Popular - 麻豆精品 麻豆精品 Mon, 23 Mar 2026 19:30:47 +0000 en-US hourly 1 https://wordpress.org/?v=6.9.4 /wp-content/uploads/2022/01/cropped-BackgroundSite-Icon-32x32.png Popular - 麻豆精品 32 32 Beyond The Paper: What the Accreditation Journey Taught Me /beyond-the-paper-what-the-accreditation-journey-taught-me/?utm_source=rss&utm_medium=rss&utm_campaign=beyond-the-paper-what-the-accreditation-journey-taught-me Fri, 30 Jan 2026 07:33:50 +0000 /?p=5808 After receiving the announcement that The Pearl has been recommended for full accreditation by the Middle States Association, I wanted to take a moment to reflect on what our preparation for the accreditation application and the validation visit meant to me.

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Beyond the Paperwork

What the Accreditation Journey Taught Me

By Nao Takeda

After receiving the announcement that The Pearl has been recommended for full accreditation by the , I wanted to take a moment to reflect on what our preparation for the accreditation application and the validation visit meant to me, as an educator and a member of The Pearl鈥檚 leadership team. When I heard the words 鈥渞ecommended for full accreditation,鈥 my immediate reaction was relief, real relief. The kind that makes you exhale before you even realize you were holding your breath. The second thought was gratitude. The third? 鈥淪o鈥 are we finally done with the endless checklists?鈥 Jokes aside, it felt like a powerful affirmation of the work we have done and the community that made it possible. While the Middle States Commission will officially vote on accreditation decisions in April, receiving the recommendation itself is already a meaningful milestone.

At the heart of this journey is Dr. Harwick, whose vision brought The Pearl from zero to one. And honestly, zero to one is harder than one to ten. Creating a school from nothing is an extraordinary challenge. The Pearl began with a bold idea (and perhaps that story deserves its own post. Dr. Harwick, I think that one鈥檚 yours.) It took imagination, courage, and relentless belief in the value of democratic education. From that vision taking shape to its recognition through accreditation is a true milestone. It has been a genuine honor to work alongside such a visionary (and, yes, a rebel in the best possible way!).

Going into accreditation, I expected the process to be heavy on documentation. And it really was. But what surprised me most was how reflective it became. As we prepared policies, guidelines, plans, and reports, I found myself returning to The Pearl鈥檚 mission, vision, and guiding principles again and again. Each time, my belief in the school deepened. I realized I didn鈥檛 just want The Pearl to exist. I wanted others to truly understand what makes it special.

That clarity became especially tangible during the validation visit. Board members, teachers, students, and families each met with the visiting team and shared their experiences. Although I wasn鈥檛 present for those sessions, hearing how the conversations unfolded and seeing them reflected in the visiting team鈥檚 feedback was incredibly affirming. It spoke to a community that is connected, thoughtful, and genuinely invested in learning and collaboration.

The visiting team鈥檚 report captured this beautifully:

鈥淭he consistency with which The Pearl鈥檚 guiding principles are reinforced throughout every aspect of this online school is remarkable. The administrators and teachers effectively provide needed educational services to a population of students who have been let down by other public or private schools. Being online makes your services available to students regardless of their geographic location, thereby removing many of the boundaries of availability. Your teachers and administrators have shown that even online, it is possible to care for students with empathy for their lived trauma and understanding for their educational needs.鈥

Reading these words was both humbling and encouraging. They confirmed what we feel every day: that the foundation is strong and that our work is meaningful, intentional, and impactful.

As a school grounded in democratic education, The Pearl values participation, voice, and meaningful choice. The visiting team saw that these principles are not just ideas on our website. They are lived out every day in classrooms, community meetings, and school culture. What we say aligns with what we do. Our work is intentional, research-based, and rooted in purpose.

The entire experience was empowering. It reminded me that accreditation isn鈥檛 about perfection; it鈥檚 about reflection, alignment, and integrity. Most of all, it reaffirmed that The Pearl is a safe, inclusive, and purposeful learning environment, built by a community that truly believes in its work.

As we await the final decision in April, I feel immense gratitude for everyone who contributed to this journey. What accreditation truly represents is the collective effort, care, and integrity of our learning community. For now, we are ready to grow and to glow.

Learn More

How The Pearl Balances Student Wellbeing With Academic Rigor

Many schools will lean towards academics or well-being, one school may focus on academic rigor and college preparedness while neglecting to acknowledge the important personal time necessary for a teen鈥檚 emotional growth, while another school may completely sacrifice academics in order to provide a gentle approach to student wellness that leaves young adults completely unprepared for graduation and deprives them of the opportunity to pursue a education at a competitive university or a career in academia or STEM.

Read More 禄
February 25, 2026

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]]> 9 Online Winter Classes for High School Students /online-classes-at-the-pearl-high-school-winter-2026/?utm_source=rss&utm_medium=rss&utm_campaign=online-classes-at-the-pearl-high-school-winter-2026 Mon, 03 Nov 2025 00:18:54 +0000 /?p=5333 For Winter 2026, we are offering 9 unique online classes to inspire and engage our students and help them reach their goals. These classes consist of math, science, history, social students, English, art, and world language courses that can be used towards an accredited high school diploma.

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Winter Term at The Pearl

This term features 9 unique classes designed to inspire and engage our students, helping them reach their goals.

We will be offering classes in Ornithology, English Literature, World History, Language, Visual Arts, Geography, Maths, Psychology, and Foundations.

