As we begin to see the school year reach its middle and begin to climb into what teachers hope are the "less formative more do" days, we see the children begin to act on an independence they have learned. But they haven't learned this by being shoved into it. They have learned this by doing in a long train of events that start in the beginning...
In the beginning, back in August, lining up was a whole other ball game - a game the new kids had never played. Being still, quiet, and even roughly listening to directions was an iffy promise for a lot of them. Listening for the bell, standing quietly and listening for a teacher's directions was a concept so strange and foreign to some, we wondered if compliance would ever come to be.
Teachers know that actual listening and beginning to learn only begins about the end of October. August and September are mostly false starts and wind ups. Getting the kids out at field trips helps with directions, lining up and being still at least a little part of the day.
By the first play most of them have made the space jump from prattling play to the wake up call of listening. They are ready for learning and ready to "do" something with what they have begun to learn. They are not so sure of what they are supposed to do, but they are delighted to show what they've learned helter skelter. The play gives the school a cohesiveness that makes the Christmas Season a group activity.
But Christmas always reeks havoc with a school agenda, so the first couple of weeks of January are a kind of review in the classroom. Then it's on to new stuff - stuff they've never heard of. Most of the children are listening intently by this time and it's time for the big guns.
This is why we introduced the film fest in January. The kids are ALL listening and enjoying new ideas, and these older movies are filled with all kinds of new concepts. Almost every child can answer questions about each film. It's a remarkable achievement for a three year old.
Next step is to get the kids all talking about their ideas and what they know, learned and think. This kind of real discussion is the key to independence. If you consider that some of the kids did not know how to come when they were called, sit at a table, line up or raise their hand, this is another planet of being. It's the difference between a child handing you his coat and one who you can explain the physics of putting his own coat on his own body and he listens well enough to do it.
Yesterday we had speeches for elections. This is another huge jump because it's not about something he can hold on to or see - it's about self. This means that the child must collect his own thoughts, climb up on the podium in front of the whole student body and convince the other children -- who are listening -- that he is the best candidate - and why.
Today the children will elect their president. There will be some excitement, some disappointment and some tears. It's all part of life. Only one child will be elected. But every child was able to give his best effort yesterday and did a champion job.
Next it's the spring play. There is a huge difference between the fall play and the spring play. Acting with this new self appreciation means a lot on stage. There is more sophistocation, more humor, more laughter.
Then it's on to a spring sing and graduation. And we turn another year over. When graduates leave the GS they know how to conduct themselves as ladies and gentlemen. They can answer a question in a complete sentence; appraise a question for a great answer; listen; repeat; judge a situation; take care of their own needs; present themselves well on stage and address a group or an adult with poise. Yes that's what it means to be independent.
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