It hasn’t been long since I wrote but yet things seems to have changed so dramatically since then. The coronavirus crisis was just beginning to unfold in our territory a few weeks ago and it was difficult to imagine or accept that things are going to change drastically in such a short time. As I’m writing these lines, we are in the midst of a nearly total lock down of our region.
At first, we all rose eyebrows when half baked measures were put in place by the national and regional governments (only schools to close but not big ones, then theatres and cinemas to close but bars and pubs were OK to be kept open).. slowly the half baked measures turned a little absurd: yes, we can hold classes but the distance between people should be around 1 m… I was invited to an interview in a company for a short consultancy contract and was asked to keep a mask on, while everyone else in the room could walk freely).
Probably when the real emergency and it’s impact on the national health system started being perceived by the government and then somehow explained to the people, it was clear that only a harsh isolation and social distancing strategy can help curb the peak of cases and ease the pressure on the hospitals. I guess that many around us (to the anger of those who abide to the guidelines) still don’t understand the importance of keeping the social distancing rules for the benefit of us all and many have hopes that it will be a short period (the more I read, I understand that this might well become a new norm with only partial relief and then closure again). It has become nearly a national unification slogan: IO RESTO A CASA (I stay at home). If you are not in Italy now and think that this is all alien, just wait a bit. My bets are it’s going to hit us all.
As for dealing with the social distancing and isolation, we are fortunate to: have already adopted an un-schooling approach to education, live in the countryside, have a big garden, own chickens and make our own bread.
We still have to go out to buy food but we really minimize this by sending only one of us adults and going only once a week for our vegetable shopping, preferably avoid supermarkets and buy from what remains of the veg market on Wednesday. We also do the shopping for my mother-in-law and leave the bags at the gate – exchanging just a short conversation outside and with a big distance between us.
So what do we do in The Old Stable? well as far as teaching goes, although we had to shut down completely all activities, we try our best to get the most out of online teaching. I don’t think it works well with our children classes who really need the contact and physical movement (I found that I can do a few songs with movement but tough to keep it going for an hour). I also feel bad to keep children even more time in front of the screen when they are, most probably, already overwhelmed by online teaching imposed by the state school. With the adults it seems to work and it’s important to keep that constant exposure to English. I use the zoom platform and share my screen with the students while I open a word document. It’s an interesting experiment as there are actually advantages to online language teaching: by typing as they speak (and they can see what I write), I can actually maximize the amount of student speaking time. The flip side is that I decrease student speaking opportunities as it’s impossible to make them work in pairs and over hear their dialogues to collect comments for a feedback stage. It’s the third week we’ve being doing this… so let’s see how the students feel.
Apart from the fear of getting someone vulnerable that we know sick, the worry about the post -crisis economical situation and work opportunities or getting the virus ourselves, I think that we really do see a lot of positive sides to this crisis.
We have much more time in the garden. With the extra motivation to become even more self reliant, we have started to prepare extra plots for planting and growing our own. The hops are starting to sprout from the dormant rhizomes beneath and the bees are starting to go out to collect pollen from the early blossom. I’ve upgraded our compost system to include two extra mulching basins all from old vine poles that were given to us last year to burn in the stove (The wood is treated, so we couldn’t do that!)
Things that people used to laugh about (we even laugh about ourselves) started proving useful, like using the scythe and a manual lawn mower! No electricity and no fuel. I am actually amazed by the capabilities of the lawn mower: it can really cut easily and evenly. The scythe is good for the really tall grass we left to grow too long or for the difficult corners that the lawn mower can’t reach.
We have much more time to play music! We even started a challenge where we record daily a tune and post it on Youtube… here’s the one of Day 1:
We have more time to reflect in general, think about how to evolve for the new life that is bound to start after this international crisis
On the philosophical level: there is much less consumerism, less air pollution, less non essential waste in this period. Will it be an opportunity for everyone to reflect on this and maybe change their habits?
We hope we all come stronger from this crisis. Keep you posted soon!
La frase del mese: Keep calm and Carry on – Mantieni la calma e vai avanti Ascolta la frase qui sotto:
In a nutshell – (principianti)
to keep (v) – mantenere: (keep, kept, kept) Calm (adj) – calma to carry on (phrasal verb) – continua fare qualcosa. (Carry, carried, carried)
Examples: Don’t worry about the news! just keep calm and carry on!
A: Yesterday, I saw a thief getting out of a shop! B: What did you do? Did you call the police? A: I was scared for my life! I just kept calm and carried on walking!
