How are academics addressed at WCS?
In that
our mission is to nurture each child's
intellectual, social, emotional, and physical
health, we give equal importance to growth in all
of these areas.
For instance, we know that reading is an essential skill. At Wellspring, a child’s daily life is full of opportunities to support progress by having visual and kinesthetic experiences with letters, being read to, making books, reading to each other, quiet time in the book nook, games, storytelling, playacting, newspaper making, etc.
We do not assume that there is an age at which children are interested and ready to learn to read, write and spell. Facilitators introduce skills and concepts in interesting and inspiring ways when the time is right. For example, few children may begin a longer-term storybook-making project with the guidance of staff, or work on a letter one-on-one. Some are happy to be read to, and then suddenly will begin to ask about sounds. When we trust the child's innate love of learning and curiosity, we listen to the children, follow their leads, and adapt our teaching to their style and pace.
We know from our own lives that direct learning—learning by doing, seeing, touching, smelling and tasting, by making mistakes and discovering and inventing and trying again—is meaningful learning. We also know that when children learn problem solving in a holistic way—be it in the forms of how to get a 10-foot piece of bamboo safely back to the school, designing a program to present a play, or figuring out how to run a bank—they can apply their skills to any subject.
For instance, we know that reading is an essential skill. At Wellspring, a child’s daily life is full of opportunities to support progress by having visual and kinesthetic experiences with letters, being read to, making books, reading to each other, quiet time in the book nook, games, storytelling, playacting, newspaper making, etc.
We do not assume that there is an age at which children are interested and ready to learn to read, write and spell. Facilitators introduce skills and concepts in interesting and inspiring ways when the time is right. For example, few children may begin a longer-term storybook-making project with the guidance of staff, or work on a letter one-on-one. Some are happy to be read to, and then suddenly will begin to ask about sounds. When we trust the child's innate love of learning and curiosity, we listen to the children, follow their leads, and adapt our teaching to their style and pace.
We know from our own lives that direct learning—learning by doing, seeing, touching, smelling and tasting, by making mistakes and discovering and inventing and trying again—is meaningful learning. We also know that when children learn problem solving in a holistic way—be it in the forms of how to get a 10-foot piece of bamboo safely back to the school, designing a program to present a play, or figuring out how to run a bank—they can apply their skills to any subject.
Do you really believe that children will learn to read and write and add and subtract if they aren't forced to practice at school and with homework?
Without
a doubt. We have seen children learn these very
things not only from our staff, but from each
other. When students are free to learn as they are
ready, when the learning matters, then
comprehension, retention and growth are obvious and
lasting. This makes for happy children, too!
What is the basis of Wellspring's curriculum?
Our
curriculum is emergent, which means that it is a
flexible template that is shaped and given life by
the children's interests as well as staff (and
parent) facilitation. We may begin, for example,
with a celebration of Winter Solstice, which may
evolve into nature study in the neighborhood
meadow, measuring the growth of the school's
Amaryllis, using our bodies for examples of
understanding length, and reading related books.
Topics grow and multiply dependent upon the
students’ interests and imaginations. The seed of a
topic for investigation may emerge from a child's
home life, events at school, visitors, trips or
other experience.
What can I expect in terms of physical education? Art? Science?
Physical
Education: There is a variety of materials
for physical movement available at all times,
including large motor skills activities, yoga, the
outdoor play area. Inside of everyday is the
understanding that children need to move and use
their energy, and so quieter times are generally
followed by more active times. This is what we call
the rhythm of the day.
Science and Art: In addition to science and art materials being available (with guidance, if necessary) for children during choice time, as well as long-term projects that emerge, Wellspring has the advantage of the abundant resource of knowledgeable parents and friends who come to school to give their time and expertise. Visitors have included painters, knitters, forensic scientists, Spanish teachers, birdhouse builders, storytellers, naturalists and more.
