RE: [Discuss-sudbury-model] Mentoring

From: Joe Jackson <shoeless_at_jazztbone.com>
Date: Fri Aug 22 09:15:01 2003

Oh, you're visiting Booroobin School! I can't tell you how much I envy
you - they are a magnificent school, a great bunch of people.

Have fun.

-Joe

> -----Original Message-----
> From: discuss-sudbury-model-admin_at_sudval.org
> [mailto:discuss-sudbury-model-admin_at_sudval.org] On Behalf Of
> Helena Chester
> Sent: Friday, August 22, 2003 5:47 AM
> To: discuss-sudbury-model_at_sudval.org
> Subject: Re: [Discuss-sudbury-model] Mentoring
>
>
> I appreciate this perspective and am looking forward to
> spending some time at a Sudbury school in Australia in September.
>
> Thanks
> Helena
> ----- Original Message -----
> From: "Joe Jackson" <shoeless_at_jazztbone.com>
> To: <discuss-sudbury-model_at_sudval.org>
> Sent: Friday, August 22, 2003 8:37 AM
> Subject: RE: [Discuss-sudbury-model] Mentoring
>
>
> > Helena,
> >
> > In my experience, nobody has to "do as they're told" in the macro
> > unless they are confined by their own self-expectations.
> Therefore,
> > communicating to students that they are not fully in
> control when they
> > enter the "real world" is possibly the most damaging lie we
> can tell
> > them.
> >
> > The Sudbury environment prepares kids to live in a world where they
> > are limited only by their expecations, rather than spending
> an entire
> > lifetime learning this single most important life lesson.
> >
> > Best,
> >
> > Joe
> >
> > > -----Original Message-----
> > > From: discuss-sudbury-model-admin_at_sudval.org
> > > [mailto:discuss-sudbury-model-admin_at_sudval.org] On Behalf
> Of Helena
> > > Chester
> > > Sent: Thursday, August 21, 2003 3:53 PM
> > > To: discuss-sudbury-model_at_sudval.org
> > > Subject: Re: [Discuss-sudbury-model] Mentoring
> > >
> > >
> > > Hi Joe
> > >
> > > I'm a great believer in the concept that we should be
> preparing our
> > > students to "make jobs" rather than "take jobs", and many of the
> > > foundational skills required are fostered better by a
> Sudbury model
> > > of education. However, there will always be a substantial
> proportion
> > > of people in the future who will need to "take" jobs, and working
> > > for others is usually constrained by clearly defined boundaries.
> > > I have a lot of professional freedom in my work, but I
> > > accept that I can't always do things the way I think are
> > > best, or that even work best for me. How does the Sudbury
> > > model prepare students for a world where their idealism and
> > > creativity might be appreciated, but may not be practical to
> > > implement, and they have to basically "do as they are told".
> > >
> > > Helena
> > >
> > > ----- Original Message -----
> > > From: "Joe Jackson" <shoeless_at_jazztbone.com>
> > > To: <discuss-sudbury-model_at_sudval.org>
> > > Sent: Friday, August 22, 2003 5:22 AM
> > > Subject: RE: [Discuss-sudbury-model] Mentoring
> > >
> > >
> > > > Helena,
> > > >
> > > > Cooperative and collaborative skills only need to be taught
> > > to people
> > > > who have only had access to a learning environment
> wherein people
> > > > external to them were in charge of guiding them. I
> think that you
> > > > would find that guiding students only robs them of the
> > > opportunity to
> > > > develop such skills on their own, if only you would
> give them the
> > > > chance to fully take charge of their learning experiences.
> > > >
> > > > But our experience is that you cannot replicate this
> > > phenominon in a
> > > > learning environment unless the students are truly given
> > > charge over a
> > > > period of years.
> > > >
> > > > In any case, we see these skills (cooperative,
> collaborative) and
> > > > relationships (mentoring) develop & form naturally and
> organically
> > > > every single day in our schools without an ounce of
> pressure from
> > > > staff.
> > > >
> > > > But it can only take place if you trust that the students will
> > > > inevitably get there, if they are allowed to have
> > > responsibility for
> > > > choosing how.
> > > >
> > > > Good luck,
> > > >
> > > > Joe Jackson
> > > > Fairhaven School
> > > > Upper Marlboro, Maryland
> > > >
> > > > > -----Original Message-----
> > > > > From: discuss-sudbury-model-admin_at_sudval.org
> > > > > [mailto:discuss-sudbury-model-admin_at_sudval.org] On Behalf
> > > Of Helena
> > > > > Chester
> > > > > Sent: Thursday, August 21, 2003 2:07 PM
> > > > > To: discuss-sudbury-model_at_sudval.org
> > > > > Subject: Re: [Discuss-sudbury-model] Mentoring
> > > > >
> > > > >
> > > > > Hi Bruce
> > > > >
> > > > > Thank you for the welcome and the response to my question on
> > > > > mentoring.
> > > > >
> > > > > I teach in a state school in Tasmania and we are in the
> > > process of
> > > > > implementing an approach to education that fosters the
