AKA
Dragon Valley
Information About the School Please click on any of the following topics to jump ahead to that section: Introduction We are excited that you want to know more about The Real School AKA *A note on the term school: We are an educational cooperative. Our students are legally considered home schoolers. In Texas, homeschooling families are essentially considered unaccredited private schools; so that is, in essence, what we are as well.We are not incorporated at this point in time and we have no plan to incorporate. Our educational philosophy requires maximum flexibility. Although we are a far cry from a typical school, we use the term school in our name because we have an interest in reclaiming and redefining the word. We are creating a learning community; is that not what a school claims to be? In May of 2006, a small group of young people, parents, educators and activists began meeting. And, as is true of so many 'school' start-ups, much of what sparked our action was necessity, the proverbial mother of invention. A group of kids wanted and needed a different kind of community. Some of the larger folk in their lives wanted to facilitate the creation of that community. The group felt strongly about sticky issues like hierarchy, control, and coercion. All had strong feelings about justice, inclusion, the rights of the minority, and about sustainability. Thus, we settled on a cooperative with a consensus model for decisions. Our first day of school was on We want many things, both large and small. We want to have a larger group of young people that is diverse in age, gender, race, culture, religion, class, ability, sexual orientation, and more. We want to own a school building and be self-sufficient and sustainable. We want to be a part of a community in which real work is being done. We want to participate in the world at large as well as be accessible to it. We want to demonstrate that school can be a place of justice, compassion, and liberation; not of hierarchy, conformity, and inequality as our current American educational system reinforces. We want to be a force for social and political change.
The Real School a.k.a. Dragon Valley (The School) is about being empowered, honest, critically thoughtful, just, responsible, loving, respectful, creative, independent, healing, compassionate, accepting, globally aware, environmentally conscious…and having a really good time in the process!
Definitions of Free School and Unschooling What is a free school or a democratic school? What is unschooling? Do any of these terms describe The Real School? Writer/educator John Holt, who coined the term unschooling, describes the process as follows: “We do not need to motivate children into learning by wheedling, bribing or bullying. We do not need to keep picking away at their minds to make sure they are learning. What we need to do, and all we need to do, is bring as much of the world as we can into the school and classroom (in our case, into their lives); give children as much help and guidance as they ask for; listen respectfully when they feel like talking; and then get out of the way. We can trust them to do the rest." Unschooling is fundamentally about process not about content. It is about learning through self discovery, about being open and confident, about thinking critically and independently, and about making your own choices and taking responsibility for those choices. The process requires community; it is about connection, not isolation. Many unschoolers are also home-schoolers, but the unschooling process is never insular. Unschooling is also referred to as community based learning, natural learning and self-directed learning. A democratic school functions as a participatory democracy with equal participation from both students and staff. These learning environments invite students to participate in every facet of school operations, including learning, teaching, and leadership. Students in these schools create their own learning path. A free school is a decentralized network in which skills, information, and knowledge are shared without hierarchy or a formal institutional framework. The open structure of a free school is intended to encourage self-reliance, critical consciousness, and personal development. Here too, students are self-directed. None of these philosophies is new. For decades, all have been effectively utilized, to varying degrees, by schools like Summerhill, Guidelines and Expectations for Conduct in the School Community The Real School AKA The following is a general description of what these responsibilities mean at the school. These are behavioral expectations agreed upon by the community. We can not possibly list every behavior that is or is not acceptable in this community. It is each participant's responsibility to utilize good judgment in respecting self, others, and the environment. These guidelines apply to community members of all ages (adults and children). We, of course, realize that members are at different stages of development and that this influences behavior. Responsibility to Yourself: Students decide how to spend their time. For many, a great deal of time will be spent on free and pretend play and on conversation with others. Those who want to learn a particular subject or skill are responsible for that as well. Though the community exists to support and empower learning, the student is still in charge of defining and pursuing their own personal and educational growth. This includes deciding what and how you want to learn, asking for help if you want it, declining help if you do not want it, and letting someone know if you need a different type of support. The focus is on empowerment and self-actualization. Staff at the school do sometimes make suggestions and offer assistance, but students are always free to decline. Community members are also responsible for self-care. This includes cleaning up after yourself, using the bathroom, attending to your clothing and eating when you choose to. Certainly older community members are happy to help prepare food, tie shoes, get extra toilet paper, put band aids on stubbed toes, etc. But a child will not be instructed to eat because it is or to put on shoes because they are going outside. While the whole community is committed to helping members stay safe, safety is also the responsibility of the individual. We want to support kids in finding and setting limits for themselves rather than simply