Una frase coniata in Gran Bretagna durante la seconda guerra mondiale per un poster del ministero dell’informazione in caso di invasione nazista… leggi piu sotto in Inglese per capire perché ho scelto questa frase.
A little more…
Back in 1939 when Britain was on the break of war with Germany, The Ministry of Information (MoI) came up with slogans to motivate the public in case of dangerous developments. The slogan wasn’t actually circulated that much during the war, but enjoyed a revival during the early 2000s. Much was written about how the slogan became a fashion trend and how it has been used in the past 20 years. I chose this slogan because there is a sense of emergency and public panic surrounding the Coronovirus outbreak.
Other people have written much better than me on the topic and I think it’s worthwhile investigating a little more. Especially around the overuse of the phrase 🙂 Bellow are some further readings I’ve enjoyed.
I’ve broken my record with the longest period in which I do not write or update our blog. Even WordPress has started sending me suggestions on how to keep the flow going. There were a few reasons that kept me from writing but it’s definitely no good excuse. Now that we are in the midst of the Coronovirus mania, it’s probably a good time to show a sign of life and restart our online sharing. I hope that the following thread will shed some light on our long awaited developments.
As the title suggests, this post should be mainly about New Year resolutions… I know that resolutions should be made on a regular basis without the need to wait for that dead period between Christmas and the changing of the numerical indicator of the year. However, that is what was on my mind at the time of starting this post (yup, that was nearly three months ago!) so I’ll start here with a list that I had been working on since. For me, sharing it in public means that I am voluntarily held accountable if I do not follow through (that is the only reason I can see for telling everyone about my resolution). Here is the list with some tangible objectives.
Write more frequently on the blog, (obviously!) – ideally once a month, at the very least. I’d like also to use facebook more regularly with posts such as ‘song/word/phrase of the week’. Not just for getting more online presence but to actually give our students the opportunity to interact more regularly also at distance.
Develop some on-line materials for our English teaching activities. This could include short videos or pod casts, short quizzes and short reading comprehensions. Let’s start simple with a short video/pod cast by the start of Spring.
Write more about the connection between our musical adventures and our approach to teaching and learning a new language.
Be more supportive (or as Elena puts it: less judgmental) with Elena’s political adventures. My main objective here is to keep silent both at home and online… so if you see me start a rant on how politicians deserve a kick.. stop me.
On the side of experimenting with self production: I’d like to build an extra bee hive and prepare all the necessary wooden frames for honey storage. There is not much time left as this should be completed by the beginning of the Spring season.
Make more beer! (see updates below)
Arrange our first English summer camp – June 2020…
As for updates and what has kept us busy in the last few months (last post was at the end of November 2019). I’ll stick with bullet points to organize this better.
We suffered a big loss with the death of Nonna Margheritta, Elena’s grandma. It was a pretty tough period for all.
We suffered losses of two cats, both run over by cars. It was a big trauma but we still have Curiosaki and found him a new friend.
Elena’s political adventures are not as simple as we thought it to be (or at least I haven’t expected it to be that bad). There is a toll on our family life but after the first three months we have still decided to do our best to help Elena complete a few personal tasks. Often the price for being in politics doesn’t seem to pay off. Elena is required to keep a low profile on many fronts and as a consequence I’ve also had to cut back and stay away from any social activism. My fuses are shorter and I can’t hide my frustration as well as Elena can. I’ll cut this point short to adhere to my new year resolution above (resolution number 4).
We branched out to teaching in a small company in Nonantola. It’s a lot of fun! With mixed abilities but all very enthusiastic and collaborative.
As a consequence to the new course in Nonantola, Elena had to start taking two of our kids to the violin lessons in Bologna. Now Elena follows the little one with his violin lessons and started playing the violin too! That’s a huge step forward for integrating everyone in our musical education efforts.
Winter has been mild in temperatures and little rain fall. Maybe it’s our climate alarmism but I fear a hot summer with tropical storms as we had last year. The batch of chickens that had replaced the flock that suffered the fox and storm has grown and they have just recently started laying eggs (nearly 9 a day!). I care for them deeply and hope they survive the coming summer.
We had mice in the attic (yes! in our brewery!) We found out that they probably nibbled a hole through the cement around a gas pipe and then entered the inner insulation that we installed two years ago. Hole is blocked by we are still looking out for them. The brewery has been cleared, infected malt sacks been given to the chickens and now it’s ready for a thorough clean before we start brewing again.
So that’s it for now… I hope coming back here soon with more updates and photos.