> > > > > creativity and uniqueness of the individual through
> open ended
> > > > > "projects".
> > > > >
> > > > > I am also contemplating a Master of Education (Honours)
> > > by research
> > > > > focus, and I want to do it in an area related to democratic
> > > > > classrooms and mentoring by peers as well as adults. I
> > > can relate to
> > > > > what you are saying about not "assigning" mentors, but I
> > > also feel
> > > > > that just as cooperative and collaborative working skills
> > > need to be
> > > > > taught (even to adults), generic mentoring skills need to
> > > be taught
> > > > > to make the best use of everyone's personal resources.
> > > And because
> > > > > I want my students to be part of a self-managed classroom, I
> > > > > want them to have the opportunity to learn these
> skills, just as
> > > > > I value any professional development I am offered.
> > > > >
> > > > > I look forward to more interaction on this, as well as
> > > issues such
> > > > > as developing and respecting boundaries, and accountability.
> > > > >
> > > > > I liked your quote from John Shelby Spong. He is one of
> > > my favourite
> > > > > authors.
> > > > >
> > > > > Sincerely
> > > > > Helena
> > > > >
> > > > >
> > > > >
> > > > > ----- Original Message -----
> > > > > From: "Bruce Smith" <bsmith_at_coin.org>
> > > > > To: <discuss-sudbury-model_at_sudval.org>
> > > > > Sent: Friday, August 22, 2003 2:14 AM
> > > > > Subject: Re: [Discuss-sudbury-model] Mentoring
> > > > >
> > > > >
> > > > > >
> > > > > > Hi, Helena. Welcome to the list!
> > > > > >
> > > > > > I wonder whether you have something particular in mind when
> > > > > > you say "mentoring". As a staff member at a Sudbury
> school, I
> > > > > honestly don't
> > > > > think
> > > > > > so much about "effective teaching and learning
> > > > > [strategies]." My job
> > > > > > is more a matter of helping people when asked, building the
> > > > > community,
> > > > > > respecting individuals' right to do their own thing and
> > > > > expecting them
> > > > > > to do so responsibly. Does this intersect with your
> > > > > understanding of
> > > > > > mentoring? I don't know.
> > > > > >
> > > > > > In the absence of a shared understanding of the
> term, I would
> > > > > > think that "mentoring" relates reasonably well to
> what goes on
> > > > > > within the Sudbury model. Certainly staff are
> expected to be
> > > > > > positive role models, and in the absence of
> contrived barriers
> > > > > > between adults and students (and among students), there
> > > is a great
> > > > > > deal of room for everyone to get to know each other as
> > > people, to
> > > > > > build
> > > > > relationships.
> > > > > >
> > > > > > Sure, there is plenty of mentoring going on at Sudbury
> > > > > > schools; yet it's not a formal strategy or policy. We don't
> > > > > > assign
> > > > > people mentors,
> > > > > > but mentoring does occur spontaneously, indirectly, and/or
> > > > > > sporadically. Mentoring at Sudbury schools happens when it
> > > > > > happens, and students are always free to (and often
> do) pursue
> > > > > > their own activities without the involvement or even
> > > the presence
> > > > > > of
> > > > > older/more
> > > > > > experienced people.
> > > > > >
> > > > > > I hope this begins to address your question.
> > > > > >
> > > > > > Bruce Smith
> > > > > > Alpine Valley School
> > > > > >
> > > > > >
> > > > > > At 07:57 AM 8/21/2003 +1000, you wrote:
> > > > > > >Hi, I'm new to this list, and am interested in
> Mentoring as
> > > > > > >an effective teaching and learning strategy. I'm wondering
> > > > > how mentoring
> > > > > > >fits into the Sudbury philosophy and practice.
> > > > > > >
> > > > > > >Helena
> > > > > >
> > > > > > ------------------------------------------
> > > > > > "Religion is, therefore, not what we have always
> > > thought it to be.
> > > > > Religion
> > > > > > is not a system of belief. It is not a catalogue of
> > > > > revealed truth. It
> > > > > > is not an activity designed to control behavior, to reward
> > > > > virtue, and
> > > > > > to punish vice. Religion is, rather, a human attempt to
> > > > > > process the God experience, which breaks forth from our own
> > > > > > depths and wells up constantly within us."
> > > > > >
> > > > > > -- John Shelby Spong, _Why Christianity
> Must Change
> > > > > > or Die_
> > > > > >
> > > > > >
> > > > > > _______________________________________________
> > > > > > Discuss-sudbury-model mailing list
> > > > > > Discuss-sudbury-model_at_sudval.org
> > > > > >
> http://www.sudval.org/mailman/listinfo.cgi/discuss-sudbury-mod

> > > > > el
> > > >
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Received on Fri Aug 22 2003 - 09:14:20 EDT

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