responding to instructions or standards imposed by others. Responsibility to Others: An atmosphere of freedom requires respect. No individual is free to infringe upon others. No one in the community may verbally, physically, emotionally or sexually harass another person or in any way intentionally injure another person, animal or life form. Although the standard does not include self-defense, it does define it narrowly. Defending yourself does not necessitate retaliation. (For more, please read the Conflict Resolution section of the handbook.) Members should respect the property of others. Do not use someone else’s stuff without asking. If you borrow something, return it; if you break it, let the owner know. Community members are expected to honor commitments. If you agree to attend a class, do your very best to be there regularly. If you agree to help with a task, make sure it is done. Participants are expected to behave with empathy, sensitivity, compassion. Even if you are angry, try to imagine yourself in the other person’s situation and avoid passing judgment. Members are expected to acknowledge and take responsibility for their mistakes. It also means holding others accountable for their violations. Responsibility to the Environment: The physical plant and contents (buildings, yard, garden, furnishings, supplies and equipment) should be treated with care and respect. Members are expected not to intentionally break, destroy or misuse items in the school, and to avoid engaging in risky behavior that is likely to result in breakage or destruction (throwing balls in house, drinks near computer, etc.) Members are expected to help with clean up and upkeep of the school and not to litter, pollute or waste resources. In terms of noise, we strive to produce plenty of good noise and less bad noise, and to have some places be less noisy or even quiet. Miscellaneous: The school does NOT allow any real weapons, illicit drugs, alcohol or cigarettes. The school does not censor any form of speech or expression that is legally protected. This protection does NOT include speech directed at another individual for the purpose of threatening or injuring that person. The school bases all decisions on the consensus decision-making model, which is a process that ensures every voice is heard and has an equal say in all matters. We chose this process over the democratic model of voting because we value the minority opinion as well as the majority. The following guidelines are for the general consensus process and some are specifically for the school working group meetings. We recommend observing a meeting in progress to get a better sense of what this means: Proposals are generally suggested changes or additions to school procedure. When a proposal is brought up at a meeting, it is up for discussion until a suitable proposal has been agreed upon. This means each person can either agree to pass, stand aside if they disagree or are not whole-heartedly behind the proposal but are willing to let it pass, or block if they are unwilling to let it pass. If a proposal is blocked by even just one person it can not go forward. However, it can be adapted and changed until it can pass or until any blocks are withdrawn. Good meeting habits include: Step Up/Step Back (if you speak a lot try to let others speak more, if you speak less try to speak up), listening to what others have to say, keeping an open-mind, respecting others regardless of personal differences Common bad meeting habits include: dominating the conversation, interrupting others, speaking for others (“we” vs. “I”), defensiveness, pessimism, back-seat facilitating, repeating what others just said One person at each meeting will be designated as the meeting facilitator to ensure the meeting runs smoothly. Their responsibilities include: following the agenda items, monitoring meeting participation, testing proposals, and keeping track of time. One person takes the minutes of each meeting. That person is expected to post their notes on the school's Yahoo email group as soon as possible. Someone at the school will later print the notes out and put them in the Meeting Minutes binder for members of the school community's access. In any group of people, some conflict is expected. In addition, respectful disagreement is arguably necessary in a diverse community. The school community cares deeply about creating an atmosphere of freedom and respect and conflict resolution is an essential part of that. Our goal at the school is to help members negotiate conflict by using tools of open communication. While it may be understandable for someone to retaliate when their rights are infringed, such reaction tends to escalate the conflict. Instead we encourage methods that diffuse conflict. We do not punish participants. This includes the use of so-called consequences. The term consequence has been so widely abused that it deserves some explanation. Natural consequences are not imposed; they exist of their own free will. For example, if it is 30 degrees outside and you go out in a T shirt, you will probably be cold. It may be that allowing someone to do that will result in that person putting on a coat in the future. It may also result in them not going out at all if it is cold. Being cold is a natural consequence of exposure to cold temperatures. However, telling a child that because they refuse to put on a coat they cannot go outside is not a natural consequence; it is a punishment. It is important to note that it is certainly not the school's policy to allow children to engage in dangerous activities for the purpose of learning. While a truly natural consequence can be an important learning experience, it is our view that punishment never is. We feel that punishment breeds fear, anger and confusion and complicates the already challenging path to self regulation. Punishment can produce compliance, but not good judgment. And it perpetuates the attitude that the goal is to do wrong and not get caught. So what does all of this mean? People do not get along, agree or like each other all of the time. Some people always dislike each other, and this is OK. Even when you disagree with someone, dislike someone or are in conflict with someone, you should respect each other. You can sometimes learn a great deal from people you disagree with. When someone injures you physically, verbally or emotionally, we encourage you to tell them clearly and directly to stop. If they ignore