At The Pearl Remote Democratic High School, students learn online with expert teachers who know how to bring out each learner鈥檚 strengths. Our educators are skilled in guiding teens to explore their interests, build confidence, and shape their own educational paths through meaningful, project-based learning. Every class is co-designed with students ensuring they feel seen, supported, and challenged. State-funded tuition assistance is available in Arizona, New Hampshire, West Virginia, and Utah.

Explore Our Classes

Beginning Japanese 鈥 Online Language Class

Monday, Tuesday, Wednesday, & Thursday from 10:30 am -11:25 am U.S Central Time

Beginning Japanese class is an introductory course designed for students with little to no prior knowledge of the Japanese language. The course focuses on the fundamental building blocks of Japanese, including pronunciation, the hiragana and katakana writing systems, simple greetings, essential vocabulary, and basic grammar. Students will learn to engage in simple conversations on everyday topics, enabling them to introduce themselves and navigate basic interactions in Japanese.

麻豆精品’s Beginning Japanese Class will be taught by听 Nao Takeda.

Intermediate Japanese 鈥 Online Language Class

Monday & Wednesday from 11:30 am – 12:55 pm US Central Time

The Intermediate Japanese class is designed for students with a basic understanding of Japanese. In this class, you will focus on advanced grammar while practicing your listening, speaking, reading, and writing skills. You will engage in everyday conversations using natural Japanese pronunciation. The course aims to enhance your overall communication abilities, including reading, writing, listening, and speaking. You will learn more complex grammar structures and expand your vocabulary. The goal is to help you speak fluently in everyday situations and comprehend moderate-level Japanese texts.

麻豆精品鈥檚 Intermediate Japanese Class will be taught by Nao Takeda.

Voices of Resistance: Exploring Identity Through Diverse Writers 鈥 Online English Language Arts Class

Monday & Wednesday from 10:00 am – 11:25 am U.S. Central Time

This English Language Arts class explores identity through the works of non-mainstream, non-privileged authors whose powerful writings reflect life across diverse social backgrounds. Students will examine the lifestyles, struggles, and experiences these writers share, and discuss how our own experiences connect to theirs, as well as how much the world has changed since then.

Depending on learners鈥 interests, we鈥檒l select essays, poetry, and nonfiction by authors who challenge the dominant discourse. These may include writers of color, feminists, LGBTQ+, Chicano, and Indigenous writers, and some of the most famous mavericks. Any reading that encourages reflection on identity, culture, and social issues鈥攚hile strengthening critical thinking, broadening perspectives, and deepening empathy鈥攊s welcome.

麻豆精品’s Voices of Resistance class will be taught by published author 笔补耻濒颈苍辞听翱谤诲贸帽别锄听.

Psychology 鈥 Online Elective

Monday and Wednesday from 11:30 am -12:55 pm听U.S. Central Time

The way the mind works is fascinating! Are you curious about mental processes, behavior, and how humans relate to one another? If so, this class is for you! Topics may include emotions, perception, personality, identity, social roles, stereotypes, groups, and diversity, among others. Through real-world applications, learners will examine how people think, feel, and act in various situations and uncover the hidden influences shaping our everyday lives. Learners may also explore what psychologists do through the diverse career paths this science offers, including clinical, forensic, and sports psychology.

麻豆精品’s Psychology class will be taught by trained psychologist Paulino 翱谤诲贸帽别锄.

Five Great Lessons 鈥 Online Social Studies Class

Tuesday and Thursday from 11:30 am -12:55 pm听U.S. Central Time

Where did the world come from? How did humans get here? Why are humans here?听听Learners听will explore these questions by working on inquiry-driven projects throughout the term. The Five Great Lessons are a series of five stories that give learners an overall impression of broad topics, including the universe, Earth, and life on Earth, as well as the inventions of written language and numbers. Through these stories, learners will capture the 鈥渂ig picture鈥 of how the universe, our planet, and life itself came to be.听

Bring your imagination and curiosity to class! As with any good story, The Five Great Lessons are exciting, dramatic, and somewhat mysterious. Through learning based on current scientific theories, factual information, and discussion, you will deepen your curiosity about the world we live in. As you study the past, this class will also invite you to contemplate the future and explore ideas of hope.

  • First Great Lesson 鈥 The Beginning of the Universe and Earth
  • Second Great Lesson 鈥 Life Comes to Earth
  • Third Great Lesson 鈥 Humans Come to Earth
  • Fourth Great Lesson 鈥 How Writing Began
  • Fifth Great Lesson 鈥 How Numbers Began

This is a multidisciplinary class that integrates history, geography, math, science, language arts, and more! Learners are required to take two consecutive Five Great Lessons classes during the Winter 2026 and Spring 2026 terms.

麻豆精品鈥檚 Five Great Lessons Class is taught by听Nao Takeda.

Ornithology: Citizen Science for Birds

Monday and Wednesday from 1:30 pm -2:55 pm听U.S. Central Time

Ornithology is the study of birds. Join us as we learn about birds and contribute to science! Birds are known as the gateway to nature. During this class you will get to learn about bird related topics that interest you, how to observe the species in your own environment, create scientific illustrations, collect data, and hear from a guest ornithologist.

Each week, you will be asked to take bird observations and notes on the birds you see and submit a checklist to a database of your choice. During this course, you will collect data through real databases such as eBird or iNaturalist. This data gets used to create resources for learning about and conserving bird species.听

麻豆精品鈥檚 Science Class is taught by Brittaney Drake, M.A.

