Welcome back to Clean Slate! Let’s recap with:
The Story so far
In Part 1, we looked at motivation as the key factor in learning.
In Part 2, I suggested school should be structured to allow pupils to explore and pursue their interests.
In Part 3, I imagined the Sandpit School and sketched an example ‘class room’/session.
And so we arrive at Part 4, which you see before you. I started writing about the role of the teacher, but found there were so many other sub-topics lurking that I would need to split this into several posts. Today is about the teacher as mentor, and about providing children with a safe base at school. I realise that a lot of my ideas on learning so far have been very individual and that they might result in a child seeing different people at each lesson he goes to on a given day, which wouldn’t provide much in the way of continuity. So here is my suggestion.
A Surrogate Family
At my hypothetical Sandpit School, children would start the day with half an hour in a ‘home’ group, with their mentor. They are encouraged to regard their group as a ‘family’, a ‘house’ or a ‘team’. Many children come from warm, loving families already – hopefully the home group will simply serve to help them recognise school as familiar and safe. For those children whose home lives are less than ideal, who don’t have a place where they feel unconditionally loved, the home group could become the one place in the world where there are people who will look out for you and support you, like in a family. And like in a family, the children in your group will be of all different ages and stages in the school. The older ones can help the younger ones if they are struggling – with school work, practicalities, or with life.
The teacher who acts as mentor for the group is responsible for the well-being of their charges in the school. The children will see their mentor every day, regardless of the subjects they choose to explore, and hopefully the mentor will become someone they trust enough to turn to with any issues at school or at home – a bit like a parent.
The Desired Outcome
The mentor is responsible for helping the home group to be a model of what family can and should be:
1. A place of acceptance
2. A safe place
3. A place you can come to for guidance and advice
Like in a family, not everyone will get on all the time, not everyone will be close friends with everyone, but the home group will stick together. If you are five years old and lost, a member of your home group will be a friendly face to help you back to your class. If you are getting bored of dinosaurs but don’t know where to start with discovering a new interest, your mentor knows you well enough to suggest you go to the Questions Lab to find out about fire, or you can talk to another student and ask them what they have done that was good.
Ultimately, if done right, the home group will help children (especially those who do not get this from their own parents and siblings) to leave school with a positive blue print for family-style relationships that they can implement in their own lives. Even if home for them was a place of terror and neglect, they will have this supportive group and supportive teacher to look back on to inspire them to create a better life for their own children.
How to make it happen
Everybody needs a place like this. It is human nature to seek out or create a group of people who are like family and stick with them through thick or thin.
This is why young people get involved in football teams, or school plays.
This is why teenagers end up in gangs.
They want to be a part of a group that cares, that protects its members, that shares a common goal and has in-jokes they can laugh at that nobody else understands. Us against the world.
The best families provide this for their children. If we give our children acceptance, safety and guidance, they will still look for their own groups and teams, but these groups won’t replace the family, merely supplement it.
So how do you get a group of children of various ages to become a team, a home, a family?
1. They need to have time together: besides half an hour at the start of each day, home groups could reconvene at the end of the day to chat about what they have done and get ready to go home. There could be an a time slot each week for home groups to meet together for longer. Time is the baseline, without time together it will never work.
2. They need to share a common goal and cooperate to achieve it: during sports days or other school-wide events the home groups will function as teams and compete against each other. This plays into the sports/football analogy. During their weekly slot, home groups could work on a big collaborative project that will be displayed to the school. It could be a play, or a craft project, or a big display or experiment. They could make a film together or write a magazine. This plays into the drama analogy. These kinds of big scale events and projects are the hot house in which group cohesion is cultivated. (I would advise against learning from the gang example, though…)
3. They need to share both special and every day moments: families have holidays together, they celebrate birthdays and Sunday lunches. They appear in photographs together, smiling and wearing silly hats. They share jokes and poke fun at each other. They play games and watch TV together. They hang out the laundry and mow the lawn. The home group can decide to have breakfast together in the mornings before sessions start. They bring cakes for birthdays and have parties to celebrate each other’s achievements. This is the glue that holds a family together.
What was your safe place as a child? How do you think school can help give children positive blueprints for family life? How can you encourage a supportive environment in a group of children of various ages? Help me improve my ideas!