‘Father Christmas’ o ‘Santa’ (se lo conoscete in quel modo) verrà a The Old Stable con una missione speciale! Vuole condividere le sue canzoni inglesi che canta costantemente con i suoi elfi e renne quando si prepara per il suo giro annuale sulla sua slitta. Ma soprattutto, vuole sentire tutti i desideri non materialistici che avete per questo Natale in arrivo! I suoi aiutanti saranno qui per darvi una mano a scriverli o spiegarli in un disegno. Dopodiché, Babbo Natale ascolterà la tua spiegazione e farà del suo meglio per realizzarla. Aiuterà se lo dici anche ai tuoi genitori 😉
Father Christmas or Santa (if know him that way) is coming to The Old Stable with a special quest! He wants to share his English songs he constantly sings with his elves and reindeer when he prepares for his annual ride on his sledge. But most of all, he wants to hear all of the non-materialistic wishes you have for this coming merry Christmas! His helpers will be here to give you a hand in writing them down or explaining them in a drawing. Then Father Christmas will be listening to your explanation and make his best efforts to make it all come true. (It will help if you tell your parents about it too 😉
Friday 20th of December! from 17:00 Venerdi 20 Dicembre da 17:00
In The Old Stable, via Imperiale Est 41, gaggio di piano, Castelfranco Emilia
How much? Quanto?
It’s FREE! È GRATIS!
Attenzione: si prega di registrare gli interessi qui sotto (posti limitate)
We are off to a good start of the year, and it’s a pleasure to write about it!
Leaving aside the upheavals of having a wife that is immersed in local politics head to toe, exactly when it is time to role up the sleeves to get the academic year started, we had a nice turn up for our first week of courses. If you are wondering about the open day that took place at the end of September, the turn up wasn’t that high but those that came showed a genuine interest and most took up courses with us on the day. It was more of a chitchat and showing around our unique countryside atmosphere in the classroom.
Old Stable groups 2019-20
So what have we, so far? Our hit from the very first year: Play and Rhyme Time is running on Mondays, Elena is having this one and so I’m a little bit missing on the fun. New are two adult beginners courses of Chat and Laugh on Mondays and Tuesdays (and we thought that we will only have children!) – those are proving very satisfying. We really appreciate people coming over to our classes after a long day of work and so make the best to make it fun and relaxing.
On Tuesdays we have one relatively small Children’s group (Fun Time). They consist of children in the early ages of primary school and we get to sing, play card games and just have fun in English. Thursday is one of my favorites, not only because it’s nearly the end of the week but because I have a small group of D&D players in secondary school and high school. It’s hard to get them engaged in reading and writing (hopefully I’ll report on their progress soon) but the spirits are good and I can see that they are slipping into the fantasy world. I see this (getting them interested in old style role playing games) as a goal by itself, nowadays with all the play stations and on-line gaming opportunities (nothing against it, but I still think the face to face encounters are better).
Last but not least on Thursdays is my Tea and Talk group. A bunch of young to middle aged adults who come here for the joy of speaking English and having fun. Sometimes, I feel embarrassed that I get paid for this job, it’s so much fun!!! This year there is a higher turn over to the Tea and Talks course and it seems things just flow with the group. This gives me inspiration to think about how we can make it even better and I really hope launching our students-blog project soon (yes, I hope getting our students contributing to our blog in some way). Writing is definitely an essential tool to get one’s language skills advanced quickly (I for my share, admit not doing enough of this in Italian. When I do make the effort, I do feel the improvement quite immediately)
New external course with CEMI, Bologna
We are proud to launch our first external course starting January 2020! We will be hosted by our Children’s music school in Bologna!
CEMI, Bologna is both a Suzuki and traditional music school catering children and their families and has recently moved its premises to the church of San Donnino in Bologna after a long period in which it struggled to rent a decent place. So excited to being part of their project! please read here more, especially if you know of anyone in the area that might be interested. Our open Day in San Donnino will be on Monday, 16h of December.
Gearing up for Christmas! (so soon?) – 20th December
Don’t get me started, I know Halloween was just here a month ago with all its commercial greed. Am I already going on about Christmas?! Well, yes, but hold your horses (reindeer). For Halloween we dedicated a lesson or two to introduce the Anglo-Saxon culture and get our students to know some spooky related vocab. Very few know the stories behind Halloween or why people carve Jack’o’lanterns out of pumpkins (it wasn’t originally so). So we did our best to give the cultural background,
For Christmas we are planning to do something special. We are inviting the English father Christmas to our stables. A few of his helpers will hold a workshop on writing a non materialistic wish lists and Christmas songs! Fancy that. Save the date: Friday 20th of December! Not just for our current students. More soon….
