Shenandoah Valley Community School
It is impossible to describe a typical day at one of these schools--there are as many different routines and activities as there are students, days and schools. As I observed and wrote about the daily happenings at various schools, I found some common themes across times and places. These two anecdotes exemplify some of the things experienced by students at all of the schools I visited: self-determination, active learning, community and the ability to make meaningful choices.
Moriah's day
When Moriah, age ten, arrives at school, she goes immediately with her younger sister to begin a game that she and a group of other girls designed yesterday. It is a role playing game in which each player takes on the part of a character as the group works to solve quests and defeat monsters. Molly, age nine, is the Game Master. She directs the players in the story line as they move around a construction paper board which they created yesterday. Each player has a character sheet on which they have written their character's history, inventory and statistics (age, height, abilities, health status, etc.).
As they begin the game, Moriah puts the soundtrack to the musical Grease in the CD player, and the girls sing along and occasionally get up to dance between turns. The game moves rapidly, and the girls are continually making changes to their character sheets as their characters gain new skills, sustain injuries and find or lose items. Molly gives instructions to six year old Chelsea: "Okay, the monster hits you and you lose--" (she rolls a die) "--three points."
Chelsea looks at her sheet. "How much do I have left?"
Another girl leans over. "You have to subtract three from your fourteen, so write eleven there."
The monster is defeated, amid much shouting and cheering. Molly tells Moriah, "You've gained a new ability. You have the Whirlwind Fire attack."
Moriah, excited, leans over to write. "How do I spell 'whirlwind'?"
Molly is busy with another player. "Ask Heather," she says, pointing to a teacher who is working across the room with students who are making handmade paper.
"Heather! How do you spell "whirlwind'?" Moriah shouts. Heather calls the spelling back, continuing to work with the paper pulp.
The game continues with several hours of intensity until Moriah decides that there is not enough room by the game table to dance, and the group takes the CD player to a less crowded room. In the first two and a half hours of school, Moriah and her friends have engaged in a concentrated combination of reading, writing, spelling, math, art, music, dance, speaking, listening, problem-solving and group interaction skills.
Mike's day
When Mike, age 15, arrives at school, he joins his friends for the morning meeting. One of the teachers, Andy, announces the classes being held that day as Deb, another teacher, writes the times and locations on a white board. Andy asks for a quick show of hands for those who would be interested in reading and discussing a book he brought, and the group agrees on a time. Deb announces that next week is National No TV Week. A discussion ensues about the pros and cons of giving up TV, whether movie viewing counts as TV, and whether Andy, who supports National No TV Week, should still be responsible for bringing a television to the school as usual next week for those who want to watch.
The meeting concludes and the students disperse to the classes of their choice. Mike and three other students join a geography class taught by Dave, who had agreed to facilitate it at the request of Adrian, age 13. Another student has brought in playing cards with the outlines of states and capitals on them, and the group plays a game in which they must identify the state and capital on each card.
Later in the day, Mike joins a discussion facilitated by Andy about a controversial MTV show which students have been viewing at school. The group watches an episode of the show as Andy takes notes, then they discuss the content of the episode. The discussion continues for nearly three hours as staff and students debate the complex issues at stake: given the violent and offensive nature of the program, should students be allowed to watch it at school? If some students do not find the show offensive, are staff unfairly imposing their values by attempting to restrict viewing? If someone is injured trying to imitate a stunt from the show, what are the legal ramifications for the school administration? If the school decides to censor this activity, what effect does that have on their policy of student self-determination? All participants in the group are encouraged to voice opinions, and all are equally honored. The discussion, while heated and emotionally charged at times, is respectful, mature and honest. The final decision will not be reached today or for several weeks, but it will be made by the consensus of the entire school.
Copyright (c) 2002, Sarah Diener. All rights reserved.
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