Maths Explorers: Understand Math Concepts with Ease! – Online Math Class

Monday and Wednesday from 1:30 pm-2:55 pm听U.S. Central Time

Are you ready to dive into an exciting, hands-on adventure in mathematics? Math Explorers is designed to spark your curiosity, strengthen your problem-solving skills, and unleash the power of critical thinking鈥攈elping you succeed in school and beyond!

What you鈥檒l gain:

  • Mathematical Confidence听鈥撎Understand key concepts and build comfort with numbers.
  • Problem-Solving Skills 鈥 Learn strategies to tackle even the trickiest challenges.
  • Logical Reasoning & Critical Thinking 鈥 Train your mind to think clearly and make informed decisions.
  • Real-World Connections 鈥 Discover how math shows up in everyday life, from managing money to designing new technologies.
  • Preparation for the Future 鈥 Build a strong foundation for advanced math and future career opportunities.
  • Technology Integration 鈥 Use digital tools to explore and deepen your mathematical understanding.

Stay engaged with dynamic topics like algebra, geometry, trigonometry, calculus, and statistics鈥攁ll designed to help you think creatively, reason logically, and apply math to the world around you.

麻豆精品鈥檚 Math Explorers class will be taught by Issac Azure, Ph.D.

Geographic Adventures: The Soundtrack of Place- Online听 Social Studies Class

Tuesday and Thursday from 1:30 pm-2:55 pm听U.S. Central Time

Geographic Adventures invites students to explore the landscapes of Europe and Africa through the lens of music, using it as a powerful tool to examine the dynamic intersections of people, place, and culture. Moving beyond maps and borders, we鈥檒l trace the rhythms, melodies, and lyrics that shape and reflect communities, revealing how music tells the stories of migration, resistance, and social change.

Students will analyze how songs emerge from specific environments (e.g., urban centers, rural landscapes, and natural settings) and how they influence identity, belonging, and community life. We鈥檒l examine how music is both a response to and a driver of culture.

With a focus on critical thinking and real-world application, students will engage in collaborative projects, virtual tours, and interactive listening sessions that connect geography to lived experiences. Together, we鈥檒l build the skills to think critically about how music shapes and is shaped by place, empowering students to become active, engaged citizens who understand the power of sound in shaping our world.

麻豆精品鈥檚 Geographic Adventures class will be taught by our director, Robin Harwick, Ph.D.

Contemporary Visual Arts 鈥 Online Class

Monday & Wednesday from 4:30 pm-5:55 pm听U.S. Central Time

Join us as we explore visual arts for the 21st century! From digital illustration to graphic design to painting and sketching听 we help students learn the art skills that they want to know. Whether students have dreams of animation or are just looking to explore their creative side we help students pursue art without judgment and respect the new styles of art brought to us by youth culture and the internet. Students will have the opportunity to work on their own art projects in addition to art exercises, assignments, and research activities!听 The learners in this course will meet together and collaborate on an arts curriculum based on the topics they want to focus on!

麻豆精品鈥檚 Visual Art Class is taught by听Brittaney Drake, M.A.

Foundations of Democratic Learning 鈥 Online Class

Thursday from 3:30 pm-4:25 pm U.S. Central Time

Step into the heart of The Pearl with this essential orientation course designed to launch your journey as a democratic learner. In this one-hour class, you鈥檒l meet with the director to review the student co-created handbook and community guidelines. You’ll have the opportunity to share your perspective on whether they feel just and fair. This is your chance to see democracy in action鈥攜our voice matters from day one. During this course, you鈥檒l gain hands-on support in using our technology tools, learning how The Pearl works, and discover the mentorship and resources available to help you thrive. Together, we鈥檒l also map out your very first Pearl creative project (and you’ll learn what that is and why we do them), setting the stage for a successful and fun first term.

Our director, Dr. Robin Harwick, teaches the Pearl’s Foundations course.听

About The Pearl Remote Democratic High School

All of our听teachers听are experts in their fields and welcome students with all learning styles and abilities! Teens can take all of our classes, a few, or just one. Because The Pearl is a democratic high school, our classes follow a self-directed work style where students get control of their education. Additionally, we cap our classes at 10 students, so everyone receives the support they need.

Our curriculum is co-created with听teens. Our courses are rigorous and prepare teens for the future they envision.听

We teach our classes online, using Zoom, and they are open worldwide! a0

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]]> From Gatekeepers to Facilitators 鈥 – Rethinking the Role of Educators in the Digital Age鈥 /from-gatekeepers-to-faciliators/?utm_source=rss&utm_medium=rss&utm_campaign=from-gatekeepers-to-faciliators Sat, 21 Sep 2024 23:25:48 +0000 /?p=3586 In today鈥檚 rapidly changing world, it鈥檚 more important than ever to be ready for the unexpected. As teachers, we frequently say that we are preparing students for the 21st-century, as if we are forgetting that we are already several decades into it.

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From Gatekeepers to Facilitators

Rethinking the Role of Educators in the Digital Age

In today鈥檚 rapidly changing world, it鈥檚 more important than ever to be ready for the unexpected. As teachers, we frequently say that we are preparing students for the 21st-century, as if we are forgetting that we are already several decades into it. The skills required for the time we are living in and the future that lies ahead are still a topic of contention for many of us from older generations. This is where the next generation comes in.听, who will be our future leaders, must be given the opportunity to help determine which skills we should help them develop so that they can deal with the critical issues that will arise in the coming decades.

The reality is that many people currently making decisions, about what students need to learn, cannot even use modern tools such as AI or the apps that are coming online every day. We are being very shortsighted if we are not including youth voices in decisions that impact the future.