Looking for more?
We are still building up our networks and have left Fridays for the occasional private lesson or maybe even more groups to open this academic year. If you know of anyone interested, please do not hesitate to give them our contact.
In my last post, I mentioned, just at the very end, that Elena’s book ‘Io Imparo da solo‘ (translates to: ‘I learn on my own’) got out in print. A big box of books arrived and we were all excited to see the content: 40 nicely stacked books with an inviting looking cover. There are some energetic spots of colour splashing from a child’s paint brush on a white background. Proudly, the name: Elena Piffero, is written in small block letters at the top left corner. It reminded me the ending scene in Back to the future I, when Marty McFly finally comes back to a different home in 1985 – his father (George), now equipped with a modern (80s!) hairstyle and sun glasses is all confident and happy. He is so chuffed at seeing his first Science Fiction book being printed. I even enjoyed playing with the thought, that it could have been me (just like Marty McFly) that got to change Elena’s fate; maybe it was me that got the best out of Elena and made her write the book. Ah well, I like the thought anyhow.
Since I didn’t get the chance to read the book while it was written (especially because I wanted to prevent myself from giving any excessive criticism, as I usually do, which is always counter productive, especially in the phase of writing) I was very eager to read it myself and see how she presents her side of the story (I think I know it, but it’s still different when reading it and seeing what one decides to emphasize). Snatching one family copy to the bedroom, I surpassed my ability to read in Italian and finished it in nearly two days. I love the introduction, I like its modest tone and the subtle shifting between private life and academic citations. It touches nearly all of the aspects that we discussed together throughout our way to unschooling: from the practical to the philosophical and all without pretense and heaviness. It made me very proud. I truly recommend it. I think it’s a great essay and would be an important contribution even if translated to English (a language in which so much has already been written on the topic) as it sums up a lot of works in the field as well as gives a personal touch.
As for me, I wouldn’t have thought of writing about our experiences as unschoolers nor be able to back it with so much scientific rigor. When it comes to our path into informally educating our children Elena was the one who did all the research and I mainly followed. Obviously, I have my side to the story, I have a slightly different upbringing and path that led me to reach the same conclusions. My approach is not always similar to that of Elena’s and she writes it nicely in her book too. We always had (and still have) discussions around education and how we can enhance learning opportunities as well as social encounters for every member of the family (children and parents alike). However, I never felt the necessity to voice my thoughts on education or on my educational choices, to the wide public. I voice them loud (sometimes, too loud) and clear in my inner circles of friends, among colleagues and obviously within the family. I don’t voice them in the wide public because, most of the time, I just think that greater people have already said it all, written about it and did a fantastic job too – how can I contribute more? As you might guess, this is going to change. Since it’s all about the school and I just love the film (the film that shaped my future as a scientist too) I’ll put it in the words of Marty McFly answering the patronizing headteacher, Mr. Strickland who tells him: ‘No McFly has ever amounted to anything in the history of Hill Valley … ‘ – ‘Well History is going to change!’
History is going to change because of how some members of the public reacted (on social media, of course, where all the smart stuff are said) to Elena’s courage to write about a non conformist choice we took and for sharing our experience in public. They didn’t react to the content of the book, they haven’t read it, that’s too difficult. They don’t even know what the ideas in it are. Like Marty, that ignorant headbutting just made me angry. And that’s why I don’t mind writing my way into alternative education in public.
Thankfully, many have defended us and have answered respectfully while putting the aggressors in their place. I didn’t give much attention to the feeds on social media as I know it just brings on a lot of frustration. This, with my inability to write coherently and effectively in Italian, kept my keyboard silent for a while. However, since people were fighting for us and showing immense support I just thought that I have to give a contribution. For the sake of supporting Elena, I think it will be good to show her that she is not alone in this. It’s her book but I can still support her by shedding a little more light on our decision.
