Just how do we approach academics at Makarios Community School? In her recent blog, Jannica Morton shared several points of how a Democratic Free School is similar to Finland’s #1 internationally ranked education system. Before ever reading anything about Finland’s major shift, I began to explore educational alternatives which eventually lead to the creation of Makarios Community School, the first Democratic Free School in the Dallas Fort Worth area.
Two big ideas that influenced me during this time of discovery were: 1. Nothing counts until high school, 2. The repetitive content that students experience year after year may be mastered very quickly once a student has reached cognitive maturity. In the U.S. children attend school from the time they are at least five years old (many younger) to learn and relearn the same information, albeit with new material added each consecutive year. That seems to be the underlying issue with the dreaded summer slide where students appear to have somehow lost content from the previous school year. According to Kerry McDonald, M.Ed. (Education Policy, Harvard University) there is no such thing as summer slide. She says, “Real learning is deep and enduring. It happens all the time, all year round, including summer. Perhaps especially in summer.” The idea she conveys in a recent commentary is that as individuals, children are learning ALL THE TIME in developmentally appropriate ways. When children are interested in the subject matter, they engage, learn and retain content in the same way adults do when they are researching new material. Daniel Greenberg (1995), one of the founders of Sudbury Valley School, tells the story in his book “Free at Last” of a dozen students that approached him with the request that he teach them arithmetic. Greenberg attempted to dissuade them, assuming that their parents or other adults were pressuring these 9 to 12-year-olds to pursue an academic subject. What he discovered is that these students, engaged in the process had the capacity to learn “six year’s worth” of math in 20 weeks of one-hour classes (20 hours total). Imagine that! A dozen young students completed K-6 grade math because they wanted to without year after year of repetition. At Makarios Community School we strategically plan learning opportunities for elementary and middle school students involving hands-on activities, games, stories, and classes they request. Based on their request, interest lead students at Makarios are natural learners. Nothing counts until high school! Several years ago I heard a home school parent giving a talk on preparing your children for college. She stressed the importance of fun, interactive learning (especially in the field of Science) when a child is young with more focus on academics as they mature into their high school years. I had had some experience with this parents’ teen daughter and was very impressed with her poise, confidence and leadership skills (she has since received a full scholarship to a state university and is earning a dual Bachelors/Masters in Bio-mechanical Engineering). During the mom’s talk, I learned that her son was completing his college degree through a prestigious exchange program and was abroad studying in Europe. Needless to say the outcomes I witnessed in her children encouraged me to heed her instruction. What I took away from my experience that day was that the only credits that figure into the awarding of a high school diploma begin with the 9th-grade year. In other words, nothing counts until high school. I began to refocus my efforts on allowing my children the freedom to play and learn in a self-directed fashion until they reached developmental maturity for earning credits. Now, I am reaping the rewards of adolescents that have transitioned their learning into more academic endeavors as they anticipate their future college/career plans. This shift transpired without the coercion of rewards or punishment related to any kind of “learning.” Given the freedom to pursue their interest in a self-directed fashion has afforded them the time to fully explore their interest AND discover academic areas they need to develop. The product is a natural desire to follow through in a way that is personal and unique to them. At Makarios Community School, early childhood learning is rich in play and exploration. We follow that up by mentoring students through academic learning as they mature. This methodology involves various introductions to reading, writing, and arithmetic. However, we stress that these activities be engaging and interactive without the drudgery of a textbook or worksheet. In the home environment, this is easily accomplished by reading together, shopping, cooking, listening to audio books while running errands, as well as a variety of other daily living skills. But how do we do this in a school setting? Read on…. So if grade school doesn’t count (for transcripts!), what do you do? At Makarios Community School students engage in lots of play! Students play on their own, in groups and with mentors. These kids do not play “school” they play “School Meeting” and “Judicial Committee” according to parliamentary guidelines. (Have you ever heard a five-year-old make a motion that is seconded and carried by all?) They make up yard games and indoor games that include students of all ages as well as mentors. They build and tinker. They create music, dance, and drama. They produce visual works of art. They code, cook, and make mud