Democratic education is a way of teaching that has already been well studied and that gives a road map for including student voice and preparing young people to participate in society in a meaningful way.听听is not a new idea, and it’s time we took it seriously if we want to prepare our students for the future and have a real democracy. In the short term, by giving kids a say in their education, we can boost their self-esteem and confidence. When students are given the opportunity to utilize their strengths for the majority of the day, their mental health can improve, and they are able to focus on their learning.

We must recognize, like it or not, that the educational landscape has radically changed and that schools must adapt accordingly.听Some educators continue to assert that online education is ineffective. That is just false.听We must acknowledge what our students already know 鈥 we can now learn virtually anything online. From repairing a toilet to building a computer or learning how to complete math homework, the information needed is just a few clicks away. Students can learn whatever they want online; type it into YouTube, and they鈥檒l have many videos to choose from, and they can pick the one that works for the way they learn best. Information is getting easier to find, and artificial intelligence is making many classroom activities obsolete. Therefore, teachers must be creative to keep school relevant for their students.

The availability of information means that, as educators, we should be less concerned with being the gatekeepers of knowledge and more focused on helping our students acquire the tools they need to learn independently. Our classes should incorporate skills in critical thinking, problem-solving, ethics, and collaboration. These capabilities will benefit our students now and in whatever career paths they select in the future.

So what can we do to embrace this idea of democratic education and prepare our students to be 21st-century leaders? Here are three action steps to consider:

  • Student voice matters: Allow them to create their own projects and co-create curricula. By allowing kids to have a say in their education, we can boost their self-esteem and maintain their motivation to become life-long learners.听Students raise the bar for themselves academically when they feel their voices matter.
  • Encourage collaboration: Students must learn how to collaborate effectively because solving problems and creating healthy societies is not a solitary endeavor. Promote group projects and allow students to collaborate to tackle issues they care about. Help them understand the long-term benefits of collaboration 鈥 since many students don鈥檛 initially like group work. Work together to set norms around collaboration and teach them skills for handling personality and communication differences.
  • Use modern tools: Instead of prohibiting the latest technology, assist students in mastering its application. It is okay if they know more about these tools than you do; let them be the experts and instruct you and their peers. Watch the engagement in your class grow! Discuss the ethical application of technology and how it might contribute to a more just and equal society.

In conclusion, it is time for older generations to step aside and allow younger generations to assume leadership. We can better prepare our children for the future if we embrace听听and give young people the opportunity to become 21st-century leaders. Through curricula designed to develop transferable skills, such as critical thinking, problem-solving, and cooperation, we can provide students with the tools they need to succeed in the rapidly changing world they will soon inherit.

Some teachers fear they will no longer have a role in the classroom, because the knowledge students need is at their fingertips. While it is unethical to deny students access to modern technology, human teachers are still necessary because it is our responsibility to teach students how to critically evaluate these internet tools and the information obtained from them. I promise that, at the end of the day, being a facilitator is far more rewarding than being a gatekeeper. I have found that the more democratic my classroom is, the less burned out I am!

The post From Gatekeepers to Facilitators 鈥 鈥 Rethinking the Role of Educators in the Digital Age鈥 first appeared on 麻豆精品.

]]> Arizona Students Can Now Attend The Pearl for Free! /arizona-students-can-now-attend-the-pearl-for-free/?utm_source=rss&utm_medium=rss&utm_campaign=arizona-students-can-now-attend-the-pearl-for-free Wed, 06 Dec 2023 21:46:50 +0000 /?p=3211 Thanks to Arizona’s new Empowerment Scholarship, homeschoolers from Arizona can now get their Pearl tuition up to 100% covered Good news for Arizona residents: the Empowerment Scholarship Account allows families to use their education tax dollars toward a school of their choice, empowering students to obtain an education where they can thrive. The Pearl Remote […]

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Thanks to Arizona's new Empowerment Scholarship, homeschoolers from Arizona can now get their Pearl tuition up to 100% covered

Good news for Arizona residents: the Empowerment Scholarship Account allows families to use their education tax dollars toward a school of their choice, empowering students to obtain an education where they can thrive. The Pearl Remote Democratic High School is happy to report that we are now one of the program’s supported schools.听

Every day BIPOC, neurodivergent, and LGBTQ teens are cast aside by public school systems that do not support them. This is why The Pearl was created. At The Pearl, we foster an inclusive environment that does not dismiss the struggles marginalized students go through in their daily lives. With our student-led and culturally relevant curriculums, we support student’s interests, passions, and perspectives, leading to greater student engagement that prepares them to become informed and proactive citizens.听听

Additionally, we work extensively to decolonize our learning environment, uplifting Indigenous knowledge and perspectives. The Empowerment Scholarship program supports students living on a reservation in Arizona. As an online school, The Pearl can support Indigenous students while allowing them to continue living near their family and community.

At The Pearl, we endorse student choice and are happy to work with families to ensure they get the support they need during the change from public school to a student-led homeschool partnership. We encourage interested Arizona residents to check out the program’s and to reach out to our director to see if The Pearl Remote Democratic High School is a good fit for your family.听

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]]> Teaching to the Test Harms Students /teaching-to-the-test-harms-students/?utm_source=rss&utm_medium=rss&utm_campaign=teaching-to-the-test-harms-students Tue, 24 Nov 2020 15:19:48 +0000 /?p=1007 This article is presented by The Pearl: Remote Democratic High School. The Pearl is an online high school that offers synchronous classes taught by expert instructors. We have small class sizes, allowing for individualized time with the instructor, so students have the opportunity to develop their learning around topics that they鈥檙e passionate about. Register Now […]

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This article is presented by The Pearl: Remote Democratic High School. The Pearl is an online high school that offers synchronous classes taught by expert instructors. We have small class sizes, allowing for individualized time with the instructor, so students have the opportunity to develop their learning around topics that they鈥檙e passionate about.