It is not the ignorant ranting people that I’d like to respond to but to the so called defenders of ‘free public education’ or ‘free public schools’ as they use the terms interchangeably (but they are not actually the same). There are those (even among friends and generally-think-a-like colleagues) that believe that it’s causing more harm than good trying to promote and find alternatives to what we know as the formal schooling institutes. Many of my critics claim they’d rather focus on trying to improve the existing schooling system from within. It’s an ‘equality issue’, as they see it: a ‘socialist view of education’. I also heard many times before: “You can’t leave a sinking ship”, when speaking out loud about abandoning the schooling system (in three different languages, btw). Understanding that public does not necessarily mean formal (schooling – i.e. classroom based) and that informal doesn’t necessarily mean private or inferior quality were pivotal revelations in my transition from an idealistic socialist teacher to a somewhat rebel become unschooling father. If I was still working in the public sector I’d be striving for free public informal educationfor all. The latter, just to be clear, is my own notion, not something Elena wrote in her book or vaguely suggests. The transformations in thoughts as a trained teacher are not talked about in Elena’s book as they are solely mine. Maybe introducing a little on my upbringing as an educator can help.
From informal teaching to formal and back
To shed some light on how I got to adopt unschooling not just as a family choice but as an educational experiment to push for a better public education system I’d like to present (hopefully, in brief) my formation as an educator-scientist and teacher. I will highlight experiences from both sides of the education system: as a student and then as a teacher.
Early experiences in learning and teaching – informal
Since I was 15 I found myself working as a teacher/tutor. I just loved sharing my knowledge and passions with others. At the time, I was an enthusiastic aero-modelling hobbyist and a member of the local aero-club (just for keeping note – this is: informal, private education- my parents paid a lot of money for this exclusive club). That period in, hindsight, was also one of the most influential informal learning experiences I encountered as a child. I learnt a lot and out of my own interest. After gaining some experience as a model builder myself, I was given small groups of 9 year-olds to instruct how to build planes out of balsa wood and then go fly them in the fields during the weekend. I used to skip classes in school to go and build models and to prepare for my kids classes. I just loved the hands-on approach to learning, something I didn’t really experience in school, but also everyone in the workshop/class advanced in his own pace without being rushed or judged.
Something that stuck out to me years later on that period in the aeroclub: Although there was lots of physics, math and material science involved in planning and building our models, (for example I learnt all about the properties of carbon fibers, Kevlar and fiberglass and how to calculate their strength in building) I was considered academically weak in math, physics and chemistry in highschool. My parents weren’t unschoolers but they had expressed freely their discontent from the education system and allowed us to slack as we wished, school results never mattered to them although they insisted we obtain an academic degree in something. They spent a lot of time and money to compensate for what they thought was a failing system. School was an evil necessity – at least it’s free and inclusive– and that’s for a good cause and an educational point by itself. But is it?
Working in the informal public education sector
In university I studied Chemistry but found myself spending more than half the time in the National Science Museum in Haifa, working as a science guide and demonstrator. This was actually my longest experience in an informal education institution which is also a public institution. Entry to the museum was heavily subsidized by the Ministry of Education and the museum was run by academic volunteers and poor students like me that earned a very small scholarship for sharing their passion for science. The museum collaborated not only with public schools but offered services to old people’s homes, hospitals, prisons as well as to the general public. Without noticing it, I worked with the museum, on and off, for nearly 8 years. I had particular interest in working with the curators and the workshops that built new exhibits. Their efforts to create the finest learning experiences for the general public was advanced science and pedagogy put together. Looking back, it was the epitome of what I wanted science education to look like: Learning was free, self directed (or assisted on request), it was hands-on and socially inclusive: we had Arabs, Jews, old and young, families, individuals and even soldiers roaming all together in the big halls of the museum. They participated in group activities that we ran throughout the day. To include the poorer communities that could not afford travelling to our museum I worked in a small team of tutors that traveled by van to small villages around the country. From Bedouin villages in the south to remote towns in the north.
These images of immense diversity have never occurred again once I left the museum and moved into the formal schooling system. Later on when I became a qualified teacher, I thought I’d be able to incorporate my experiences in the classroom. It took me a lot of time and struggle to realize that it is just not possible. The learning styles are just not compatible. Informal learning is used by schools to patch up their weaknesses but by definition they cannot embrace them as their own. At the time, I wanted to become a qualified teacher because one thing was lacking for me in the museum: continuity. Visitors came for short visits. I could see how they enjoyed and got inspired but I thought I couldn’t see them grow and show them more. I wanted to have longer sessions and feel like I was developing some long-term science skills. Becoming a teacher seemed the best thing to do.