pies. They climb trees, ride bikes, and rough house. At Makarios Community School staff strew or place learning tools in the student’s path! To an outsider, this may look like play, but it is very purposeful when a group of kids gather around the giant Jenga blocks or Snap Circuits that a staff member strategically placed in the Common Room. There is almost always a puzzle out in one of the common areas that students and staff will work on for a week or two. Often a book that has been read by a mentor during Lunch and Libros will be poured over by multiple students when left on display in the lunch room. Playing with numbers and letters is accomplished in a variety of ways through manipulative materials. At Makarios Community School we poll the students to find out what they are interested in! Last spring one of the topics requested was a “My Little Pony” class. I took the bait and learned a ton! Do you know how many references that show has to literature, botany, character, communication and, of course, friendship? Fun and friendship aside, some of the other class topic requests that staff have developed and offered include reptiles, geography, Victorian history, reading, writing, life math, pre-algebra, and cooking, to name a few. By the way, we decided that Pinkie Pie was our favorite character on “My Little Pony”. We discovered that her persona was far more complex than initially meets the eye and learned that the meaning of “you can’t judge a book by it’s cover” can also apply to a character. But, what about high school and college? Once a student reaches certain developmental milestones, they begin to engage in academic endeavors on their own. This is typically apparent around 12 to 15 years of age, but developmental “age” is different for everyone. This principle is applicable for both typical and non-typical developing children. For example, a child considered “behind” will continue to develop according to their schedule. Authors Allen and Cowdery (2015), confirm that a developmentally delayed child encounters the same markers, in a similar sequence to their same age peers, just at a slower pace. If we consider Piaget’s Stages of Cognitive Development it seems obvious that evaluating all students according to a norm is inappropriate. Dr. Peter Gray provides an excellent example of developmental stages, referencing Piaget, in his article “The Value of Play II: How Play Promotes Reasoning”. It is important to remember that each student develops according to their unique schedule and as Dr. Gray attests, play is foundational for future development. Regardless of when students reach developmental maturity, at Makarios, we mentor and encourage the student toward their next goal–whether college, career or other fields of interest. Students may prepare to sit for college placement exams, enroll in community college, complete a high school transcript, take the GED or apply for the Makarios Diploma Program. They truly have the freedom to strike out on a path that they have chosen with the support and guidance needed to become a lifelong, self-directed learner with the confidence to make choices in pursuit of their unique interests and goals. Our approach at Makarios Community School is in a fashion that closely mirrors the success of Finland’s Education System. We encourage and facilitate play for our younger students, engage developing minds with big ideas, and mentor the preparation of our oldest students toward pursuits beyond high school. This is how we approach academics at Makarios Community School. Interested in learning more? Contact us and schedule a tour, family interview, or be added to our email list to learn about upcoming workshops at Makarios Community School. Sources: Allen, E. K., & Cowdery, G. E. (2015). The Exceptional Child: Inclusion in Early Childhood Education. Gray, P. (2008, December 04). The Value of Play II: How Play Promotes Reasoning. Retrieved July 13, 2017, from https://www.psychologytoday.com/blog/freedom-learn/200812/the-value-play-ii-how-play-promotes-reasoning Greenberg, D. (1995). Free at last: the Sudbury Valley School. Framingham, MA: Sudbury Valley School Press. McDonald, K. (n.d.). Summer Slide? There’s No Such Thing. Retrieved July 13, 2017, from http://www.wbur.org/cognoscenti/2017/06/28/rethinking-education-unschooling-kerry-mcdonald Originally posted on Makarios Blog: http://info.makariosschool.com/blog/approaching-academics-at-makarios-community-school
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It is with great enthusiasm that we announce the addition of Primary Therapist, Mathew O’Connor, MA, LCAS, and ICAADC to our Clinical Team. Matt will be taking adolescent male students, ages 14-18, struggling with co-occurring mental health disorders and substance use. Matt joined Blue Ridge Therapeutic Wilderness in March after years working in primary substance abuse treatment, which is where his passion and expertise lie. Matt has over six years’ experience working on all levels of care for substance abuse; including education, prevention, treatment and recovery. He has spent the last five months training with our Therapists and Clinical Director and learning every aspect of the Primary Therapist role in the wilderness therapy setting. He has devoted week after week in the field with each of our five groups shadowing individual and group sessions, spending time with the milieu, joining weekly parent and ed consultant calls, and co-facilitating parent support calls.
