by Maria Corse
 
Seat-time is a unit of measurement used in traditional schools, which is, frequently, the determining factor, along with grades from standardized tests, for passing and failing a subject or grade level. I will argue that sitting in a seat (or, a classroom) for the required number of days or hours, along with memorizing facts long enough to pass a test (both set by state regulations) has absolutely nothing to do with learning, but everything to do with control.

​I see many disturbing issues that can (and should) be raised about these policies.  The first of which addresses the thousands of ways real people learn.  There are several recognized models and theories of learning styles, the common denominator among them all is that everyone is completely unique and each of us has one or two dominant styles, but may utilize several to gain information. Very few, if any, of us acquire knowledge passively, by sitting and listening to a lecture.  Many of us need to be actively engaged. We require a stimulating environment where learning is a dynamic experience not a spectator sport, and, where we feel comfortable enough to seek out answers on our own by getting involved - exploring, touching, tasting, smelling, and, in short, getting messy. However, within most classroom settings, if a child is doodling, fidgeting, staring off into space, bouncing in their chair, shuffling their feet, or even, asking questions they are accused of not listening (obeying) and are frequently punished.
 
Traditional education speaks superficially to differing learning styles by developing “multi-modality” pedagogy where lesson plans include the use of several learning methods.  Yes, those lesson plans may have visual, auditory, and kinesthetic components; however, they, for the most part, are not addressing individuality, and are not derived from the student’s questions, interests, or ideas. They, simply, are another way to conform to the rules set forth by people (bureaucrats) who do not understand what real learning is.   
 
Secondly, our educational system was developed, during the Industrial revolution, from the need for compliant workers who had enough basic understanding of math, reading, and writing (the three Rs) to be productive in the factories.  

We no longer need an obedient, subservient population who can sit still in a classroom and score satisfactorily on tests, walk in a straight line down a hallway, take their hat off upon entering a building, or, for that matter, ask permission to eat, or even, empty their bladder. Those factory jobs are, mostly, a thing of the past. Our educational system, however, has changed very little.  At this moment, more than any other time, our world requires innovative, critical and forward-thinking people who are not afraid to shake up the status quo.
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Quite possibly the most problematic abstraction in this entire conversation is that we expect our kids to understand the concept of consent, but yet on the most basic level, they are not given the opportunity to agree to what they are going to do with the majority of their time between the age of five and eighteen.  It is vital for our mental health to have the opportunity and ability to say, yes or no, to every single detail in our lives. I think we would all agree that it is a direct violation anytime we are forced to do something (anything) that we don’t want to do.
 
Yet, we don’t often think of compulsory education as non-consensual - a form of coercion. You will be in direct violation of US law, and, in most cases, will be reported to Child Protective Services, if your child does not attend school (or register to homeschool). Most kids, therefore, are not given the option to do anything else, but attend school. No one asks them what they are most interested in or what they would like to do with their days, it is simply implied that attending school is the only alternative.  Joel Hammond, the co-founder of Princeton Learning Cooperative (a member of the Liberated Learner Network), referencing Blake Boles theory of educational consent, states it best at about minute 4 in his recent TedX Talk.
 
Sit still and listen – is no longer a feasible educational method. Not only does it not work for most children’s learning styles or for the future economic viability of this nation, it has produced a population of students who are going into the world labeled with some form of oppositional or attention disorder. Many of these kids don’t have an affliction! They are, quite simply, perfectly normal, uniquely human individuals who are intent on discovering the joy of learning, outside the confined, controlled, and coercive system. ​

DRC is not an island even though it may feel that way, at times, up here on the second floor.  Our goal, since the beginning, is to be an integral and dynamic part of our community.  Fostering a warm, respectful, and friendly environment, as highlighted in last week’s blog post, however, is not enough. Our community, quite simply, might not find us, unless we explicitly invite them in.
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​This past week, we had the pleasure of welcoming two people into our space.  Jorge Garcia, the owner of Aztec Tacos, (yes, that Aztec Tacos – the food truck with yummy, authentic Mexican fare and long lines every time it is parked in Canton) came in on Thursday.  We are thrilled that he has agreed to provide food for the DRC Shiver Me Timbers – Silent Auction Event at the Buccaneer Lounge, Feb. 12th. Not only is his food amazing, he is a really nice guy who is excited to be part of this community. Jorge will also have his truck parked outside during the event so participants can purchase additional treats from his full menu.
 
