We
are a group of families and professionals committed to
offering our community an alternative educational
opportunity which is holistic and student-led, with an
emphasis on the arts and Nature.
Holistic
We see
children as complete and perfect beings, inherently
carrying all that can be known, understood and
created. Therefore, education is the art of
facilitating and inspiring self-discovery and the
ability to manifest one’s own inherent potential. This
is our first educational presupposition.
We believe that children are by nature inquisitive and love
to learn, and education is the art of keeping these
qualities alive. We seek to foster a sense of wonder and
joy of life and learning. If resistance to learning does
arise, it is our belief that the teaching method requires
adjustment, not the child. This is our second educational
presupposition.
We believe that education is the development of faculties
and qualities of the whole human being. We lay equal
emphasis on the development of the heart (feelings),
intuition, wisdom and the ability to access one’s inner
world through silence and meditation. Developing a sense of
beauty, and fostering creativity through arts, music, body
movement and nature constitutes a major portion of our
curriculum. We therefore give great importance to creating
a beautiful physical learning environment that speaks to
all faculties. This is our theory of educating the whole
child.
We understand that learning is much more than conveying
information; that learning happens through the interaction
of an entire human being, a steward of the child’s
education, with the entire being of the child. With the
steward’s guidance, we believe that practical activity,
experiential learning and student re-creation are essential
and come prior to intellectual comprehension. (i.e., with a
few exceptions, textbooks are self-created). This is our
theory of stewardship.
Student-Led
Our educational philosophy is inspired by Howard Gardner’s
theory of Multiple Intelligences; our methodology is
inspired by Waldorf , Reggio Emilia and Montessori,
combining the best of each. We therefore seek to
accommodate and foster each child in learning and
expression, as well as to help each child in building
skills, in all of the intelligences. Therefore, we believe
in small class sizes and exceptional teachers to allow for
quality and individualized attention.
We seek to protect childhood by following the natural
developmental stages. We therefore see great value in play
and fantasy, particularly in the early years.
We strive to create a healthy balance between structure,
order, curriculum and the protection of the child’s choice
in learning and play. We aim to allow the curriculum to
arise through either the children’s initial interest or
interest that has been carefully and empathetically
awakened. Our goal is to make sure that the children are
always inspired to learn whatever is introduced to them.
Our only admissions criteria in respect to a prospective
student is that this child does not have special learning
needs that our teachers would not be equipped to fulfill.
We also require that participating parents share our
philosophy.
Teachers
Our
teachers, whom we prefer to call facilitators, have a
calling and a vision to inspire, facilitate and
nurture the growth of the whole child – in all aspects
of his/her being. They are sensitive individuals with
a high capacity to resonate with children emotionally,
mentally and spiritually. Their interactions with the
children are gentle, loving and respectful. Our
teachers also have an acute sense for energy,
atmosphere, ritual and reverence. Committed to their
own growth, they are excited about continually
learning and exploring new possibilities in the world
of teaching.
Community
We view the
school as a community of students, facilitators and
parents all working closely together. As parents, we
are committed to be deeply involved in the educational
process, with the aim to give maximum assistance and
support to the teachers in their important role. The
school is run democratically by students, teachers,
parents and board of trustees. Beginning at
Kindergarten level, the students are included in the
decision-making process concerning everyday student
life; they are given a voice in respect to subject
matters which they are able to comprehend. As a group,
we work consistently and constantly at building and
sustaining our spirit of community and friendship with
an additional intention of role-modeling these values
to our children.
Discipline
We believe in gentle, guided conflict resolution that
hinges on redirection, reflection and discussion. In this
way, we encourage the children to be kind and forgiving of
themselves and one another, supporting the healthy growth
of our entire community.
Wellspring
Community School admits students of any race, color,
national and ethnic origin to all the rights, privileges,
programs and activities generally accorded or made
available to students at the school. It does not
discriminate on the basis of race, color, national or
ethnic origin in administration of its educational
policies, admissions policies, scholarship and loan
programs, or athletic or other school-administered
programs.