Matt is a Licensed Clinical Addiction Specialist and an Internationally Certified Advanced Alcohol and Drug Counselor. He earned his Master's Degree in Contemplative Counseling Psychology from Naropa University in Boulder, CO. After years of working with this demographic, Matt has developed an approach that is eclectic, person centered, and holistic. His approach to therapy is gentle, respectful, and designed to help clients increase their capacity for self-awareness. He believes that the wilderness presents a platform for individuals to connect with their inherent wisdom, which has been covered up by drug and alcohol use. Addiction can create immense amounts of shame, guilt, and low self-worth, which leads to isolation and loneliness. Blue Ridge’s expedition model of wilderness therapy creates an environment to engage with the world around us on a much deeper level, which is a key part to sustained recovery. Therapy involves the difficult work of honestly looking at our lives, and Matt brings patience and humor to this courageous endeavor. He believes that the healing process begins by creating a space that is safe and nurturing. By creating a space that is based on compassion, respect, and care, individuals can tap into some of the deeper emotional processes that have been underlying patterns of behavior that created suffering in their lives. Matt utilizes a variety of clinical approaches to meet his students where they are. These include: mindfulness-based therapeutic interventions, motivational interviewing, Acceptance and Commitment Therapy and Cognitive Behavioral Therapy. He has a deep understanding of and connection to 12 step recovery programs. Matt is an avid rock climber and spends most weekends outdoors with his family and dog, Otis. He has had a regular sitting practice for the last ten years and goes on retreat whenever possible. Please reach out to our Admissions Department to learn more about Matt, his expertise, and the type of students he will be working with at Blue Ridge. Jason York can be reached at 817-776-0189 or [email protected] and Dave Brannan at 706-982-0110 or [email protected]. Blue Ridge Therapeutic Wilderness offers clinically driven programs encompassing advanced therapeutic skill, a highly flexible expedition wilderness model, licensed wilderness therapy assessment, and multiple treatment options for troubled teens and pre-teens ages 10-18 years old. Our individualized approach, family support, and commitment to service translate to an unparalleled experience and better outcomes for adolescents and families. To learn more about Blue Ridge Therapeutic Wilderness, visit www.blueridgewilderness.com or contact Danielle Hava at [email protected] or call Admissions at 888-914-1050. Visit: http://blueridgewilderness.com Blue Ridge Therapeutic Wilderness employs the best therapists and tenured field staff in the industry, offering the most clinically sophisticated, effective and individualized programming possible for its clients and their families. As part of Blue Ridge’s commitment to creating a culture and team of people who are dedicated to learning, growing and working at Blue Ridge, they have added a Nutritionist, Parent Therapist, Primary Therapists and Director of Business Development. Danielle Hava, LCSW Director of Business DevelopmentDanielle’s role at Blue Ridge Therapeutic Wilderness is to lead the team in developing and cultivating referral relations and business development. With over ten years in the treatment industry, Danielle is a Licensed Clinical Social Worker and earned her Master of Science Degree in Social Work from Columbia University. She has worked with adolescents, young adults, and families in a variety of inpatient and outpatient settings.
Danielle naturally builds supportive relationships and is skilled at connecting with all kinds of people. Having a clinical background has been invaluable in her outreach roles and understanding the issues young people and their families struggle with has provided Danielle with a unique perspective and approach to lead Blue Ridge’s marketing and business development. Over the last ten years, Danielle’s experience has allowed her to gain a wealth of knowledge and has elevated her pursuit for personal connection. She has developed many referral relationships and she loves traveling around the country and partnering with educational consultants who play a critical role in Blue Ridge’s treatment and the families they serve. source: blueridgewilderness.com/blue_ridge_announces_danielle_hava_and_anne_wilzbacher The team at Blue Ridge Therapeutic Wilderness is growing and continues to strengthen their wilderness therapy program and propel the movement forward with their vision of weaving together the inherent healing of a nomadic wilderness experience with advanced clinical skill. As part of our continuing commitment to healthy growth and robust family support, they have strengthened their family services component with Ashley Green, LCSW moving from her Primary Therapist role with Footsteps into the full-time role of Family Services Therapist. This is a steadfast enhancement to Blue Ridge’s clinical programming and the company is proud to offer this supportive service to parents with a child in the wilderness therapy program. We believe that addressing family dynamics and improving communication between parents and children throughout the process is paramount. Both the Primary Therapist and the Family Services Therapist work closely together to individualize treatment for each student and tailor family services to each family in a way that is consistent with their needs. We continue to offer weekly, parent-to-parent mentoring in the form of a group call facilitated by Ashley. In addition to a call with the Primary Therapist, Ashley, as the Family Services Therapist, will offer a supplemental individual call with parents each week. Ashley runs Parent Workshops on a monthly basis and parents are invited to attend once or more throughout their child’s time at Blue Ridge Therapeutic Wilderness. Workshops provide direct experience with clinicians, field instructors, other parents, and experiential activities. The goal is to educate parents on healthy parent-child relationships while connecting parents to helpful tools and encouraging therapists to walk through this process well. The is thrilled to announce the addition of Jeremy Nunnelley, LPC, as the new Primary Therapist for Footsteps. By bringing Jeremy on board, Blue Ridge Therapeutic Wilderness is expanding the unique programming for co-ed, middle school aged students, who are often called “Footsteppers”. This group will continue the use of the hybrid basecamp model, which is developmentally appropriate for these particular students, ages 10-14, to spend time regrouping and working on experiential activities and art projects. Jeremy joins us with 16 years of experience helping children and adolescents in various therapeutic settings. Having significant experience in outdoor therapeutic programs, wilderness programs, therapeutic boarding schools, and a public school district, Jeremy has a well-developed understanding of the emotional and behavioral problems with which many children and adolescents struggle. With a calm and compassionate presence, Jeremy is effective at challenging students to examine their behaviors along with the underlying thoughts and emotions. In working with younger students, Jeremy emphasizes emotional regulation and the development of strong therapeutic relationships. Once these important elements are in place, students invest in therapy and discover their capability for growth and change.