Science and Art: In addition to science and art materials being available (with guidance, if necessary) for children during choice time, as well as long-term projects that emerge, Wellspring has the advantage of the abundant resource of knowledgeable parents and friends who come to school to give their time and expertise. Visitors have included painters, knitters, forensic scientists, Spanish teachers, birdhouse builders, storytellers, naturalists and more.
Why are there multi-age classes and not grades at WCS?
This
structure mirrors a family (a group of differently
aged children versus the same age) and also allows
a child the significant experience of mentoring (as
an older) and being mentored (as a younger).
Additionally, a multi-age class stays for several
years with a facilitator, who is able to get to
know the students' strengths, areas of growth,
interests and emerging passions, much more deeply
than would a new teacher each year.
How will my child develop socially in such a small environment?
At
Wellspring, children have the opportunity for
social interaction with a larger variety of
children than they would in a group of same-aged
peers. In a mixed-age community, students develop
social skills to interact regularly with a wide
variety of adults, parents, interested families, as
well as their older and younger peers.
When you say that the day unstructured does that mean that the student can do whatever they want?
No. By
unstructured we mean that the child decides, with
guidance from the facilitator and/or a vote by her
peers, some degree of what he or she will do that
day. Instead of sitting down to our subjects at a
certain time each day, each day occurs with a daily
rhythm (e.g. the day begins with outdoor play time,
followed by circle time, and lunch is at the same
time every day). What goes on inside those blocks
is somewhat spontaneous, a mix of child- and
adult-led activity.
Even the youngest children take part in deciding what they will do?
Yes! The
younger the child, the more guidance and support
offered. We believe in trusting a child’s innate
curiosity to guide us in providing the right
learning opportunity at the right moment.
Do children have the same teacher for several years in a row?
Yes. In
this way, the facilitator gets to know the
student's personalities, work habits, individual
strengths and opportunities for growth more than
would be possible for a new teacher each year. The
level of trust that develops enables everyone to
learn from each other in profound ways.
Why is homework not assigned?
We value
the primary attachments of children and see
afterschool time as time for family, rest,
additional activity, imagination and friends. We do
not assign homework for these reasons. However, if
a child is particularly excited about a project the
facilitator may make suggestions about what he
could do at home (e.g. write in a journal, draw a
picture).
Do you ever give tests, quizzes or report cards? How do you assess where the child stands?
We do
not use tests, grades, worksheets, homework or
competitive/comparative evaluations as measures of
success. Instead, we utilize The Prospect Center's
Descriptive Process, a method that uses
descriptive, non-judgmental observations of all
aspects of a student's life and work at the school.
This method gives us a year-long narrative to
assist staff, student and family in understanding
and discussing ways to foster each child's growth
and development at the school. Scheduled during the
year are two Parent-Facilitator Conversations,
which are times to update parents on their child's
progress.
If I decide to take my child out of Wellspring and place her in a more traditional school setting how will I know she will be able to handle it?
All
indications show that children who have been
educated in environments where their dignity and
worth is valued and respected tend to adapt well
into any environment. Having had opportunities to
explore problem solving, conflict resolution,
critical thinking and leadership in a supportive,
challenging and serious environment, children
mature naturally and confidently.
For individual children, there may be some initial adjustment with transitioning into an educational environment where she is asked to sit at a desk, do homework, take tests, and learn in a structured environment, but then they tend not to have any problems learning along with their peers.
For individual children, there may be some initial adjustment with transitioning into an educational environment where she is asked to sit at a desk, do homework, take tests, and learn in a structured environment, but then they tend not to have any problems learning along with their peers.
How can children transfer to a more traditional school if they don't have grades or report cards?
Given
our narrative descriptive process, a child's new
school is provided with more in-depth information
about the child than grades or a typical report
card could provide.
Up to what grade will Wellspring go?
We
currently have children ages 3-9 enrolled. Each
year will add another age group, eventually
offering programs through 8th grade.
From what geographic areas do Wellspring students come?
Students
come to Wellspring from our own Somerset County,
and others including Morris, Hunterdon and Essex
counties.