Teaching to the Test Harms Students

Standardized tests are only useful for measuring standardized minds.听However, humans are not standardized, nor do we want them to be. If you think about it, pressuring students to do well on standardized tests is a strange way to measure success. Why would we want everyone to learn the same content or take the same path? One thing that makes the world a rich and beautiful place is that we all have different strengths and ideas to bring to the table. It is misguided to create an educational system where each student is only supposed to learn prescribed content.

Sometimes the most brilliant and intelligent minds do not shine in standardized tests because they do not have standardized minds- Diane Ravitch

Hyper focusing on teaching a narrowed curriculum to improve test scores is dangerous. As the world changes and humanity faces problems never faced before, such as climate change,听we need creative and innovative solutions.听We need students to learn how to problem-solve, collaborate, pivot quickly when new situations arise, and we need compassionate leaders.

Additionally,听many of the jobs that will be available to current K-12 students do not exist now. It is impossible to know the exact skills that these jobs will require, highlighting the need for creativity, flexibility, and adaptability. Assets that are not currently rewarded in most schools. Instead, these critical strengths are suppressed, and students suffer.听Our society will suffer too.

The narrowing of the curriculum for the benefit of high scores on standardized tests doesn鈥檛 promote the development of听. Additionally,听. They can鈥檛 teach a breadth of topics because they fear that their students won鈥檛 score as high on the standardized tests.

What about all the issues that aren鈥檛 being explored in the narrowed curriculum? Are they less important in our current time than they were previously? What about the students who aren鈥檛 interested in the particular topics forced upon them? Many of these students disengage from school, and no amount of trying to force them to prepare for the test will change that.

When students don鈥檛 get to explore their interests, they don鈥檛 have the opportunity to learn what they are good at or to find their passions.听It鈥檚 detrimental to students to say if you can鈥檛 learn what I am teaching you; in the way I teach it for this particular test; then you can鈥檛 learn. It鈥檚 not true, but many students internalize the message, and we fail as educators. Instead of creating lifelong learners, we turn students off from learning 鈥斕齞idn鈥檛 read a single book last year. While literacy rates contribute to this (which also doesn鈥檛 bode well for our current educational system), I鈥檝e heard personal stories of how a harrowing schooling experience contributed to young people鈥檚 hatred of books.

Humans start life with a natural curiosity; if you let children play and explore, they remain curious. However, schools take away curiosity from students by compartmentalizing their learning and听offering a lot of content that isn鈥檛 personally meaningful, then constantly reinforcing that only the prescribed curriculum is valuable.听When schools extinguish curiosity, some people never recover it.

When people lose their inquisitiveness and haven鈥檛 developed critical thinking skills, they are more likely to be lead astray. The COVID-19 pandemic demonstrates the inability of many people to comprehend basic science and statistics, which contributes to the US having the. Additionally, how easily people buy into 鈥渇ake news鈥 highlights the need for students to have opportunities to develop critical thinking skills and encouragement to seek out information that goes beyond sound bites and memes.

Building critical thinking skills requires time. Time to contemplate, to explore multiple sources, to wrestle with difficult concepts, and hard to digest information. Traditional schools don鈥檛 allow space for this, every minute is planned, and teachable moments are frequently missed because teachers feel like they cannot deviate from the standardized curriculum. This structure teaches students to keep moving forward even if they don鈥檛 have all the information or completely understand what they are studying.

A narrow curriculum makes no sense when there is unlimited content available to students online. Kids are already using the internet to learn what they want to know. Students who are not interested in the scant offering of content in traditional school settings may spend their time learning about other things in their free time, such as building a computer, programming video games, or how to cook. In doing so, they gain a tremendous amount of knowledge, but if they don鈥檛 do well on a standardized test, they are told they are academically inferior.

Even though students independently acquired knowledge online, if it doesn鈥檛 fit within the standardized curriculum, they are told they are 鈥渂ad鈥 students. What kids often hear is that they are stupid. Over time, many begin to feel stupid because they believe they can鈥檛 learn what they are being told to learn, instead of attributing it to their lack of interest or poor teaching. The students start to think that what they are supposed to learn in school is what counts. Why wouldn鈥檛 they? This negative narrative is what teachers and frequently parents tell them. How many people tell them that what they are learning on their own when they follow their passions is awesome, valid, and useful? Who rewards them for spending their free time learning?

The negative messages received affects students鈥 identity and self-esteem. As educators, we often refer to听Maslov鈥檚 Hierarchy of Needs; we also start at the wrong place. The figure below was designed for the book; You, which I co-authored with听. In the book, we highlight how for many students, the foundation for learning (physiological needs, safety, love, and self-esteem) is crumbling. We know that learning cannot occur if the foundation isn鈥檛 in place. Yet, schools mandate that educators dive in and focus on self-actualization (i.e., reaching your full potential, developing your abilities, and appreciating life).

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Taking it a step further, while schools are supposedly targeting self-actualization, they rarely provide a space where students can do that. Frequently, students receive the message, 鈥淚 will tell you what is important and what you need to learn, how to learn it, and how to prepare for this test.鈥 This approach is utterly contrary to helping them reach their potential, building their strengths, and supporting them as they create the life they want for themselves. People must create a life that brings them joy; it cannot be dictated to them.