Jeremy has extensive experience treating adolescents who struggle with oppositional and disruptive behaviors, anxiety, depression, anger, trauma/abuse, attachment issues, and mood dysregulation. Having privately taught effective parenting for several years, Jeremy is also skilled at coaching parents on how best to address their child’s challenges while promoting the development of strong family relationships. He has received training in and effectively employs many therapeutic approaches including Motivational Interviewing, Trauma-Focused Cognitive Behavioral Therapy and EMDR. Through active involvement in continuing education, Jeremy maintains an up-to-date awareness of developments in neuroscience and its application to clinical practice. Jeremy is a Licensed Professional Counselor who earned his Master’s degree in Professional ounseling from Georgia School of Professional Psychology/Argosy University Atlanta. He will begin taking Footsteps students, ages 10-14, as of May 9. Jeremy can be contacted at [email protected] or 828-301-0304. For more information on our Family Services Support please visit Blue Ridge Therapeutic Wilderness Family Work or contact Ashley Green at [email protected]. source : blue ridge The team at Blue Ridge Therapeutic Wilderness is growing and continues to strengthen their wilderness therapy program and propel movement forward with their vision of weaving together the inherent healing of a nomadic wilderness experience with advanced clinical skill. As part of our continuing commitment to healthy growth and robust family support, they have strengthened their family services component with Ashley Green, LCSW moving from her Primary Therapist role with Footsteps into the full-time role of Family Services Therapist.
This is a steadfast enhancement to Blue Ridge’s clinical programming and the company is proud to offer this supportive service to parents with a child in the wilderness therapy program. We believe that addressing family dynamics and improving communication between parents and children throughout the process is paramount. Both the Primary Therapist and the Family Services Therapist work closely together to individualize treatment for each student and tailor family services to each family in a way that is consistent with their needs. We continue to offer weekly, parent-to-parent mentoring in the form of a group call facilitated by Ashley. In addition to a call with the Primary Therapist, Ashley, as the Family Services Therapist, will offer a supplemental individual call with parents each week. Ashley runs Parent Workshops on a monthly basis and parents are invited to attend once or more throughout their child’s time at Blue Ridge Therapeutic Wilderness. Workshops provide direct experience with clinicians, field instructors, other parents, and experiential activities. The goal is to educate parents on healthy parent-child relationships while connecting parents to helpful tools and encouraging therapists to walk through this process well. The is thrilled to announce the addition of Jeremy Nunnelley, LPC, as the new Primary Therapist for Footsteps. By bringing Jeremy on board, Blue Ridge Therapeutic Wilderness is expanding the unique programming for co-ed, middle school aged students, who are often called “Footsteppers”. This group will continue the use of the hybrid basecamp model, which is developmentally appropriate for these particular students, ages 10–14, to spend time regrouping and working on experiential activities and art projects. Jeremy joins us with 16 years of experience helping children and adolescents in various therapeutic settings. Having significant experience in outdoor therapeutic programs, wilderness programs, therapeutic boarding schools, and a public school district, Jeremy has a well-developed understanding of the emotional and behavioral problems with which many children and adolescents struggle. With a calm and compassionate presence, Jeremy is effective at challenging students to examine their behaviors along with the underlying thoughts and emotions. In working with younger students, Jeremy emphasizes emotional regulation and the development of strong therapeutic relationships. Once these important elements are in place, students invest in therapy and discover their capability for growth and change. Jeremy has extensive experience treating adolescents who struggle with oppositional and disruptive behaviors, anxiety, depression, anger, trauma/abuse, attachment issues, and mood dysregulation. Having privately taught effective parenting for several years, Jeremy is also skilled at coaching parents on how best to address their child’s challenges while promoting the development of strong family relationships. He has received training in and effectively employs many therapeutic approaches including Motivational Interviewing, Trauma-Focused Cognitive Behavioral Therapy and EMDR. Through active involvement in continuing education, Jeremy maintains an up-to-date awareness of developments in neuroscience and its application to clinical practice. Jeremy is a Licensed Professional Counselor who earned his Master’s degree in Professional Counseling from Georgia School of Professional Psychology/Argosy University Atlanta. He will begin taking Footsteps students, ages 10–14, as of May 9. Jeremy can be contacted at [email protected] or 828–301–0304. For more information on our Family Services Support please visit Blue Ridge Therapeutic Wilderness Family Work or contact Ashley Green at [email protected]. source : Blue ridge wilderness Blue Ridge Therapeutic Wilderness expands Footsteps Program with Jeremy Nunnelley, LPC and strengthens Family Work with Ashley Green, LCSWThe team at Blue Ridge Therapeutic Wilderness is growing and continues to strengthen their wilderness therapy program and propel movement forward with their vision of weaving together the inherent healing of a nomadic wilderness experience with advanced clinical skill. As part of Blue Ridge’s continuing commitment to healthy growth and robust family support, they have strengthened their family services component with Ashley Green, LCSW moving from her Primary Therapist role with Footsteps