On a personal note and to tie the story to ours as a family, it’s also my experiences in the museum that led me to meet Elena in Cairo. It was there in the museum that I realized that I, as a Hebrew speaking Jewish museum tutor, could not communicate with the Arab population as well as I wished to. School never offered me the opportunity to mingle with Arabs nor really learn Arabic for the same reason (I did take Arabic in school but the way it was taught didn’t prove much useful). I then decided to travel to Cairo to learn Arabic so that I could come back to my troubled home-country and practice all my idealistic-socialistic-peace-and-love-education ideas. There in the language school I met Elena which made my Arabic learning experience more complete as I was bound to stay there for nearly six months the first time and come back for another long period. During those periods, I had time to reflect on my ideas and, by chance, indulge for the first time in a professional setting of education.
Professionalism – becoming a qualified English teacher
In Cairo, I took, in the first two months, a full time course in spoken and written Arabic. It was the first time that I enjoyed a language course (something which never happened when I attended public school). There was something very professional about it. We got a lot of opportunity to speak and I immediately found myself getting interested in the teaching methods. I was also staying longer than I initially intended in Cairo and had to find a job. It was a fellow Arabic student that happened to be a qualified English teacher that got me interested in taking a CELTA course in Cairo. The course was mind blowing, I thought I knew something about teaching before I started the course but this was something extraordinary. From student centred activities to non verbal communication, teaching grammar concepts by examples rather than by rules and so on. “Wow”, I thought to myself, I never got the chance to delve in such professional discussions. Then, I was sure that a teaching degree will open immense new opportunities. What I never dared asking myself is why my own experiences as a high school student never matched this newly acquired idealistic view on what will lead me to becoming a better science educator.
Before I would materialize my plan I wanted to gain some international experience as an English teacher and traveled to Harbin, China where I worked for the private Swedish franchise company – EF (English First). The education culture in China was very far from the idealism I developed before my arrival. I quickly felt guilty for working for a private company that served mainly the super rich. Even when we had collaborations with public schools, it was evident that these were not inclusive schools. They consisted mainly of the wealthy. Most of all, I felt horrible when I realized that my weekend classes for children were full of poor kids (with very rich parents) that never got the chance to play – I mean it: never. They were there because their parents wanted them to be ‘successful’ at the cost of ruining their childhood. However, I enjoyed learning from excellent English teachers and improve my teaching skills and worked with a wide range of age groups and abilities. I also learnt more about the local customs and got a chance to stay for a longer period than that of an average backpacker. I even learnt some Chinese. I thought to myself that If I came back to Israel to teach science, the education system would be different. It would be less competitive, more inclusive. Israel is not like China. What I didn’t know is that a school is always a school.
Into formal teaching – free public schools
Here finally comes the part where I can say: been there, done that.. (and thus, eventually, I am granted the professional credibility when I say that I think that unschooling is a sound pedagogical alternative.. better still: trust me, I’m a teacher!). But I really understand that it’s not trivial to many and I can confess that it took me a very long time and not without struggle as I had to surrender to the fact that, for a very long time, I’ve held on to ideals that can’t coexist with the traditional schooling system (as we know it).
Back in Israel I returned to university and enrolled in a second first degree: Education in Science. It was a special programme for science graduates to complete in two years. By the end of it you were awarded an additional degree in science education and a national teaching license for middle schools and high schools. When I look back, I can’t believe how naive I was. I really thought that I’d come out with a bunch more tools, more pedagogical knowledge and teaching skills to do what I really wanted. As I also had Arabic in my sleeve, I thought I could then do wonderful things, maybe even help bridge between the Arabic and Jewish communities through work in public schools.
In teacher training I had a particular interesting and thought provoking course. It was Philosophy of Education and we got to discuss different educational ideas. For most of the trainees, it was just another course and many did not develop any criticism or doubt. However, I know of one Engineering trainee that decided to leave the programme altogether after he suggested discussing the works of Ivan Ilich as well and the course coordinator, kindly refused. I only understood which book it was he wanted to discuss, after Elena mentioned it years later when we already started unschooling. Prior to his departure, I briefly talked to him and listened to his arguments and found them interesting but too harsh on the public school. After all, I thought to myself, am I not here to improve the system? I was convinced, at the time, that’s we should just focus on providing the highest quality tuition to the public for free. When we got to interview a teacher from a democratic school, for example, (later she became my mentor in the public school in which I taught a year later), most of the class, including myself, just attacked her for working for a private school which was elitist and exclusive. We weren’t open enough to listen to what a democratic school, in terms of pedagogy and psychological development has to offer. I also wasn’t ready to confront the idea that maybe it’s not those who run away from the formal public schooling to be blamed but the something within the public school . Not that I think that democratic schools are the solution.
