Sudbury Blog - Mountain Laurel Sudbury School

Will Students Ever Choose To Learn Math?

9/29/2016

I have heard that question or a similar question throughout my life as a Sudbury student. The answer is: yes, students will choose to learn math to the extent that it is useful to them or they find it interesting. This might scare some people who worry children will not be interested in math and will not see any value to it. These people are concerned that students will not learn math, which they see as a necessary skill, which is precisely why children choose to learn math.

I myself have used math to varying degrees during my entire education as a Sudbury student and am currently studying more advanced math for the SATs. If I ever think that my current math abilities are insufficient I will learn more math.

When students are allowed to choose when, how and to what degree they will learn math, they come to view it as a skill which can be improved upon at any point and not something that they are inherently good or bad at. They are also free from many of the negative associations of their traditionally educated peers. Who do you think would be better at continuing to learn math? Someone who is comfortable with math and learned it organically or someone who was forced into learning math and has negative feelings towards the subject?

Learning "Impractical" Things

9/22/2016

One of the benefits I think we often overlook when explaining the Sudbury model is the freedom to learn things which may seem impractical. I have been recently trying to learn how to do a handstand. A handstand fits into the category of things which may seem impractical. While it doesn’t have many practical benefits which could not be more easily reaped through another medium, it is a skill which takes a fair bit of time and effort to learn and is viewed with little inherent value.

On further examination the simple act of learning how to do a handstand or any other skill is beneficial. I had to build my confidence and strength as I transitioned from doing wall planks to handstands propped up by a wall, and continue to do so as I improve my balance and ability to kick up into a handstand. While there are better ways to improve your strength, and balancing on your hands has few utilitarian applications, the act of learning improved my patience and discipline.
When students are allowed to, they are constantly learning new skills, whether it be how to do a handstand, play checkers better, or make a video game. By allowing students to learn things without worrying about their practical uses, Sudbury students learn how to learn what they want independently.

Liam Marshall-Butler

Prescriptive and Descriptive Grammar

9/15/2016

There are two major schools of thought on grammar: descriptive grammar and prescriptive grammar. Descriptive grammar describes how a language is used and accepts informal and class- or region-based usage, such as, “Who am I speaking to?” and “it ain’t nothing.” Prescriptive grammar prescribes the “correct” way to write and speak.

In traditional schools only a variant of the prescriptive grammar is taught and accepted. In Sudbury schools we allow students to choose whether or not to learn and use prescriptive grammar and to what extent. There are different reasons one might decide to use or not use prescriptive grammar. Prescriptive grammar is useful in formal situations, but its overuse can be off-putting at times. One could also argue that there are few situations where it would be very unseemly to end a sentence in a preposition or use “who” as an object of a sentence.

When people are allowed to choose how they wish to speak, they are better able to articulate themselves in a manner they see as appropriate to the situation and are better equipped to determine what the appropriate tone is for any situation in the future.

On Restricted Language

9/8/2016

In many traditional schools there are clear restrictions of expression, such as a ban on wearing clothes with an image of a skull or a blanket ban on swearing. At MLSS we want everyone to be able to fully express themselves, but we also strive to foster a school climate in which everyone is welcome and feels comfortable. We don’t have any specific rules on swearing. All of our rules which could be applied to the matter boil down to just one question: Are you offending anyone? If not, then it’s probably okay to swear.

Allowing students to use socially restricted language, such as swears, is not only a way to let students express themselves fluently and efficiently, but also a great way of allowing them to learn the appropriate way of doing so. When used well, swearing can be a stylistic choice within poetry or art, an effective way to communicate emphasis or anger, or a way to speak casually with someone. Students at MLSS are allowed to learn when it’s okay to swear without offending anyone, when they want to swear and what their own comfort level with other people swearing is.

The same logic holds true for all restricted language. Students at MLSS learn what their comfort level is with things like swearing, blasphemy and discussion of bodily functions and they learn when to avoid things like swearing, blasphemy, discussion of bodily functions and other people’s phobias when they are inappropriate.

An Unusual Blog Post

6/16/2016

I have been thinking about what to write for the final weekly blog post of this academic year. I decided to write an unusual one, written from the first person, when it occurred to me that this is arguably the third unusual weekly blog post in a row. Our former staff person Sean Vivier wrote our weekly blog posts before. When he left he had already written enough blog posts that he could keep sending them to us, but he has now run out. I always enjoyed reading Sean’s blog posts, so when this happened three weeks ago, I decided to start writing them myself.

