Most parents want to provide what is best for their children. However, they don’t always know what that best is, where it is available or how to get it. This is just as true of schooling as it is of anything else. Fortunately, most children are adequately schooled locally, be it at a state or privately run facility.
I attended a Catholic school and have taught in both the Catholic and State systems. I see little real difference between what is offered in local private and local public schools as far as philosophy, pedagogy and quality of teaching goes. The differences, as I see them, are more due to the inequities in funding for facilities and resources, the restriction to accessibility by the imposition of fees, and the ability of privately run organisations to decline students as opposed to the state’s willingness to cater for all.
While I think most schools do an excellent job of schooling, there are aspects I don’t like.
Fortunately, most children survive school and graduate adequately prepared for life in the adult world. But the scarring carried by many, whether visible or hidden, emotional or intellectual, is a cost that should not be accepted.
In this TED talk Sir Ken Robinson asks “Do Schools Kill Creativity?” He explains why he thinks they do and the manner in which they do it. He ends the talk saying,
“our task is to educate their whole being, so they can face this future. … we may not see this future, but they will. And our job is to help them make something of it. “
By the time Bec was born I had already decided that I wanted more than schooling for her. I had read voraciously about learning and education. I had observed the magic of learning as my son wondered, questioned, explored and reignited my own curiosity, during his before school years. I saw those same traits inhibited by uninspiring teachers. I have written about this before here and in an article published in a teachers’ magazine when Bec was of school starting age. At that time, it was necessary to make decisions about her ongoing education.
I had already explored local (and not-so local) alternatives. I attended information sessions, read their publications (no Google back then), and visited schools to observe their practices and speak with teachers, children and parents. Disappointingly I found none that met all of my criteria.
Some “schools” provided little stimulus or input to extend or challenge children’s thinking. Some were very structured and without flexibility in their approach. Some that claimed to be alternative appeared to be not so with uniforms and strict rules and timetables. Some that claimed to be mainstream were more child-focused with an organic curriculum matched to children’s interests, but lacked other things I sought.
When the pluses and minuses of each were considered, there wasn’t one with a compelling scoresheet. There was nothing for it but to found my own, a possibility I had been contemplating for some time and a “dream” shared by many teachers. The Centre of Learning Opportunities was born. These are some of the original documents drawn up by the team back then.
While working to establish this alternative to school, I began an MPhil research project “Educational Diversity: Why school? What school?” which, as well as exploring educational alternatives, was to record the first year of an (my) alternative school. As part of the project I conducted a survey of local alternative schools with the aim of recording the diversity of approaches available in order to demonstrate that there is more than one way to obtain a quality education.
Although the degree went down the same dead end path as the school, I was able to (self) publish and distribute the results of my research to participating schools in a document titled “Diversity in Schooling: Discovering educational alternatives in South-East Queensland.” (Surprise, surprise, I have just discovered it in a Google search. How weird is that!)
I was reminded of my research and this document by a recent discussion with Pauline King, The Contented Crafter in response to my post Life — A “choose your own” adventure. When I alluded to the wisdom of young children and “our” efforts to obliterate it, Pauline agreed and suggested that she could do a post-long comment on the topic. I jumped at the chance and immediately invited her to do so. Pauline again agreed but suggested I refine a set of questions as she could fill a book with her ideas. I”m working on it.
Responding to The Industrious Child Pauline wrote,
“Teachers need to be SO flexible in their ability to see their world, their work, their class as a whole and their individual students – it is never a one step process and different expectations and challenges can be laid down for different abilities. Almost every child will shine somewhere within the curriculum and many struggle somewhere else. After all, we all have our different talents and abilities. Schools are structured to meet the needs of a certain academic ability and those who fall above or below that parameter are, in my opinion, so often mis-educated.”
It is obvious that Pauline, Ken Robinson, and I, along with many others, are part of the same revolution.
In another comment on my post I found it first Pauline shared that she had spent many years trying to establish a school of her own but had found “an already working alternative system and never regretted it.”
I think I have questions enough for Pauline to fill a book’s worth of posts and look forward to sharing some of these in the future. If you have questions of your own, please pop them into a comment and we’ll see what we can do.
Thank you for reading. I appreciate your feedback. Please share your thoughts.
Norah Colvin 
