I am coming across while working to start a school is figuring out where the school will be. I live in a small apartment, and even if the management company would allow a school to take place in here, there wouldn’t be any room! At first I was imagining renting an office or storefront, but I can see how these places would have their own problems. Then I got the idea that I could rent a 2 story house. I could have a bedroom and living room on the second floor, and the school could take place in the rest of the house. This way, I would be able to pay half of the rent for the house out of my own salary, and use the school’s money to pay for the other half. We’d be able to pay a lot more rent if I was able to contribute my personal rent budget!

As I daydream about the house, I’m trying to think of things that I would love it to have. Here are what I’ve thought of so far…

A library (I already have tons of children’s books from my former classrooms, and books are pretty easy to get more of) where kids could sit and read and also have the opportunity to check out books to take home.

A sensory room/chill room. (This could even be a sectioned off area of another room.)

At least one classroom where organized classes could take place.

A play room where we could set up areas for reading, math, and science exploration. (Similar to how “centers” are set up in a preschool classroom.)

A larger gathering room or hang out room with couches and stuff, like a living room, but where group meetings could also be held.

An office for administrational boring stuff.

A fenced in backyard where we could put a play structure and where the children could have a garden.

It would also have to be in an area that was zoned for a business such as a school or day care.

What else do you think an awesome school should have?

A Few Facts About the History of Public Education

Hi everyone! On my timeline of things I need to do in order to make my little school a reality, I am dedicating the summer to researching and reading. I am currently reading School’s Over, by Jerry Mitz. The author is the founder of the Alternative Education Resource Organization. It is a very interesting book. I was reading it last night before bed. When I woke up this morning, I was thinking about two interesting facts I learned about the origins of public education as we know it.

When I was a kid I learned that Horace Mann was the main guy who created the public education system in America. As a kid who hated school, I was always annoyed by the fact that he and I shared the same last name and that he could possibly be related to me!

Did you know that the real reasons that Horace Mann created the public education system was to create obedient, compliant, Republican citizens?

Did you know why we have bells in schools? It is because during the industrial revolution, most children were expected to grow up and work in factories. Factories used whistles to tell workers what to do and when. Therefore, having bells in schools would train children to get up and move when they heard a sound. Now, even though there are many other job opportunities besides factories, school children are still trained to get up and move when they hear a bell.

What do you think of that?

FAQ For Families of Students With Special Needs.

Right now my little school is still in the beginning planning stages, but I like to do a lot of my planning in writing. Today I wrote these Q and A that would be geared towards parents of children with special needs who might want to join our school. At some point when the school is ready to go I will add these to the school’s actual website. (Right now I do have a PLANNING website here: emaze.me/somedayschool.)

Q. My child has special needs. Will he be qualify for your school?

A. The decision about whether our school is a good fit for any child, with or without special needs, will be made by the student, his family, and school staff as a team.

 

Q. Will my child have an IEP at your school? 

A. Students don’t necessarily need IEPs at this school, because they are allowed to learn at their own rate and in their own style. IEPs in public schools are meant to make sure that students with special needs have accommodations and modifications so that they can access the curriculum that is being provided to everyone, or so that they can be given specially designed instruction. But at our school, each student’s curriculum is tailored just for them, by them. However, if your student is coming from a public school and already has an IEP, we will be glad to meet with you and go over it.

Q. Your school does not seem very structured. What about students with autism spectrum disorders who need structure?

A. Part of helping a student to become independent will involve helping him structure his own day. We will not have a pre-determined schedule that we will make your child follow. However, with the help of his family and the staff at the school, a student who needs that structure can set up his own daily schedule. We can even help create a visual schedule and other visual reminders that he may need. 

 

 

 

Q. How will you make sure that my student is doing his work?

A. In some public schools, staff will go so far as to place students in chairs with trays so that they cannot stand up to leave, or use their bodies or furniture to block them into a certain area while they work, or withhold preferred activities or snacks until the work is done. We will not do that. What we will do is provide opportunities for structured learning as well as opportunities for self-directed learning. We’ll help them to follow their interests and curiosities. But we will not force them to learn or to do certain activities.