I am writing this blog post because I often meet people who think that students will not be motivated to do something new, leave their comfort zone and or put effort into something even though it will positively change their lives or have some other intrinsic value. Writing these blog posts has been an interesting experience for me. I have not written much before and I am still working on my writing style and ability. I hope the fact that you are reading this blog post written by a student helps to dispel the notion that students won’t have the motivation to learn new things.

Liam Marshall-Butler

Welcome to The Real World

6/9/2016

You often hear people talk about what they think best prepares children for the “real world.” This reveals a difference between the Sudbury model and traditional models of education. In other educational models schools are viewed as something outside of the “real world.” Children are not granted the same privileges, freedoms and respect as they will be upon entering the “real world.” They are told what to do for the vast majority of their time spent in school and are unencumbered by any real world decisions.

In Sudbury schools we accept that schools are in fact part of the “real world.” Children are granted the same rights as the adult staff members. Students and staff members are each granted one equal vote. The students are free vote to change, remove or add rules, hire and fire staff members and allocate the schools funds. Students also have the right to become voting members of the Judicial Committee where accusations of rule breaking are handled. They are responsible for their actions, happiness and personal growth.

Who do you think will be better prepared for the “real world” at the age of eighteen, someone who’s been in it their entire life or someone who’s just getting used to the idea of being in the real world?

Liam Marshall-Butler

Delayed Gratification

6/2/2016

Delaying gratification is the ability to use patience and resist immediate gratification when delayed gratification yields a better reward. It is often associated with success because people who can delay gratification can better pursue long term goals, and not give in to immediate pressure.

When given the opportunity to pursue their personal goals, instead of externally imposed goals, children naturally learn to delay gratification. They learn this when they are internally motivated to learn how to paint, speak a language, play a video game, do math, play an instrument, perform martial arts or any other thing which requires time and dedication.

Delayed gratification is just another reason to embrace an educational philosophy which allows students to learn and play based on their internal motivation.

Liam Marshall-Butler

Excuses

5/26/2016

We hear plenty of excuses from prospective parents about why the school is fine, but they can’t do it. Their kid (like every kid) has some flaw or some issue. It’s a longer drive. It will cost more money. Work is just so hard. If only we weren’t in an urban environment. If only we had our own building. If only we had more students, or more teens, or more girls.

There’s a virtue in Sudbury education of going after what you want no matter the obstacle. You can make plenty of excuses not to even try, but at the end of the day, they’re all just excuses.

Sean Vivier

Naches

5/19/2016

Naches is a Yiddish word that can mean pride in a student’s accomplishment. We experience it a lot. Let us share some of the naches we feel for our alumni.

Nick recently graduated from Hampshire with a degree in economics. He now lives in DC, where he works for social justice.

Alexandra spent time in India to expand her horizons, and now studies at the American University in Paris.

Emily opened her own business, a vintage store.

Adrienne attended Guilford, her first choice college, where she is studied education in the interests of a career in educational reform. While there, she spent a semester abroad at Oxford.

Jacob tried his hand at stand-up comedy for the first time and left the audience in uproarious laughter.

Let no one tell you a Sudbury grad can’t make it in the world. As you can see, they can and they do. You can see why we feel all that naches.

Sean Vivier

Research to Practice Gap

5/12/2016

In colleges, professors of education are often concerned with the “research-to-practice gap.” In essence, the gap happens when research shows that an educational strategy is superior to others, but it takes a long time to adopt. Meanwhile, our children are getting an education that we know is subpar.

For example, research shows no real gains from homework, yet teachers are required by the administration to give homework every night. Those who score best on standardized tests do so when they haven’t aimed for the test, nor is there any established correlation between test scores and life success. Yet the public schools still emphasize high-stakes testing. We know that cramming is the worst possible way to learn, yet many teachers still encourage their students to study the night before a test. We know that grades reduce motivation, yet traditional schools still have them. The list goes on quite a ways.

It only makes sense. The incentives in a compulsory system discourage innovation. Teachers do as they’re told, because they don’t want to lose their jobs.

But in a Sudbury school, we don’t have the same problem. We can act without awaiting permission. We don’t have to worry about tests and homework. We can just help the students learn what they choose to learn, the only tried and true method for lasting learning.

Sean Vivier