Our society hasn鈥檛 prioritized taking care of the basic needs at the bottom of Maslov鈥檚 pyramid. We are also not providing space in traditional schools for self-actualization, which in theory, should be a benefit of obtaining an education. For example, the breadth offered within a liberal arts curriculum allowed students to explore and learn more about the world and then choose their career path. However, time for exploration isn鈥檛 possible in the narrow curriculum catering to the demands of standardized testing.

Let鈥檚 hope we are at the tipping point, and standardized testing loses its stranglehold on the educational system. Many universities are no longer requiring听, although some say it is only temporary due to COVID-19 shut down of test centers.听听also realize that standardized tests put unnecessary pressure on students. Matt Miller, a school superintendent in Ohio, stated, 鈥溾 I think students even have a higher level of anxiety, and so why put that extra burden on right now on the backs of our kids and on the backs of our teachers.鈥

The COVID-19 pandemic has forced radical changes in how we educate and paused standardized testing for many students. Let鈥檚 use this moment as a catalyst for the radical shift that educators and researchers know is needed. It鈥檚 time to ditch standardized testing and focus on building听creativity, critical thinking, compassion, and community听in our schools. After the pandemic is over, let鈥檚 move forward,听听to a system that was not benefiting many of our kids.

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]]> The Talents of All Students Must Be Nurtured in Schools /the-talents-of-all-students-must-be-nurtured-in-schools/?utm_source=rss&utm_medium=rss&utm_campaign=the-talents-of-all-students-must-be-nurtured-in-schools Tue, 24 Nov 2020 15:12:28 +0000 /?p=1004 The COVID-19 pandemic and schools being closed have made many parents acknowledge that the mainstream educational system wasn鈥檛 serving their kids appropriately.听I keep hearing from

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The COVID-19 pandemic and schools being closed have made many parents acknowledge that the mainstream educational system wasn鈥檛 serving their kids appropriately.听I keep hearing from parents that although their kids miss their friends, they are less stressed and don鈥檛 want to go back to school in the fall. Some kids are diving into learning and creative projects in a way that parents didn鈥檛 expect. Others are frustrated by trying to replicate traditional school at home. Many parents are asking what alternatives are there?

Some students, parents, and teachers are realizing alternative educational options are critical for students who do not fit into the mold of traditional schools.听More frequently than you may suspect, brilliant students fare poorly in conventional schools because schools reward conformity and convergent rather than divergent thinking.听Talented youth are often nonconformists and independent thinkers. The expectation for them to conform may actually lead to underachievement and/or 鈥渂ehavioral challenges鈥 (as defined by adults in the school system).听Within the educational system, there is also the myth that high ability youth will do well regardless of what is happening around them.听It is simply not true.

For example, youth who have been identified as talented and gifted (TAG) make up 25% of students who leave high school before graduation. TAG identified youth who experience poverty are even more likely to leave school. These students are frequently 鈥減ushed out鈥 of the system, they do not choose to 鈥渄rop out.鈥 When interviewed by researchers, young people said the main reasons they left school was because they were failing or that they didn鈥檛 like it.that schoolwork wasn鈥檛 challenging, they had poor relationships with their teachers, didn鈥檛 feel supported in the classroom, or weren鈥檛 interested in the classes available to them. Their reasons for leaving school often have little to do with their academic ability.

There is also the issue of under-identification for the rare talented and gifted programs that exist and over-identification for special education for African Americans, Latin@s, and Indigenous students.听听students are less likely to be in gifted programming in either low or high poverty school districts.听Other researchers have found that teachers are not aware of the many ways that youth may demonstrate being gifted and talented 鈥 bringing to light that this is also a social justice issue.

African American, Latino, and Indigenous students who are non-compliant or assertive in their questioning of authority (both traits of TAG youth) may be identified as having a 鈥渂ehavior disorder.鈥澨However, many of the behaviors which lead to a diagnosis of Emotional Behavior Disorder (EBD) and Attention Deficit Hyperactive Disorder (ADHD) suggest that these youth may be highly creative or have high abilities.听Additionally, many kids identified with EBD and ADHD are individuals who demonstrate their giftedness in an alternative manner and are perceived as non-conformists. These youth may feel like they 鈥渄on鈥檛 fit in鈥 or actually do not fit into the traditional educational model. Youth who are forced into compliance may become depressed, defiant, oppositional, and hostile. Even the most brilliant kids who aren鈥檛 engaged at school may fail to perform well academically.

In contrast, provided the right conditions for students to identify their strengths and abilities 鈥 they thrive, and their quality of life improves. The current system marginalizes and harms too many students. Doesn鈥檛 it seem obvious that we cannot continue schooling this way? Options must be explored- homeschooling, home-school partnerships, remote learning, micro-schools, or community schools can offer students a more individual education and help them reach their potential.

When even the 鈥渂est and brightest鈥 are not being served within our educational system, we really need to take a hard look at it.

We must ask ourselves why the needs of students are not being met and the cost to our society (and the kids themselves) of this wasted potential.听Do not accept the standard answer that we cannot afford to give our children an individualized education. America is one of the wealthiest countries in the world! We pay for what is important to us. It is time for us to put educating our children above unchecked capitalism and tax breaks for the rich.

We MUST stop being complacent and compliant! We MUST demand that our government rearranges its priorities and serves the people!!

Additional References:

Gentry, M. & Fugate, C.M. (2012). Gifted Native American Students: Underperforming, under-identified, and overlooked.听Psychology in the Schools, 1鈥16.