Q. When my child was in a public school he had a 1:1 aide with him throughout his day. Will he have a 1:1 aide with him at your school?

A. We are an extremely small school and don’t have the funds to pay a staff member to work 1:1 with a student throughout the day. However, we want children to have the opportunity to be part of our school if at all possible. We’d invite you to attend with your child for a few sample days to see how he functions in our school. If you and/or we think your child would need a 1:1 adult with him for safety reasons, we can look into finding a solution. Some possibilities would be helping you hire someone to attend with your student, or looking for a volunteer staff member who would work with your student full time.

Q. My child has had behavioral issues in school. Will he still qualify for your school?

A. Again, there is nothing that would automatically “disqualify” a child from our school. We would meet with the potential student and his family to talk about the school and whether it would fit his needs. Some behaviors that are seen as negative in a traditional school are acceptable at our school. For instance, if a child refuses to do his work, or has difficulty staying in his seat, or is very active, he can be seen as having behavior problems in a traditional school. In our school, these things are okay, and so he would not be seen as having behavioral problems. Also, some students develop behavior problems because they are frustrated at being forced to do certain things. At our school students don’t have to worry about entering control battles with adults. Our main rules are keeping ourselves and others safe, and being kind and respectful.

What other questions do you think parents of children with special needs (or children themselves) might have about a school such as this?

A Typical Day?

(Originally published at http://emaze.me/somedayschool.)

The websites of many Sudbury Schools and Agile Learning Centers, they point out that there really is no "typical" day for students because every student is different and their days are different as well. To help paint a picture of Someday School, I have thought about how I imagine a typical day might look like for four hypothetical students. The students described here are composites of students I've taught in my special education classes over the years. I'm writing as I imagine how they might do if they were to be at our school. 

MAYLIE

Maylie is a 10 year old girl who was attending a public school class for students with emotional and behavioral disorders. Maylie's behaviors have mostly included being disruptive and refusing to do school work. Her parents have been worried because Maylie seems so angry at school and seems to have no interest in anything... if given her choice, they think she'd probably just watch TV 24 hours a day. When asked what she is interested in, Maylie replies, "I don't know," and is unable to think of anything that excites her. Her parents are hoping that at Someday School she will find some sort of motivation for learning. 

Here is a typical day for Maylie. 

8:15 - Maylie arrives at school, and a facilitator tries to help her make a plan for the day. Maylie shrugs at everything and does not show any interest in any activities. The facilitator tells her to let him know if she thinks of anything she needs help with, and goes away to help another student who arrives. Maylie sits in a chair and does nothing. 

9:15 - 10:00 - 6-year-old Savannah comes skipping into the room and asks Maylie to help her get some Strawberry Shortcake dolls from a shelf she cannot reach. Maylie helps her get the dolls, and Savannah then begs Maylie to play with her. Despite her bored and somewhat sour outward appearance, Maylie has a soft heart, and agrees to play dolls with Savannah. (Maylie is becoming more engaged in the world and is learning how it feels to help others.) 

10:00 - 10:15 - Savannah asks Maylie to help her make a snack in the kitchen. While in the kitchen, they encounter Gavin. Maylie helps both of them follow directions to make a snack, and they all enjoy some "ants on a log" outside. (Maylie is continuing to become engaged in the world and learning about helping others.) 

10:20 - 11:00 - Savannah asks Maylie to come with her to a class in which the younger kids learn alphabet sounds through music and movement. Maylie does not want to participate in the class but she agrees to sit in the back and watch. Afterwards, Amy, the facilitator leading the class, comments on how great Maylie seems to be with younger kids. Maylie mentions that she has several younger cousins that she likes to play with and help care for. Amy points out that the music and movement class is getting larger, and it might be helpful if Maylie is willing to come tomorrow and help out. Maylie agrees to think about it. 

