Friends’ Philosophy
Friends’
philosophy is based on the work of:
-
John
Dewey
-
Friedrich
Froebel
-
Lev
Vygotsky
-
Jean
Piaget
-
Howard
Gardner
All
of these individuals made significant contributions to the field
of education.
Each
has made a contribution to our belief that we must educate the
whole child, head, hand and heart.
To educate the whole child means:
-
Scholarship
is important: academics, rigor, setting goals, gaining skills,
problem solving.
-
We
teach to the seven intelligences outlined by Howard Gardner.
-
Education
is experiential: children are actively engaged in their learning.
-
Curriculum
is integrated: topics are in relation to one another.
-
Community
is valued and developed: cooperation, problem solving, belonging.
-
Education
is child centered: we have deep respect for each child and
take into account and value the interests of each learner.
-
Eco-literacy
is taught: the interrelatedness of all things and respect
for the natural world.
-
Respect
for diversity and differences is expected.
-
Spirituality
is embraced: developing values, understanding ourselves, and
life.
-
A
lifelong love of learning is developed.
-
Ages
are integrated: this mirrors the natural world, children learn
from one another.
These
areas are considered on a daily basis as teachers plan for student
learning.
They
are the underpinnings of what happens in classrooms at Friends’
School.
Recommended
Reading:
Frames
of Mind, Howard Gardner
Experience and Education, John Dewey
The Education of Man, Friedrich Froebel
The Learning Child, Dorothy Cohen
Thought and Language, Lev Vygotsky
Constructivist Early Education, Devries/Kohlberg
A Brief Introduction to Piaget, Nathan Issacs
Insult to Intelligence, Frank Smith
Affirming Diversity, Sonia Nieto
How we teach what we teach
While
Friends’ teaches traditional subject matter, it may not always
be in a way that is familiar to parents. Why do we do it the way
we do? Because we base our methods on sound research, and experience.
Our teaching is:
Developmental:
We consider the stages at which children are operating. That
is the point at which we start working with them.
Constructivist:
Children create meaning for themselves based on the knowledge
they have acquired. They need to recreate and reinvent each
cognitive system they encounter.
Linking
understanding to knowledge:
Just as you can not make a child swallow you can not
make a child understand. We create learning situations
where children can gain understanding and create meaning for
themselves through their own involvement in the learning process.
This means time to experiment, and practice.
Integrated
or holistic:
Topics are related to one another. We do not focus on sub-parts
isolated from actual use, but relate them to each other and
whole real ideas.
Individualized:
Children’s individual levels are incorporated into the
group. We assess each individual’s need then incorporate
them into the group.
Reflective:
Direct experiences are balanced with time to look back, reflect,
and learn from experience – then set goals and move forward.
Collaborative:
Children work cooperatively. Much learning takes place through
discussion and interaction.
Cognitive:
Children develop true understanding of concepts. We teach children
self-monitoring of their own thinking. They examine their thinking
by talking or writing about what they know.
Authentic:
Children
work with real life issues and problems.
A
partnership:
Children are given challenges, choices, and responsibility in
the learning process. At the same time teachers have wisdom
and knowledge to share. They guide the process.
A
book called, Best Practice: New Standards for Teaching and
Learning in America’s Schools by Zemelman, Daniels, and
Hyde, argues that these are "best practice" in teaching,
citing reports from national professional organizations in science,
mathematics, reading, writing, and social science. They found
thirteen interlocking principles which guide a teacher in "best
practice." Those thirteen principles are very similar to
our list above. This publication reiterates what we know to be
true.
Recommended Reading:
-
Brooks
and Brooks. In Search of Understanding: The Case for Constructivist
Classrooms.
-
Leinhardt,
Gaea, "What Research on Learning Tells Us About Teaching,"
"Learning about Learning" Series.
-
Zelman,
Daniels, and Hyde. Best Practice: New Standards for Teaching
and Learning in America’s Schools.