into the full-time role of Family Services Therapist. This is a steadfast enhancement to Blue Ridge’s clinical programming and the company is proud to offer this supportive service to parents with a child in the wilderness therapy program. Blue Ridge believes that addressing family dynamics and improving communication between parents and children throughout the process is paramount. Both the Primary Therapist and the Family Services Therapist work closely together to individualize treatment for each student and tailor family services to each family in a way that is consistent with their needs. Blue Ridge continues to offer weekly, parent-to-parent mentoring in the form of a group call facilitated by Ashley. In addition to a call with the Primary Therapist, Ashley, as the Family Services Therapist, will offer a supplemental individual call with parents each week. Ashley runs Parent Workshops on a monthly basis and parents are invited to attend once or more throughout their child’s time at Blue Ridge Therapeutic Wilderness. Workshops provide direct experience with clinicians, field instructors, other parents, and experiential activities. The goal is to educate parents on healthy parent-child relationships while connecting parents to helpful tools and encouraging therapists to walk through this process well. The Blue Ridge team is thrilled to announce the addition of Jeremy Nunnelley, LPC, as the new Primary Therapist for Footsteps. By bringing Jeremy on board, Blue Ridge Therapeutic Wilderness is expanding the unique programming for co-ed, middle school aged students, who are often called “Footsteppers”. This group will continue the use of the hybrid basecamp model, which is developmentally appropriate for these particular students, ages 10-14, to spend time regrouping and working on experiential activities and art projects. Jeremy comes to Blue Ridge with 16 years of experience helping children and adolescents in various therapeutic settings. Having significant experience in outdoor therapeutic programs, wilderness programs, therapeutic boarding schools, and a public school district, Jeremy has a well-developed understanding of the emotional and behavioral problems with which many children and adolescents struggle. With a calm and compassionate presence, Jeremy is effective at challenging students to examine their behaviors along with the underlying thoughts and emotions. In working with younger students, Jeremy emphasizes emotional regulation and the development of strong therapeutic relationships. Once these important elements are in place, students invest in therapy and discover their capability for growth and change. Jeremy has extensive experience treating adolescents who struggle with oppositional and disruptive behaviors, anxiety, depression, anger, trauma/abuse, attachment issues, and mood dysregulation. Having privately taught effective parenting for several years, Jeremy is also skilled at coaching parents on how best to address their child’s challenges while promoting the development of strong family relationships. He has received training in and effectively employs many therapeutic approaches including Motivational Interviewing, Trauma-Focused Cognitive Behavioral Therapy and EMDR. Through active involvement in continuing education, Jeremy maintains an up-to-date awareness of developments in neuroscience and its application to clinical practice.
Jeremy is a Licensed Professional Counselor who earned his Master’s degree in Professional Counseling from Georgia School of Professional Psychology/Argosy University Atlanta. He will begin taking Footsteps students, ages 10-14, as of May 9. Jeremy can be contacted at [email protected] or 828-301-0304. For more information on our Blue Ridge’s Family Services Support please visit Blue Ridge Therapeutic Wilderness Family Work or contact Ashley Green at [email protected]. source : blueridgewilderness Nature has an inherent healing force along with clinical skills that help in bringing peace in the lives of families. To avail such facilities of nature wilderness therapy programs are available. These programs are available especially for teens in order to overcome their self-destructive and negative behavior patterns. Such programs are used as they are proved to be beneficial for the teens and help them in developing a positive behavior towards their life. In general Wilderness Therapy can be considered as the best practice or step to healing. Families are concerned with the upbringing of their children and seek help from residential treatment centers and other boarding schools providing residential and therapeutic services. Such service providers are unable to cater the specific needs of the customers, and therefore, parents enroll their children including pre-teens, teens, and young adults to different Wilderness Therapy Program for teenagers. The outcomes of the therapy are long lasting and revealing. The therapy program consists of different treatment therapies and programs designed to ensure that the demands and needs of each and every customer are served. The therapy and Program for the troubled teen act as a helping hand for those teens whose parents want them to think clearly and are struggling in their lives. The service providers use tailored and other specialized treatments so that the customers can learn from the effective and a collaborative environment. The core attraction of the therapy is that it offers its clients an opportunity to reveal and understand themselves with the help of a collaborative, peer culture, and positive environment, where adolescents, pre, and young adults learn from natural and interpersonal relations. The primary reason for selecting the Wilderness therapy for teens is the involvement of regular and tough exercise. The programs help build a relationship between teenagers and nature with the help of hiking and other activities. The activities help teens to avoid using injurious substances and to remain consistent and energetic to achieve their goals. The regular exercise also helps to improve the thinking process of teens and such teenagers are more likely to carry out these activities for the rest of their lives.