11:00 - 12:00 - Maylie tells Savannah she is feeling tired and needs a break. Savannah shows her the sensory room, where Maylie decides to rest in a bean bag chair for a while. 

12:00 - 12:45 - Maylie goes to the kitchen to get her lunch, and sees the cooking class taking place. The food smells good,, and the students offer to share. They invite Maylie to participate in tomorrow's cooking class, because they'll be choosing what their next meal will be and planning a trip to the grocery store to buy ingredients. (If Maylie chooses to participate, she will be practicing reading skills, planning skills, social skills, money skills, and later all of the math and reading skills involved in cooking.) 

12:45 - 2:45 - Maylie wanders around boredly and looks at what other people are doing. Everyone looks very busy with their own projects. Maylie notices that several facilitators say hi to her or stop to talk to her, but nobody tries to force her to participate in anything. Nobody gives her worksheets and tells her that she cannot do any other activities until she completes them. Nobody accuses her of not following rules. 

2:45 - 3:15 - Still bored, Maylie looks at a chart of scheduled activities for tomorrow. She is beginning to understand that there is nothing she will be forced to do. She is also beginning to realize that sitting around doing nothing is not very pleasant. By the time the day is over, Maylie has decided she will definitely help out with the music and movement reading class, and that she might join the cooking class. She leaves school looking forward to the next day. 

AMBER

Amber is an 11-year-old girl with autism. She loves to read and draw, and she loves animals. She was previously in a public school, where she attended a general education class and was pulled out for "Resource." Amber has been complaining to her parents that she is bored in school and doesn't have any friends. She also has not made much learning progress in the last 2 school years. She hated school and on some days tried to refuse to go, crying for an hour once she got there. Her parents have decided to let her try Someday School. 

Here is a typical day for Amber. 

8:30 - Amber arrives at school and makes a plan for what she wants to do today. She also picks a chore... she picks cleaning the guinea pig cage. Not many kids choose this job, but Amber loves animals and enjoys taking care of them. 

8:45 - 9:45 - Amber does some water color painting in the art room. She is working on learning to paint pictures of horses. Her paintings have gotten pretty impressive and some of them are hanging around the school in frames. (Amber is getting the chance to express herself and is pursuing her talent.)

9:45 - 10:45 - Amber goes to a book circle that some of the girls have created for themselves with the help of one of the facilitators. They have chosen to read books with strong girl characters. They are in the middle of reading Out Of My Mind, a book about a girl with cerebral palsy who cannot speak, so many people assume she is not intelligent. However, the young character is actually extremely intelligent, and after she advocates for herself to get an augmentative communication device, she is able to show her teachers and peers what she is really capable of. Amber talks about how she can relate to the character, because sometimes she has trouble saying what she is thinking, and people have sometimes thought she wasn't smart or called her weird. (Amber is practicing reading comprehension skills and social skills.) 

10:45 - 11:15 - Amber goes to the sensory area for a while and rests while listening to some calming music. (Some students need time to unwind after spending a lot of time with other people. It is a good idea to balance stimulating experiences with quiet time.)

11:15 - 12:30 - Amber and some other students participate in a cooking class taught by one of the facilitators. They previously planned out a meal, and today they are going to cook it and eat it. (Amber practiced reading comprehension skills and planning skills while planning the meal, and is also practicing social skills, team work, and important life skills.) 

12:30 - 1:30 - Amber walks to the town library with some other students and a facilitator, and checks out a few books. When they get back, she spends some quiet time outside reading one of her books. (She's practicing reading skills and research skills.) 

1:30 - 2:15 - Amber does her chore of cleaning the guinea pig cage. She also enjoys some time playing with and feeding the guinea pig. (She's practicing responsibility by caring for an animal.)

