For those of us who lose the thread
of conversations on Facebook, and because I believe these discussions apply to
issues being faced by other communities outside the Intermountain Area, I am
posting my response more permanently to the blog here. I will try, when time
allows, to condense it further, but for now…
Many in our local area will
recognize the relationships involved here. Our respect and admiration for
Shannon Carnegie are tangibly demonstrated in the long and mutually beneficial relationship
between The Glenburn Community Church and Small Wonders Preschool, including Shannon’s
very well-regarded (and fun, even for the old pastor who gets invited to most
of the more exciting events and experiments) curriculum.
Recently, as I will let Shannon’s
words explain, a number of families have suggested that they would support an
expansion of her business to include all elementary grades as well. Already, two
previous private schools in the area stand vacant, one having closed shortly
before we arrived fourteen years ago, and the other closing more recently. I
mention this because it figures in what I have written below. At the end of
this post, I will append Shannon’s Facebook post addressing this discussion so
that you can read her take on the challenges faced by our public schools in
general. First, here is my latest contribution to the discussion.
Profile Pic of Small Wonders Preschool of Fall River An awesome and important resource to our community. |
What I
consider to be the key question is still being left unaddressed, though. Do we
choose to work together toward providing the best possible education for all of
our community’s children, or do the relatively few who have the means to pursue
alternatives choose to further diminish the available resources for the
remaining majority of those children?
The Glenburn Community Church Small Wonders Preschool of Fall River meets in The Schoolhouse on our campus |
And the
damage is not limited to diminishing our schools’ attendance-based funding. Encouraging
greater dissatisfaction with the efforts of our educators actively discourages
the kind of investment many of us are making—and promoting as a worthy pursuit
for others, especially those who are critical of what they perceive to be a static
status quo. Even if this latest experiment also fails, the focus is again being
shifted away from actively improving our schools to imagining that there could
be a school that will
meet every
expectation of every dissatisfied parent. If your conversations are like mine,
you know that we face not just conflicting expectations, but many that are
mutually exclusive.
Once, my favorite radio station. But I had to stop listening to it. ("What's In It...For Me.") |
No one can
overlook the limitations of any real school in any real community providing real
education to real children from real families. But even if we accept the most
impossible dreams of an imagined school, why should that idea require a
resource-diminishing alternative? Imagine instead that the schools we have are being
enhanced, augmented, complemented, and improved in order to benefit the whole
of our community. Imagine joining those already at work to accomplish these
goals, and add your ideas, energy, and supporters into those efforts.
The
alternative is to harm the majority for the sake of benefitting a few. I oppose
that. Instead, I propose that we envision (and work to embody, together, as
some of us already do) our local schools as places where some of the
improvements you suggest would help to provide the best possible education for all the children in our community.
Here is Shannon’s post, to which
the above is my response.
To be
honest and fair...over 6 of the past 7 years of teaching preschool, parents
have come to me, asking me to extend what I do at Small Wonders Preschool, to
the elementary school age. Essentially, what they are asking is for a choice,
an alternative to what is currently offered. So finally, (last year) in
response to that request, I wrote down what I thought the ideal school
environment would be, one that if I'd had a choice, it's what I would have
wanted my own children to attend. Last year, the idea was tossed around and discussed,
parents loved it, but felt it was an overwhelming project to undertake. It is
and the idea faded. This year, several new parents heard about the idea and
wanted to pursue it. So once again, we are looking at it. I do not believe it's
an "attack" on public schools. It's an offering of an alternative for
parents. Parents are comparing the options of having almost total autonomy over
the education of their children by forming a private school, or having a little
bit of autonomy and still remain a public school by forming a charter school. I
have tremendous respect and admiration for the teachers in both the Fall River
and Burney elementary schools. It is the "system" that is driving
this need for an alternative. Parents come to me saying they want more outside
time, more hands-on activities, more art, more music, more science and less
testing, less assessments, less homework, and less tired, cranky, frustrated
children. When teachers are required to divide their days into so many minutes
of math and so many minutes of language arts, there's a problem. When schools
have to spend their money on new curriculum every year, because the publishing
contract they bought into requires them too, there's a problem. When the
curriculum focus changes every time we elect a new president and our children
become guinea pigs to an untested requirement, there's a problem. When research
shows a direct link to bullying and bad behaviour to excessive screen time and
a lack of time in nature, at the same time that schools are pushing little kids
to use computers and there's a smart board in every classroom and mis-behaving
kids lose their recess time, there's a problem. When doctors are finding an
increase in childhood myopia (nearsightedness) and are linking it to too much indoor
time because inside a classroom a child is only looking at things between 6
inches and 30 feet under harsh lighting, and not enough outside time where a
child would need to see beyond 30 feet and use all their senses at the same
time, there's a problem. When research shows that children who learn to write
in cursive retain more information than children who type on computers, while
cursive is not taught or not continued and computer use in encouraged, there's
a problem. When class sizes exceed a teachable level and add stress and
pressure onto the teachers, there's a problem. I can go on forever, but I'll
spare you. Rumor has it that there are over 50 children in the Intermountain
Area who are not attending the local schools. Many are instead being homeschooled
through homeshooling programs out of the area. Thus, between this increase in
homeschooled children and the continued interest and request from parents for
an alternative, it appears, that a choice is needed. So, yes, I am taking my
ideas for an alternative to the status quo, and guiding parents to see if a
choice is possible. Sorry to ruffle anyone's feathers, but there is always
another side to every story. And I felt I needed to tell at least part of that
side.
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