The other benefit of the therapy apart from exercise and clear thinking is the opportunity provided to teens to mold their behavior and act more realistically and positively. The teenagers are put in situations where they come to know their weaknesses, limitations and are provided facilities and the supervision that help them build positive relationships with other students. The teens are provided with an opportunity to work as a group and take every possible step to maintain a smooth flow of the activities of the group. This develops an understanding of dealing with positive and negative situations and helps in growing relationships with one another. Dealing with such situations under professional supervision helps in establishing positive behaviors. Teenagers are provided with specific instructions and they have to follow those instructions to move to the next step or program. Most of the instructions are linked to their daily activities. The activities and instructions are majorly a part of the Wilderness Therapy to help for Troubled Teen. Teens with specific behavior issues are provided with related tasks and instructions that help them to improve their behavior for a longer duration of time. Such instructions and goals also help the teens to control their behavior and impulsive nature. In recent times there are a number of mental troubles especially linked to pre and young adults and adolescents. Such troubles are developed as behavior and disorders if not treated in an efficient and effective manner. The major troubles are linked to abuse, mental illness, and other factors that have a negative impact on the personality. Therefore, it can be stated that dealing with all such disorders in a specified manner can have no, positive or sometimes negative impact on the lives of such adolescents and young adults. To overcome the issue Wilderness Program is developed and designed to deal with specific needs of different adolescents and teens. These programs give preference to the conditions of individual clients and children and offer a number of different approaches to overcome the disorders. The primary approaches include the therapy that involves adventure, wilderness therapies, Therapeutic Wilderness Programs, and others. The primary and most significant benefits of the programs involve long term healing. Adolescents and teenagers who take part in the programs are guided by professionals through group building activities, family interaction and therapy, and individual activities. These activities help in developing respect. The professionals respect the clients and their needs and offer them activities that help secure and improve their future lives both physically and psychologically. Moreover, the program helps a child to overcome the troubles he or she faces. The professionals help the child with specific activities that helps to learn from their surroundings and to think in a clearer way to come up with possible solutions. The supervision of the specialists and professionals during the programs also facilitates the children in taking the most appropriate decisions that help developing trust and self-confidence. There is no harm in being a part of wilderness therapy program but at the same time, it is not for everyone. This program is specially built for those teens that need to be intervened in their behavior. Some of the teens have a deceptive behavior; they use social media inappropriately, suffer from anxiety, and are stealing and other bad habits. It is very difficult for teens that possess such characteristics to lead a normal life, therefore; wilderness therapy program is designed for them to make sure that they can live a normal life. The wilderness therapy program is not a fixed plan as it differs as per the circumstances of an individual. The main aim of this therapy program is to overcome emotional and psychological problems that the teens are facing. A report generated from a recent research claims that the wilderness therapy program is a rapid developing treatment as it provides help for troubled teens. Blue Ridge provides therapeutic wilderness program for two different age groups that are pre-teens and adolescents. The main reason to work with this age group is because of certain characteristics like being emotionally reactive, less socially sophisticated, etc. The therapeutic wilderness program for pre-teens is designed in a fashion to help them overcome these traits that are infused in them. While carrying out the therapy program for pre-teens, the main aim is to have fun by building connections, teaching social skills and increasing self-esteem. It also changes the expectations of others towards them as their character is more strongly built in this program. The activities that are preferably used in this program include painting, group tasks, model clay, etc. These activities are essential to building a strong and robust character of the pre-teens as these creative models add to their abstract concepts that are choice and awareness. The therapeutic wilderness program for adolescents is very effective as it is focused towards changing the behavior of every individual to a next level. Mostly, a simple nomadic model is used to focus on every individual and make sure that they heal in a better way. It is not only a base camp or an adventurous sports activity at the therapeutic wilderness program but there is a lot more to it which ensures power, compassion, depth, responsibility, self-agency and resilience. The applicants or the adolescents that are enrolled in this program do not only follow the commands of their supervisor but are also allowed to grow their vision by observing the environment. The wilderness therapy program is not a simple outdoor activity but has a substance to derive changes in an individual from making sure that their behavior towards life is far better than what is expected from them. Therapeutic wilderness program takes place in remote areas which allow the troubled teens to be free from distraction. It is very important for children as a distraction is a major factor behind the alteration of moods. The most important of all the learning’s is that the personal growth of a troubled teen. This essence (personal growth) is the major factor and most of the troubled teens lack it. With the help of the therapeutic wilderness program troubled teens make a big shift in their lives as they start believing in themselves and consider that they can do several things which at first they thought were not at all achievable. It is noted that the outcomes of the wilderness therapy program are far greater than other existing treatments. It is a help for troubled teens as it not only allows them to grow physically but also allows them to overcome their mental and behavioral issues. All and all it is best and the most emerging method to overcome the problems that are faced by the troubled teens. There are many organizations started taking part in providing facilities for wilderness therapy program so that more help can be provided to the troubled teens to overcome their issues. source : https://wordpress.com/post/healthiswealth66.wordpress.com/27 