2:15 - 2:45 - Amber participates in a group that has spontaneously gathered to learn lattice multiplication from an older student. She struggled to learn multiplication in her old school. Lattice multiplication seems like a neat trick to her, and she is able to learn it fairly quickly. (She is learning and practicing math skills.) 

2:45 - 3:15 - Amber spends the rest of her time in the sensory area listening to some quiet music and playing with clay, until it is time to go home.

GAVIN

Gavin is a 6-year-old who, when tested, was shown to have a low IQ. He is a very cheerful and active little boy who dances when he walks, is always talking, wants to hug or high five everyone he meets, and just generally has a lot of gusto for life. He loves sports, and has also developed a strong interest in Martin Luther KIng Jr. Gavin previously attended full-day kindergarten at a public school, He was scolded, reprimanded and punished every day for being "off task," talking too much, and being unable to sit at his desk with quiet hands and feet for sit-down lessons. His mom started to notice Gavin changing. Instead of bursting with happiness as he got out of bed each day, Gavin was irritable and didn't want to go to school. She became worried that public school was crushing his spirit. She is hoping that at Someday School he will be encouraged to learn on his own terms. 

Here is a typical day for Gavin. 

8:30 - Gavin arrives in the morning. One of the learning facilitators helps him to plan what he would like to do today. He also chooses a chore from the chore board... he chooses to help care for the garden. 

8:45 to 10:00- Gavin plays soccer outside with a group of kids of all ages. (Playing soccer is helping him channel his boundless energy, and is also helping him to learn social skills and team work skills.) 

10:00 to 10:15 - Gavin goes inside to have a snack. He makes it himself by following a recipe in a book of easy, no-cook snacks for kids to make. An older student helps him by reading the directions aloud to him. (Gavin is practicing reading, following directions, and responsibility for himself.) 

10:20 to 11:00 - Gavin participates in a class facilitated by Amy, where students are learning alphabet sounds using music and movement. (Gavin is learning alphabet sounds and reading skills in a very kinesthetic way, which is perfect for his learning style.) 

11:10 - 12:00 - Gavin goes outside to help care for the garden. He pulls weeds, and waters plants. He also is in charge of measuring some of the plants and charting how much they have grown since last week. (He's doing math by measuring and graphing, science by learning about the life cycle of plants, and responsibility by helping to care for something.)

12:00 - 12:30 - Gavin and some friends work on building a fort outside. One of the facilitators, Jake, helped them draw up plans for the fort last week, and this week he has been helping them learn how to use some tools. (He's learning social skills, following directions, life skills, and responsibility.) 

12:30 to 1:00 - Gavin eats his lunch outside. 

1:00 - 1:45 - Gavin participates in a Karate class led by a 12-year-old student who is a Blue Belt. (He's learning self-control and also helping channel more of his boundless energy.) 

1:45 -2:15 - Gavin has set a goal for himself of memorizing and being able to recite Martin Luther King Jr's "I have a dream" speech for the school's talent show. Grace, a facilitator, is helping him by reading the speech aloud for him as he reads along, and listening to him as he memorizes it line by line. (He's practicing reading skills, while also learning about US History, and learning how to set and reach his goals.)

2:15 -3:15 - One of the facilitators is helping some students to do a science experiment involving Mentos and diet soda. First they've made some predictions about what they think will happen, and then they carry out the experiment. Finally, they do some reading to find out why the experiment resulted in an amazing soda geyser. Afterwards, Gavin asks the facilitator to help him write down the steps of the experiment so that he can try it again at home. (He's practicing reading skills, writing skills, science, and following directions.) 

3:15 - School is finished! Gavin goes home happy and tired, looking forward to more learning the next day. 

My Story

(originally published at http://emaze.me/somedayschool)

I grew up as a child with undiagnosed autism and ADHD. 

When I was very young, I loved school and loved learning. I learned to read when I was 2 years old. According to my mom, I learned to write at about the same time. Some of my earliest memories involve folding sheets of paper together and writing my own stories. 