McCluskey,K. , Baker,P. , McCluskey,A. , Baker,P. , & McCluskey,A. (2005). Creative Problem Solving with Marginalized Populations: Reclaiming Lost Prizes Through In-the-Trenches Interventions.听Gifted Child Quarterly,听49(4), 330鈥341.

鈥淢cCluskey, K., Treffinger, D., (1998). Nurturing talented but troubled children and youth.听Reclaiming Children and Youth, 6, 215鈥219.鈥

Reid, B. D., & McGuire, M. D. (1995). Square pegs in round holes-these kids don鈥檛 fit: High ability students with behavioral problems. Storrs, CT: National Research Center on the Gifted and Talented. ED402701.

Ruf, D. (2005).听Losing our Minds: Gifted Children Left Behind.听Scottsdale, AZ: Great Potential Press, Inc.

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]]> Youth Want a 麻豆精品 /youth-want-a-democratic-education/?utm_source=rss&utm_medium=rss&utm_campaign=youth-want-a-democratic-education Tue, 24 Nov 2020 15:08:02 +0000 /?p=1000 Youth Want a 麻豆精品 Why Do Adults Fear It?鈥 By Robin Harwick, Ph.D., Founder of The Pearl: Remote Democratic High School 鈥淲e need to

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Youth Want a 麻豆精品

Why Do Adults Fear It?鈥

By Robin Harwick, Ph.D., Founder of The Pearl: Remote Democratic High School

鈥淲e need to rebuild our schools from the ground up with the democratic classroom in mind. This would increase the positive outcomes of education for everyone and create the world leaders that we need to solve global problems such as climate change鈥

鈥 High School Student

I鈥檝e been researching and teaching about student-centered education and intervention programs for over a decade. The research is clear 颅鈥 kids are more engaged in school when their education is personally meaningful and culturally relevant. Sure, some students do fine in a traditional school setting if the definition of success is high-scores on standardized tests and their ability to get into college. However, what is the price that many of them pay for this achievement?

Rates of anxiety and depression are skyrocketing in teens.听In a 2018 study by Pew Research Center,听听U.S. teens reported that anxiety and depression are significant problems in their community amongst people their age.听Experts report that academic and social pressures contribute to depression and anxiety.听We can only expect that between the pandemic, wildfires burning through much of the US, police brutality, and increasing division, young people are experiencing even more depression and anxiety in 2020. The young people who I talk with are sharing their concerns daily, and I can see it is taking a toll on them.

Schools can and should be a place where students feel supported and safe. However, far too many kids are marginalized by the school system, and 鈥済ood grades鈥 are not enough to prepare them for the challenges they will face today and as adults. To address these issues, many schools are starting to say they are student-centered, but it is rare in practice.听As many schools move to online learning because of COVID-19, the desire to control students instead of partnering with them is blatant.听Schools try to control what students wear, when they eat, and where and how they sit in their own homes.听Teachers are expected to police children鈥檚 bodies remotely.听In many of these situations, educators still claim to be student-centered or youth lead while giving students no voice in decisions affecting them.

I scoured the globe looking for an opportunity to be able to see proper student-centered education implemented. When I was offered a chance last year to teach at was promoted as a democratic learning environment, I jumped for it. The director enthusiastically stated the school was student-centered and that self-directed learning was supported by teachers who served as mentors. Within the first couple of weeks, I learned that the curriculum in most classes was set in stone, that staff did not understand what differentiated instruction was, and that students had limited or often no choice in what they studied or how they demonstrated their knowledge.

Additionally, punishment rather than positive behavior supports was standard practice. Students did not have a chance to make decisions about what affects them. For example, uniforms were mandatory and chosen by the director, students were not allowed to color their hair, and the bill of rights was given to them not created by them. When students voiced opposition, they were often told the decisions were already made and couldn鈥檛 be changed. In my classes, we discussed democratic education and watched videos of youth describing what it looks like when. Sometimes, I felt I was setting my students up for frustration by showing them what was possible while they were stuck in an oppressive environment.

I wish I could say that I was surprised by the contrast between how the school described itself and what actually transpired in the classroom. However, my experience at this school is not uncommon. I have observed in over 100 schools in different regions and have seen this dynamic play out in many of them. Unfortunately, 鈥渟tudent-centered鈥 and 鈥渟elf-directed鈥 have become buzz words in the educational sector. It is easy to type them onto your website pages, but it takes courage to break out of the status quo and trust in youth to put these constructs into practice.

Schools often use the terms student-centered, self-directed, youth lead, and project-based learning to recruit students, placate parents, and promote a social justice image. Since my previous experience of feeling like I had been duped, I鈥檝e been thinking a lot about why educators know these terms, and students strongly desire these types of learning environments, but schools still will not implement them. Although many factors come into play, three stand out 鈥 trust, control, and ego.

Trust:听Unfortunately, in many years of doing observations of adult interactions with young people, it is clear that adults often do not trust kids. Some are outward in their distrust, and others are more subtle. I often hear statements like, 鈥渋f we let kids do what they want, they would just play video games;鈥 鈥渒ids just don鈥檛 have intrinsic motivation, they need deadlines;鈥 鈥渨e have to make them do their work, they won鈥檛 do it on their own;鈥 and 鈥渢hey don鈥檛 know what they need.鈥

True, kids LOVE video games, and that it isn鈥檛 a bad thing. If educators don鈥檛 use them as a tool for engagement, we are missing a huge opportunity to connect with our students. I admit I am not a fan of video games, and I have to check my biases; however, I am learning that there are many听, including improved memory, decision-making, and mental flexibility. I also had to admit that even the most ardent gamers will eventually want to do something else. So no, they won鈥檛 only play video games if we give them a choice in what they do with their day.