The value of pretend play is widely studied in Child Development--my major at UT Dallas--today. In fact, the chapter I’m currently studying in one of my Psych classes singles out many of the valuable aspects of pretend play. Not only does pretend play often mimic important adult interactions in things like work, school, and family life, but it also helps children develop social skills: compromising, sharing meaning with another person, displaying and understanding their own feelings as well as the feelings of others. One of the most picture perfect examples I saw of this recently was Makarios kids playing a game of “Fake JC,” which I’ll talk about later. Many valuable aspects of pretend playPeter Gray often discusses valuable aspects of play itself, such as the value in building mental rules which are self-chosen and self-directed. An important aspect of this type of high quality (excellent developmental results) play is that players are free to quit at any time. This means that players must keep each other happy and negotiate rules constantly in order to keep their companions playing with them. He also cites that play is always structured by kids themselves rather than by adults, noting that children may learn a lot more about themselves and their peers in a game of pick up basketball than in a game that is run and regulated by adults. Pretend play can take many forms. Sometimes it takes the form of using figurines to represent oneself, such as moving and voicing stuffed animals or dolls to act out scenarios. Sometimes it’s cars and racing to see who can go the fastest, and dealing with the emotions of those who don’t win, whether that means regulating your own emotions or consoling a friend who lost the race. It can even be building a Lego town and determining what’s necessary: police officer, construction worker, and...Batman? Just kidding, that’s only in the Lego movie. One of my very favorite examples of pretend play took place recently at Makarios Community School.Avery, who is eight, was leading some of the younger kids in a game of “Fake JC.” They asked me to join and I was honestly shocked at how perfectly they were modeling the system of Judicial Committee. They had three committee members, chairs for the plaintiff and defendant on the same sides of the room JC uses, one of the committee members taking notes, and they called those who had been written up to sit and wait in the common room to be called in. They were making up random problems, like breaking a window, roughhousing on the quiet side, and more, and then coming up with realistic solutions and consequences for those problems. The youngest kids who sometimes don’t understand what’s happening in real JC understood everything perfectly. It was clear to see some of the ways these kids were learning from their game of “Fake JC:” understanding the logistics of where to sit and when to speak in JC, knowing what is going on the whole time, and how to collaborate for real solutions to problems in the community. The game could have even eased the nerves that kids sometimes feel when being called into JC. It’s impossible to know all of the benefits this pretend play was responsible for, but it’s clear to see that they were numerous.
Next time somebody asks me, “How will they learn if they just play with their friends all day?” I’ll have another great example as to why playing with their friends all day is how they are learning. source: http://info.makariosschool.com/blog/the-incredible-value-of-pretend-play In general between scholars and gradually the debate extended and new ways and approaches to learning circulated in the society. The idea generation process entered the execution phase and led to the creation of debate, and/or schooling. Traditionally, people believed that schooling is the main source of guiding students to become respective and respectable citizens and also can have a broad GK (general knowledge). The belief is criticized by many scholars and professionals with the point of view that not all the students have the same needs with respect to learning, age, and subjects of interest. The idea evolved and led to an increase in trainings and attitude with respect to different experiences. Learning in humans may arise in a form of education, personal development, behaviour, preferences, and values that can help to change an individual’s behaviours learning is considered as an activity of an individual to acquire, modify, and reinforce skills, different Democratic Free Schools and Sudbury Model Schools in which different models and approaches to learning are utilized. Introduction Self-Directed Learning.Among many other types of learning Self-Directed Learning is a broad term which specifically illustrates the procedure or process that help individuals to initiate with or without the help of others to diagnose and identify the learning needs and wants. Individuals formulate their objectives and specify their goals, determine the resources both human and material that are required to entertain their learning, and implements different learning strategies in order to devise specific evaluation measures. The major difference related to Self-Directed Learning and other forms of learning is the diversified role of teachers. In the case of Self-Directed Learning the teachers act as the guide that leads the students and does not have the role of “a sage on stage”. It is commonly accepted that the learners that adopt the approach are more likely to become empowered, act more reasonably, and show greater responsibility. The concept of isolation is totally the opposite of self-directed learning since it is carried out with other learners and there are a number of Democratic Schools. The prime instructional models adopted by the Democratic Schools for self-directed learning are the problem-based knowledge that involves skillset development involving the ability to resolve problems and adds to knowledge and skills, writing to learn to include engaging students in writing activities, and finally the inquiry-based learning that includes used of project-oriented approach that is based on the socio-constructivist and constructivist paradigms. These models are implemented and the students are guided to undertake the activity of note taking, journal writing and reflections, e-portfolio learning, learning maps, and learning contracts. Comparison of Different Approaches to Learning.The self-directed learning is different from Directed Learning in which teachers are in the dominating role and the students are asked to follow the instructions of the teacher to improve their educational and learning levels. The freedom allocated to the learners is the main source of differentiation between the two learning styles. Interest Led Learning is another style of learning that evolved due to criticism in traditional learning methods and techniques. Interest led learning approach allows the students to experiment and keep on trying different tactics for learning until they come to know their interests. The most beneficial part Interest Led Learning is that students are