In kindergarten and first grade, my teachers were impressed by how smart I was. I was the most advanced reader in my class, reading Judy Blume books when others were still struggling to learn the alphabet. 

However, the teachers also complained that I daydreamed too much. I also had trouble fitting in with other kids. 

When school started becoming more demanding, my performance declined drastically. I could read anything I wanted to, but I struggled to keep up with the "sit and listen" lessons in school. I could learn anything if it was interesting enough to me, but when learning was foisted upon me, I just couldn't force myself to pay attention. I wanted to read, and write, and do art work, and put on plays, and help people, and be outside in nature. My desk was like a cage that could hold my body but not my mind. 

I was put into a "gifted and talented" class. The teachers told me that in this class, I would have the chance to use my imagination and creativity. But instead, it was just the same boring "sit and listen" lessons, only a few grade levels more advanced. I did even worse. The other kids in the class made fun of me. They called me stupid and said my parents had bribed the school to put me in the "smart" class. 

I remember asking one teacher if she believed in leprechauns. I firmly believed that such creatures existed, and I couldn't really trust any teacher who didn't at least entertain the idea. The teacher told me firmly that no, leprechauns were not real. Later, in a meeting with other teachers and my parents, this teacher said. "I don't see how a child who believes in leprechauns can possibly be gifted." 

I grew to hate school passionately. I was confused because I had always been told I was smart, yet I was always failing my classes. My teachers and parents were constantly angry and disappointed with me. I learned to pretend that I just didn't care. Because of my autism and ADHD I didn't pick up on social cues well in real life, but I could emulate characters in books. My favorite book was The Outsiders, by S.E. Hinton. I adapted the disinterested and angry attitude of the Greasers. I slouched and rolled my eyes and glared at people. And that was how I got through school... grade level after grade level, falling further and further behind, becoming angrier and less engaged by the minute. 

In high school I was put into a special education class for students with emotional and behavioral disorders. The school also suspected I had some sort of disability, but they didn't recognize autism or ADHD. my symptoms were not the classic ones that most professionals had read about at the time. They told my parents they thought I had "some sort of retardation." One school psychiatrist told them I would never be able to drive a car, get a job, go to college, or live on my own. 

For a while this seemed to be a self-fulfilling prophecy. But eventually I found a job in a day care center. It was on a city bus route, so I didn't need a driver's license. At first I only worked part time, but I loved the children so much that I found I could handle working there full time. This job led me to join AmeriCorps, where I found a position working with children in foster care. Because that position was in another state, in a rural area without public transportation, I managed to learn to drive and got my driver's license at age 21. After AmeriCorps, I got a job as a teacher's aide in a special education school. I realized that I loved teaching children with special needs, and that I wanted to be a special education teacher. My AmeriCorps education voucher allowed me to start taking classes part time while still working full time. It took me many years and may false starts, but I eventually graduated from college with a teaching degree. 

However, in the years since I had first worked as a teacher's aide, the world of special education had changed a lot. There was a lot of focus on getting students to comply and to fit into the public school mold. One school counselor scolded me for not stopping a first grader from dancing as he walked into class. "The goal is for him to look as much like the other students as possible," she said. Year after year I met students who were creative, and spirited, and energetic, and clever. Year after year, I was told that I needed to teach these students to be calm and quiet, to sit at desks, and to nod their heads. Even if they weren't really paying attention to a word the teacher said, it was vitally important that they sit still and nod their heads. 

I had read about schools like the Albany Free School, where students were in charge of what they learned and were encouraged to follow their interests. IF a student was interested in putting on plays, they could learn to read and write by reading and writing plays for themselves and the other students to perform. I daydreamed about someday starting my own school like that. It would serve not only students who were identified as having special needs such as ADHD, autism, and learning disabilities, but also unique learners whose spirits were in danger of being crushed by the traditional school system. 