For example, one of my students who self-describes as a 鈥済amer鈥 expressed in an essay about how the democratic classroom helped him.

鈥淵ou opened so many doors to me even when nobody else would care about me, like when you give me the due date extension for this essay. You gave me the opportunity to stay in the school for a good reason: you believed in my true potential and knew how to exploit it, so between this text and the final paper, you鈥檒l notice that I tried to do well on both projects.鈥

鈥 High School Student

Contrary to what some adults like the ones quoted above believe,听听cannot be built by force. If students are coerced into completing tasks by definition, the听, which we know can ultimately decrease intrinsic motivation. If students get through school because they are extrinsically motivated to do so, they are not building intrinsic motivation, which will serve them throughout their lives.

The student above who was not initially motivated to complete assignments became engaged when he felt heard and cared about. Educational research has been 鈥減roving鈥澨齠or decades.听It is shocking to me that people still think that connecting with students and meeting them where they are is a radical approach.听It is merely treating our students with the same level of interest, respect, and openness that we give to adults.听In a democratic classroom, where we co-create rights and responsibilities, the authoritarian hierarchy dissipates, and trusting relationships form more easily.

Not trusting kids is harmful to them.听An example of this is when adults say, 鈥渢hey don鈥檛 know what they need.鈥 Being able to express our needs in a way that gets them met is essential to our well-being.听If we tell children that they don鈥檛 know what they need and then tell them what their needs should be and dictate the response to the imposed needs 鈥 how are they supposed to learn to trust themselves and make decisions that promote health and wellness?听If kids express their needs by saying things like 鈥渋t makes me uncomfortable to have my camera on during PE,鈥 or 鈥淚 get really hungry during class,鈥 and teachers tell them those needs are invalid, it damages student-teacher relationships. It can also make students reluctant to express their needs because teachers have demonstrated they will not listen to their requests anyway.

Additionally, we know that learning occurs after basic needs are met, so making students deny their needs is in direct conflict with trying to help them learn.听It isn鈥檛 about their education.听It is about control!

Control: Trying to control students and extrinsic rewards often go hand in hand.听Teachers frequently offer rewards to force compliance, and kids may accept them to stay out of trouble. However, kids want freedom; they want to have a choice in what happens in their lives (as we all do). Schools spend an excessive amount of time trying to control students鈥 lives, including how they wear their hair, what classes they take, what time and where they can eat, and even when they can go to the bathroom.听Almost daily, I see posts online about how this desire to control is seeping into students鈥 homes now that many schools are online.

鈥淚 want my school to start applying the concepts of a democratic classroom more because in my school many times there are unfair acts committed including in the decisions made.鈥

鈥 High School Student

Not involving students in decisions that affect them sends the message that we don鈥檛 trust them to make choices about their lives.Yet when they leave the school system, we expect them to be fully capable of making big decisions after having so few opportunities to make small ones.This approach is in stark contradiction to everything we know about how to build听, which requires that people feel competent, autonomous, and connected to those around them.听The punitive measures often dished out by schools make students feel less competent, teachers not listening when students ask for what they need destroys connection.听The oppressive structures rule out any chance of autonomy. Seriously, if you can鈥檛 even make decisions about things that impact you like whether or not to wear shoes in a Zoom meeting (yes, some schools are policing that), how are you ever going to learn to be autonomous?

A democratic education changes those dynamics, and students make decisions about things that impact them. They also understand how it will help them prepare for adulthood.

鈥淚听think this could make a big change in society because students would be more prepared to participate in democratic decisions and be more responsible citizens, while also improving their way of learning and making it equitable. This would be possible because students will be able to make proposals on how to make their learning better, and implement improvements, by taking into account everyone鈥檚 ideas鈥

鈥 High School Student

It is hard for adults to let go of control. Many will justify why they need to hold on to it, saying things like 鈥渋t is for the kids鈥 own good,鈥 or 鈥淚 survived, they will too.鈥 Some of it is also because adults have internalized that conformity is best. Therefore, they are uncomfortable with听听and attempt to get them to 鈥渇all in line鈥 (a line that the educator has constructed in their mind).听Letting go of control also can be a hit on adults鈥 egos.

Ego:听As educators, we went to school for a long time, and we often feel like we have to be the all-knowing experts in the classroom.听Some adults believe their many years of experience are more valuable than the lived experience of kids and that the kids couldn鈥檛 possibly bring new or useful information to the table.听While adults can bring our expertise and knowledge to the classroom, letting go of the need to know everything and always be in charge is liberating.听When we are vulnerable in the classroom, it allows space for kids to be vulnerable too.听The more students feel they can take risks in the school, the more they will learn.

Often, kids shut down and don鈥檛 produce content because they fear 鈥渄oing it wrong.鈥澨When teachers are willing to make mistakes, admit that there are things they don鈥檛 know, and model how to find solutions, they create an environment where kids can be ok with not knowing as well.听Teaching in a democratic classroom where students chose what they want to learn can be humbling. It makes us aware that there is a whole lot that we don鈥檛 know.

While it is humbling, it can also be exciting because you get to learn alongside your students. And isn鈥檛 your love of learning one of the reasons you became an educator?

If you would like more information about how your school or classroom can become more democratic, check out The Democratic Classroom Theory to Inform Practice by Art Pearl &Tony Knight

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