you or you feel too threatened to do that, you should involve another community member who can help diffuse and resolve the conflict. No one will be punished because they are involved in a conflict. One of the most important parts of the conflict resolution process is giving all involved an opportunity to tell their side of the story. This includes trying to understand what caused the conflict and taking responsibility for your role in it. It may also involve apology and forgiveness, but only if sincere. Saying you are sorry is only helpful if you feel sorry, and forgiveness cannot be forced. Community members that repeatedly instigate conflict will be asked to speak to the whole community about whether they want to remain at school. Students who do not want to attend school should not. The Real School AKA Day-to-Day Operations and Practical Information What is the attendance requirement? While there is no standard attendance requirement, the school's primary focus is on building community, which requires that people be involved. It helps the community function better if participants let us know what their regular attendance routine will be. The staff also expects families to notify them by if a student is not going to attend school on any day they are expected. What age can students attend? That depends on the child. Age will be considered on a case by case basis. Students need to be capable of self-regulation and self-care. It is also important to consider that while students are supervised, they are also given a lot of space. Some may have difficulty navigating this environment at 10; others might be ready at 3 or 4. Parents are welcome to participate with younger children who are not ready to attend on their own. What is tuition? The Real School AKA What are the school's hours? The school is open from to Monday through Friday. As the community grows, we may try to open a bit earlier, perhaps or . We are open year round, though closed for some legal holidays. As with all things at the school, the community decides. Is there any curriculum? Classes? Learning and living are really inseparable. And learning does not require force or coercion, in fact, they are counterproductive. Anyone that has observed a child learning to walk or talk knows this. We simply support the learner’s process. We do offer non-mandatory classes at the request of participants. Classes so far have included art, science experiments, sex-ed, geology, biology, history, guitar, martial arts (homegrown version), math, Spanish, Dungeons & Dragons, piano, cooking, reading, current events, and more. Who are the staff? Do parents volunteer? We currently have 2 paid staff members, Jose Rodriguez and Ellie Shenker. Parents are asked to coop their time as available to supplement the staff. Why do you have two names? The older contingency wanted a name that would let folks know we were some version of a learning community for kids (a school in the new sense). The younger folks wanted "a cool name"; a name that other kids would like. After much conversation, it was clear that both groups remained committed to their original positions. It was both or nothing. That is the beauty of and the problem with consensus. All are represented, but the solutions are not always neatly packaged. What do kids eat? Students are expected to bring their own lunches and snacks. We have a fully equipped kitchen where students can refrigerate, cook, and warm up their own food (staff are willing to help). We are open to other suggestions about food if people are willing to present them. When do you meet? The working group (composed of staff, families, and interested kids) meets every Monday at 6. These meetings deal with anything to do with the functioning of the school (whether philosophical or logistical). Who cleans the school? Community members are responsible for cleaning the school. Students are expected to clean up after themselves and to assist with general cleaning. We also have a Community Cleaning Day one Saturday a month before our Open Dialogs on Education.
This is not an admissions process in the usual sense, but instead a path to participation. We are not interested in excluding or judging, but rather in welcoming people. While we recognize that each family has unique needs, the following steps are recommended. If you feel that this process does not suit your family, we are willing to discuss alternate routes. Please understand that these recommendations are intended to benefit both prospective families and the existing school members. Short Visit Both the prospective student and guardian visit school and receive the handbook. Review the handbook Because the school's educational approach is unique, it is essential that both the prospective student and anyone critical to the student's decision review and understand all components of the book. Younger children may not grasp or be interested in all concepts, but please do your best to help them understand. Meeting With After the short visit and review of the handbook, we naturally expect you to have questions. This is an opportunity for us to answer them as well as further clarify and elaborate on the school's philosophy and routines. Long Visit This can occur either immediately following the meeting with two school members or whenever the family is ready. In order for the prospective students to determine if they feel comfortable and wish to join us, we suggest they spend approximately 5 days at the school before making any final decisions. Paperwork Family will receive packet of forms. Monday Meeting The prospective student and family should attend one of our regular Thursday working meetings to get to know other families involved in the school. As part of our consensus process the school community will then separately review the proposal to have each child attend. Sound overwhelming? It really is not as bad as we managed to make it seem. Please remember these are not hard and fast rules but are rather suggestions to enable a smooth transition.
Other Ways to Support the School The school welcomes financial assistance as well as contributions of supplies, equipment, and services. We are building a support network of people with particular skills and areas of expertise to allow us to offer a variety of learning experiences and apprenticeships as well as maintain the physical plant. We welcome the opportunity to collaborate and network with other groups and organizations as well. |
