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 understand
that most knowledge is relative and a product of personal
and/or cultural interpretation, or constructed meaning. We
therefore seek to inspire critical thinking in our
children, to enable and support them in finding their own
truths, understandings and to make wise decisions. This is
our theory about knowledge and its purpose.
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 believe in
the interconnectedness of all things and beings. We
therefore strive to facilitate our children’s social
development, and the creation of values concerning social
equality, personal responsibility towards oneself,
different levels of community, the world and our
environment. This includes a large emphasis on teaching the
art of communication and relationship, including conflict
resolution. This is our theory of manifesting
interconnectedness.
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 overall
approach is to facilitate child-initiated and child-led
learning and play. Our facilitators strive to maintain
enough flexibility within the active rhythm of the day to
allow for spontaneous, organic learning situations and
opportunities to play themselves out.
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.
We are committed
to respecting and accommodating each child’s individual
pace of learning and level of achievement. Our learning
environment is therefore noncompetitive and does not rely
on achievement requirements. We do not test or grade the
students. At the same time, facilitator and student jointly
set goals and projects that are challenging for the child
and yet tailored to his or her ability and interest. Our
aim is to inspire the students to embrace these goals and
projects in order to foster their greatest possible
learning and development in depth and breadth. To this end
our teachers frequently asses each child’s progress in
order to facilitate the next developmental step and offer
feedback for guidance and encouragement when suitable.
Starting at the appropriate developmental level, the
student carries out the assessment through constructive
self reflection, supported by feedback from the
facilitator.
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.