considered to be more thoughtful and good decision makers. On the contrary Self-Directed Learning is far more beneficial than Interest Led Learning for the learners as they are suitably guided by their teachers towards achieving the learning needs. After that the learners are guided and provided with the initial guidelines and support that help them to engage in activities like setting goals, identifying and maintaining the resources, implementing strategies, and finally, carrying out the evaluations to know the achievements. The learning style provides the learners with the freedom once they are known to the learning needs. The schooling systems not only provide simple classroom learning but also offer different other learning opportunities out of which Free Activities for Kids is ranked on top. These activities allow the students to be free to choose the best possible means of teaching style that fit their physical and psychological needs. Implications for Self-Directed Learning Self-Directed learning is not only linked to children and schools but has a broad implication. Businesses also require self-directed learning to enhance the performance and quality of the internal environment. Employees working in the organisation specific training and development programs for other employees.utilise to improve the learning facilities to other employees since the business can organisation has an opportunity to devise strategies based on the knowledge and outcomes gathered by an individual employee. The knowledge of the employee can also help the organisation since they require external sources such as training and development to enhance their skills. On the other hand, an employee with the capacity to learn has the motivation and determination to identify the learning or knowledge sources and also can evaluate the learning has an upper edge over other employees. Since such an employee does not require external factors to initiate the learning process, and therefore, the organisation that are ready to initiate knowledge search without any external factors. Employees who are passionate to learn are of no major benefit to the organisations are in need to learn and adopt concepts, changes in technology, economic conditions and others that require consistent learning. Such learning is required in order to stay competitive in the market and also not be become obsolete. It can take a form of non-formal, formal, or informal learning but requires the passion of an employee who is willing to know the market trends and other important features of the market that can allow remaining competitive. Such employees are more valued within Based on the analysis it can be stated that adoption of self-directed learning with activities including setting goals, identifying and devising a plan, learning, showing and evaluating the outcomes, and reflecting the outcomes can help children in the early life to be more willing to identify the needs and they have a better understanding of the possible means to accomplish the needs in an effective and efficient manner. The learning can help improve the lives of the children as they would have a better chance to enhance their worth in their professional lives with providing effective and efficient ways to improve the performance of the business. Such learners also have the capability of devising their business ideas and model(s) which can help them to become successful within their lives. Therefore, a detailed analysis must be carried out for learning styles such as interest based learning and self-directed learning so that proper justification can be provided to the real world for increasing the demand for Democratic Schools and Democratic Free School can be raised due to the benefits. Benefits and Cons of Self-Directed Learning.The major benefits associated with the learning method are that the learning can be provided with the help of digital tools and techniques. Secondly, the students, as well as the employees, have the opportunity to work in accordance to their own preference. Finally, the cost effectiveness, easy management, confidence development, and repeated use are the other vital benefits linked to Self-Directed Leaning. On the other hand, there are some specific cons out of which the dependence of the initiation on the learner or the employee is one of the most highly rated cons of the learning approach. In the case of employees ones who are already engaged in their work are more likely to initiate the learning compared to disengaged employees. The employees who are disengaged can make up reasons to avoid efforts, and therefore, the need to spread awareness regarding self-directed learning is essential and the analysts, teachers, and scholars are asked to take the initiative to enhance awareness among common people and the higher authorities that can help promote the learning in a better and effective manner.
source : https://sharingwithcaring.quora.com/What-is-Self-Directed-Learning Donor matching donations up to $50,000 for school that gives students a voice in their education.4/14/2017 GRAPEVINE, TX., November 28, 2016 - Makarios Community School is the first and only democratic free school in the Dallas Fort Worth metroplex. The school has received a promise from a generous donor who will match funds up to $50,000 on #givingtuesday, November 29, 2016. Donations will support an increase in staff salaries and benefit the students by providing scholarship funds, playground clean up, and learning materials. Students and staff are giving back to the community by organizing and managing a bake sale at Makarios Community School, located at 1105 West Wall Street Grapevine, TX. Students will also be delivering homemade treats and visiting with senior citizens in the community on #givingtuesday. “We are so pleased that the students of Makarios give to the community. Their goodies for grannies is a sweet gesture to show honor to seniors that have spent a lifetime serving their own families,” said Donella Cecrle, founder and administrator of Makarios Community School. Makarios Community School is open to students ages 5 to 18 who travel from all parts of the DFW area. Day- to-day operation of the school is run by the democratic process using Parliamentary procedure in the weekly School Meeting and daily Judicial Committee. Students learn government processes, and gain leadership and public speaking skills by participating in these foundational activities of Makarios Community School. Students at Makarios Community School are learning democracy and leadership by living it. Makarios Community School Mission Statement We believe all students are free to direct their own education. We offer a community that provides the freedom and tools to pursue self-directed learning. We strive to provide a safe and supportive environment for students to experience both failure and success. Our mission is that students leave Makarios as lifelong learners with the confidence to make choices in pursuit of their unique interests and goals. source : Visit www.makariosschool.com to learn more. |
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