Like a warning LED that blips in increasing frequencies, doubts and contradictions to my beliefs kept appearing. At first, they appeared less frequently but by the time I got to the end of my second year of teaching in a high school, they were constantly flashing in my face that I felt like hitting the abort button and so I did. Here are some ideas that gradually changed my mind:
Before the time TED talks became a McDonalds of cool ideas there were a few mind blowing talks which started making me wonder. If you have never listened to Sir Ken Robinson’s TED talk about creativity in schools watch it now. It is one of the most viewed talks on TED and there is a good reason why. This among other ideas were the first warning LEDs that started flashing in my head. The lack of creativity in public schools. I started reflecting on my own upbringing and why I never followed my artist heart. Something that still dominates my thoughts at the age of 40.
If you liked that talk (go on, it’s 19 minutes of your time, but I can guarantee you’ll be inspired) and still believe in the old fashion schooling system can be mended by increasing funds or changing syllabus you might want to listen to another one by Ken Robinson – changing education paradigms
So to sum up other warning LEDs firing up and , like many enthusiastic young teachers you’d talk to you’ll find plenty of episodes in which I tried to introduce something new or change something for the better and got rejected, marginalized, and opposed by teachers, students and parents. However, I’ll give you a bullet-point list of the major issues I struggled with:
I had no control over the syllabus of my teaching: the government wanted to teach a bunch of facts, I thought it would be better to work on practical skills, basic concepts and scientific reasoning. Lack of flexibility in syllabus planning to match the necessities of your students seems nearly a fundamental pillar in schooling and will never be able to be changed.
I could not change any assessment method. I tried cutting down the number of tests and exams, but they are fixed by the school. I tried converting exams into creative projects but parents and students complained it was too much work. Other teachers didn’t like the idea either because they couldn’t compare ‘performances’ between classes. Even if they did agree, it’s the state exam that everybody set their eyes to.
I couldn’t change teaching methods (e.g. flipping the classroom or project based learning) because that would mean changing assessment methods and extending learning time. Head teachers complained I could not cover the syllabus in time (come back to point one, I’d rather leave my students learn less in a natural pace than ask them to choke on lots of facts I stuff on their plates).
Some kids really didn’t want to be in class, and I suddenly realized that if they don’t want to, nobody should really force them.
Social integration? That’s not really part of the curriculum… there goes all the Arab-Jewish initiatives I wanted to take part in. However, I did manage, through the museum again – informal education.
Back to university – research as informal learning and teaching
So I aborted the public school and went back to university. I never thought I would since I never really enjoyed the stress of studying for exams in university either. Learning at university level was still very schooled, though I knew I could quit if I wanted and that nobody really forced me to stay. I was in a crisis on many levels, freshly married to Elena we discovered that living in Israel is not going to be easy. I came out of teaching confused, still idealistic and maybe even disappointed with myself for giving up so early. If you look at the statistics I was just another one of the 50% that leave a teaching career within the first 3 years. During my time as a formal teacher, I tried to be as enthusiastic as I could towards chemistry and convince my students that research is so exciting. I never done any of it myself before. So I found a taught masters course in Warwick, UK which led me to undertaking a PhD.
When I started my PhD I entered a new world in the academic universe. I was also lucky to enter a successful, highly equipped and vibrant research group which was also very international. It seemed like a new world because there were no exams and no lectures but then again so much to learn: from working effectively on a computer to the actual lab work. There was a lot of theory to catch up with and every project was multidisciplinary. There was no way you’d be prepared for everything. I had to learn on the go and I loved it. There were no right and wrong answers. You had to discuss your ideas and find scientific reasoning. Sometimes it was because no one actually knew what the ‘right’ answer is and sometimes it was purely because this is the culture of scientific research. It was also not really a new world, as I found myself enjoying going to uni as much as I did going to the aeroclub back at the age of 15. The hands-on approach, the learning on your own pace. Being able to learn directly from your supervisor, a postdoc or a peer. Mostly, I didn’t feel examined and constantly evaluated by some teacher.
Soon I started helping in supervising project students and flashbacks from teaching in the museum started coming back to me. This time with a huge difference: I had a long term coaching experience, which I always longed for when working in the museum. Each student came with different strengths and weaknesses and it was interesting to see how they developed their independence (and what made them work on it). It took me a lot of time before I could point my finger at this. It’s probably just that effective learning is informal by nature (read Elena’s book) and that sometimes formal education just backfires. Reforming the traditional school needs a big shift in thinking.