Two years in a row, I was dismissed from my teaching jobs at the end of the school year, mainly because I had failed to teach my students to sit quietly. The principals and special education directors all agreed that my lessons were great. I was awesome at finding hands-on ways for students to learn new things, creating games and activities that got them excited about practicing what they were learning. They agreed that I cared strongly about my students and had a wonderful connection with them, and that most of the adults who worked with me loved me. But they thought that my classroom management style was lacking because I let students do things such as talk without raising their hands, and leave to go to the bathroom or get drinks. There was also the more subtle fact that I was still a square peg in a round hole, and had trouble blending in with the other teachers and professionals. 

Finally, towards the end of the 2017-2018 school year (which is actually right now, as I sit writing this) I decided to refocus on my dream of starting my own school. For lack of a better name to call it, in my head I've been thinking of it as The Someday School.

What Is Someday School?

(originally published at http://emaze.me/somedayschool)

When thinking about Someday School, I don't plan on following any particular school model to a T. I would like to think of the school as a kaleidoscope that is free to change and grow as time goes on and as we learn what works and doesn't work.

However, I've been doing a lot of research on nontraditional models of school where students are free to learn. Here are a few models I've learned about. 

"Free School"- I first learned about nontraditional schools when I read a book about the Albany Free School. At this school, when students arrive each day, they make their own plan for what they want to do and learn. Structured classes in subjects like reading, math, art and music are offered, but students do not have to attend them. They also get to help decide what classes will be offered. Students and staff all help take care of the school and share the chores and upkeep. They also all help make decisions about things such as school rules and consequences, field trips, etc. 

Sudbury School - A Sudbury School is very similar to the Albany Free School. A few of their theories are: 1. If given the chance, many children are already great at creativity, imagination, alertness, curiosity, thoughtfulness, responsibility, and judgement. Skills they lack can be taught through living life with adults as positive role models. 2. All people are curious by nature, and the best learning takes place when a person is motivated by their own curiosity and pursue the learning on their own. 3. Freedom is necessary in the development of responsibility. Like at the Free School, students decide how they will spend their time each day. They also have weekly meetings to make decisions about all aspects of running the school.

Agile Learning Center - This school model is based on the theories that learning is natural, that people (including children) learn the most when they make their own decisions, that people learn more from their environment and culture than from what they are taught, and that playing is one of the most important aspects of learning. Adults have the role of creating a safe and nurturing place for students to explore and learn, building strong relationships with students, acting as role models, and supporting students in their learning without giving lots of directions. Adults are considered "facilitators" of learning. 

Waldorf School - Similarly to the previous models mentioned, Waldorf Schools believe that children should not be forced to accomplish specific academic goals (such as reading) at a prescribed age. They also believe that play is very important for children's learning and development. They do have a specific curriculum that teachers and classrooms must follow. 

Montessori School - Similarly to the first 3 models of schooling, Montessori schools believe in giving children choices about their learning and that they should be allowed to follow their interests and curiosity. Like Waldorf Schools, they limit choices to specific things offered by the teacher. Unlike the first 3 models, Montessori schools believe that all children develop and learn in a specific pattern. 

Unschooling - This is usually a type of homeschooling, meaning that the students do not go to a specific place on a daily basis to do their learning. Similar to Free Schools, Sudbury Schools, and Agile Learning Centers, students decide how they want to spend their time and follow their own curiosity and interests. This is different from traditional homeschooling, where parents choose or plan the curriculum and teach it to their children. In families that unschool, the adults consider themselves to be learners along with the children. Some Free Schools, Sudbury Schools and Agile Learning Centers allow unschoolers to participate in a drop-in basis. 

I imagine drawing from all of these models when creating Someday School. Agile Learning Center puts out a free "starter kit", which is more of a book of guidelines on how to create a school, and I have so far been following their starter kit as I go along. However, the good thing about starting this type of school is that you don't have to strictly adhere to a certain model... you can bend and change as you go along!