Addie Jenne, the NYS Assemblywoman for the River District, which includes Canton, visited DRC Friday afternoon.  She had a chance to meet our kids and talk about DRC’s philosophy, mission, and goals for the future.  The main reason we invited her was to ask specifically about the progress of bill A-445A, which she has co-sponsored, and, is currently stuck in the Assembly pipeline.  This bill would effectively forbid NYS school districts from disallowing homeschool students from playing interscholastic sports with their local school team.  We were able to explain why the passage of this bill has particular importance to us – Deep Root Center would become a viable educational option for those students in St. Lawrence County who want to leave public school, because they have many interests and goals that do not match those set forth by traditional school, but also want to play sports on their home team.  Athletics are a huge part of our culture (especially here in the NoCo) and to ask homeschool students (whether they participate in our programming or not) to give up the opportunities and benefits that playing sports provide is completely unfair.  The assemblywoman agreed to look into the progress of the bill and will report back to us.  We will keep you updated on this issue as well.  (We will share photos of this visit as soon as we have access to them.)
 
We understand that our students are further enriched when they are exposed to people from our community who have fresh ideas and alternative points of view, as well as influence in the broader world.  DRC programming is enhanced by every single person who is willing to share their talents, experience, and knowledge with us.
 
Please consider this your formal invitation.  We would be delighted to host (meet) you, anytime (students are in the space M, Th, and F from 9-3:30). Our entrance is inset along the red brick wall on Riverside Drive, around the corner from Main Street. Simply follow the colorful signs (and enthusiastic, lively voices) as you climb up the stairs.  Drop in or call ahead.  You will always be welcome at DRC. 

Membership

Remember DRC accepts new student members throughout the year.  If you are seeking an education that is relevant to your interests and aspirations, contact us today.

by Maria Corse
 
We are like a weird little family, quipped 15-year-old Emmy upon returning from our Water, Woods, & Wild Wonder adventure at my house, in the forests of Pierrepont, this past Tuesday.  She was referring directly to the conversations and interactions that occurred while we were playing in the snow and then warming up inside by a roaring fire with hot cocoa and a variety of spirited discussions.  This sentiment, however, has been employed repeatedly to describe the emotional climate at DRC, and, was expressed perfectly by 17-year-old Chase in his DRC Voices profile – It feels like home and we are all like family here ...
 
The warm and inviting environment is immediately evident upon entering the Chill Space, which has been intentionally designed to look and feel like the comfiest room in any home.  It truly is the hub of DRC, where kids of all ages return time and again throughout the day to - eat, play, read, draw, plan activities, hold the rabbit and kittens, pet the dog, and most importantly talk and laugh.  They discuss everything from the most mundane to incredibly profound and back again.  The one commonality, within each exchange, is the underlying tone of kindness and respect for each other and their differing opinions.  And, if that falters in anyway, just like family, they remind each other – with just a few words. 

Beyond the comfort of the physical space, our students, from their very first day, become part of a cohesive group, who care deeply for each other. When someone is experiencing some form of crisis (big or small), without being prompted, they provide emotional support to each other by offering a hug or sometimes just sitting quietly with them. At times, they may not even know or fully understand the cause of the sadness. In addition, they recognize when someone is feeling challenged by a project, something academic, or daily life (such as: putting their boots on) and drop what they are doing to help out. ​​ 

Reminder:

DRC accepts applications for membership throughout the academic year.  If you feel this is the place where your child will thrive - please contact us to discuss the next steps.