Yes! This safety works with adults, too, who are only as resilient as their deepest educational wound(s) allows. One challenge I had teaching in a “macroschool” is culling the bullies and guiding them to heal the wounds they refuse to acknowledge. Looking forward to part 2!
I love this, Jade! You've hit on so many things that resonate for me as a mom of 2e kids and a teacher working one-on-one with homeschoolers. The two pieces together - direct instruction at their level, and the opportunity for open-ended projects with other kids - are exactly what most kids need.
I think this would also work for neurotypical students and neurodiverse kids who are not identified as gifted. If the environment is small and close-knit, NT kids can accept and be friends with the ND kids. I have seen this in the homeschool co-ops where I've taught. When the philosophy does not promote competition and comparison, and all kids are getting their needs met, there is far less tendency for kids to pick on each other. If conflict does arise, adults have the time and training to work through it with the children.
The one-on-one aspect helps all kids to receive instruction at the optimal level with the best approach for them. In other words, whether they are gifted, below grade-level, or have a learning disability that requires information to be shared in a certain way, they can all get what they need. Most kids enjoy working with others on authentic projects as well. Can you see this model expanding to be inclusive of all?
Yes! This safety works with adults, too, who are only as resilient as their deepest educational wound(s) allows. One challenge I had teaching in a “macroschool” is culling the bullies and guiding them to heal the wounds they refuse to acknowledge. Looking forward to part 2!
I love this, Jade! You've hit on so many things that resonate for me as a mom of 2e kids and a teacher working one-on-one with homeschoolers. The two pieces together - direct instruction at their level, and the opportunity for open-ended projects with other kids - are exactly what most kids need.
I think this would also work for neurotypical students and neurodiverse kids who are not identified as gifted. If the environment is small and close-knit, NT kids can accept and be friends with the ND kids. I have seen this in the homeschool co-ops where I've taught. When the philosophy does not promote competition and comparison, and all kids are getting their needs met, there is far less tendency for kids to pick on each other. If conflict does arise, adults have the time and training to work through it with the children.
The one-on-one aspect helps all kids to receive instruction at the optimal level with the best approach for them. In other words, whether they are gifted, below grade-level, or have a learning disability that requires information to be shared in a certain way, they can all get what they need. Most kids enjoy working with others on authentic projects as well. Can you see this model expanding to be inclusive of all?