Embracing unschooling as an alternative
All these thoughts boiling in my head came at the time that Elena started her own research about home education. Our eldest was not even 2 years old and we had endless discussions. I admit sounding a lot like the critics that I’m trying to answer now. I wanted to adopt my parents approach: School is an evil necessity and as long as you support your children against the evils of school, they’ll get out of it unharmed. I did… didn’t I?!
Slowly, and by actually trying it out first, I came to realize that embracing informal education is a valid alternative. It worked when I was as a child, I found it again working in the museum and finally it came back to me in research. Why shouldn’t it be the best for my child too?
Going back to the socialistic point of view. Why shouldn’t the education system be public and informal? It sounds like something unreachable. But in fact, I believe that unschooling our children maybe a good way forward. Private alternative schools were out of the question as they are mostly elitist and, in a way, still suffer from the same problems that formal public schools have. But, what about shifting more responsibilities and funds to actual public spaces where informal learning happens? like libraries, museums, cinemas… etc. What if instead of training teachers we’d prepare coaches that followed families in their unschooling adventures, providing free-public informal education?
I actually find more people within the formal education sector that understand the ideas above than those that just think of holding socialist views. Public education does not have to mean formal. Informal is not anti institutional. In Lilliput school is the shrine.
Il nuovo anno scolastico è proprio qui dietro l’angolo ed è il primo anno che stiamo effettivamente cercando di essere visibili. L’anno scorso (il nostro primo anno), è stato un po ‘sperimentale: alla gente piacerebbe il nostro approccio di insegnamento non convenzionale? Le famiglie sono all’altezza dell’impegno? Come utilizziamo i nostri spazi nel modo più efficiente? Farà troppo freddo in inverno? Per chi dovremmo suggerire? Bambini? Adulti? adolescenti?
The new school year is just here behind the corner and it’s the first year that we are actually trying to be visible. Last year (our first year), was some what experimental: would people like our non conventional teaching approach? Are families up for the commitment? How do we use our spaces in the most efficient way? Will it be too cold in the winter? Who should we pitch for? Children? Adults? teenagers?
Con tutta la nostra precedente esperienza nell’insegnamento e nella pianificazione di progetti educativi, avevo ancora anzia quando si trattava di lavorare nella nuova scena italiana. Quanto sono tradizionali gli italiani? 😉 Ma dopo un anno e alcuni corsi che abbiamo tenuto, sappiamo che funziona e abbiamo apportato alcune modifiche per renderlo ancora meglio e, eccoci qui.
With all our previous experience in teaching and planning educational projects, I still had butterflies when it came to work in the new Italian scene. How badly are Italians traditional? 😉 But after a year and some courses we ran, we know it works and we had a few adjustments to make it even better and, here we are.
Allora che c’è di nuovo? Innanzitutto. OPEN DAY! – 28 settembre dalle 16:00. Questo sarà il nostro primo per il pubblico. Non ho idea di quante persone arriveranno e se avrà successo, ma il nostri obiettivi principale sono: far vedere alle persone dove siamo e chi siamo e, soprattutto, dare loro un assaggio del nostro approccio educativo: concentrarsi sulla comunicazione e divertirsi usando SOLO inglese.
So what’s new? First and foremost. OPEN DAY! – 28th September from 16:00. This will be our very first for the wider public. I have no idea how many people will come and whether it’ll be successful but our main goals are: to let people see where we are and who we are and, above all, give them a taste of our unique approach: focusing on communication and having fun using ONLY English.
Oltre a un nuovo corso per adolescenti e due livelli di corsi per adulti, abbiamo alcune buone notizie sugli spazi! Abbiamo un’aula meglio attrezzata con riscaldamento aggiuntivo e un nuovo computer. Abbiamo una sala dedicata per lezioni private e abbiamo ripulito la volta nella stalla per attività di gruppo quando il tempo lo permette.
Apart from a new course for teenagers and two levels of adult courses we have some good news regarding spaces! We have a better equipped classroom with additional heating and a new computer. We have a dedicated room for private lessons and we have cleared up the vault in the barn for group activities when the weather allows.
Quindi, se avete mai pensato di imparare l’inglese in modo rilassato e pratico, venite a trovarci sabato 28 settembre dalle 16:00, quando inizieremo con attività per bambini che sono ottime per tutta la famiglia. Se avete amici che potrebbero essere interessati, portateli con voi! Spero di vedervi sabato!
So if you ever thought of learning English in a relaxed and practical way, come and see us on Saturday the 28th of September from 16:00 when we’ll start with children activities which are great for the entire family. If you have friends that might be interested bring them along! Hope seeing you on Saturday!