Mentors
Staff, Self-Directed Education and Democratic Schools
"Birds fly, fish swim, humans think and learn. Therefore, we do not need to motivate children into learning by wheedling, bribing or bullying. We do not need to keep picking away at their minds to make sure they are learning. What we need to do, and all we need to do, is bring as much of the world as we can into the school and classroom (in our case, into their lives); give children as much help and guidance as they ask for; listen respectfully when they feel like talking; and then get out of the way. We can trust them to do the rest."
Holt, John (1967/1983) How Children Learn, Delacorte Press.
In order to “bring as much of the world as we can into the school,” Fort Worth Sudbury chooses to organize itself as a democratic community that surrounds itself with the tools of the culture. Thus, our organization and context is derived directly from the forms and content of the wider society in which we live. In The United States of America this includes democratic principles, unalienable rights and respect for everyone, as well as, all types of cultural tools including languages, arts, sciences and technologies.
This does NOT mean we abandon children, but rather that we work beside them on their terms.
“Our abstaining from telling students what to do is not perceived by them as a lack of something, an emptiness. Rather it is the impetus for them to forge their own way not under our guidance but under our caring and supportive concern. For it takes work and courage to do what they do for and by themselves. It cannot be done in a vacuum of isolation, but thrives in a vital and complex community which the staff stabilizes and perpetuates.”
Greenberg, Hanna (1992)The Sudbury Valley School Experience, Sudbury Valley School Press.
"Birds fly, fish swim, humans think and learn. Therefore, we do not need to motivate children into learning by wheedling, bribing or bullying. We do not need to keep picking away at their minds to make sure they are learning. What we need to do, and all we need to do, is bring as much of the world as we can into the school and classroom (in our case, into their lives); give children as much help and guidance as they ask for; listen respectfully when they feel like talking; and then get out of the way. We can trust them to do the rest."
Holt, John (1967/1983) How Children Learn, Delacorte Press.
In order to “bring as much of the world as we can into the school,” Fort Worth Sudbury chooses to organize itself as a democratic community that surrounds itself with the tools of the culture. Thus, our organization and context is derived directly from the forms and content of the wider society in which we live. In The United States of America this includes democratic principles, unalienable rights and respect for everyone, as well as, all types of cultural tools including languages, arts, sciences and technologies.
This does NOT mean we abandon children, but rather that we work beside them on their terms.
“Our abstaining from telling students what to do is not perceived by them as a lack of something, an emptiness. Rather it is the impetus for them to forge their own way not under our guidance but under our caring and supportive concern. For it takes work and courage to do what they do for and by themselves. It cannot be done in a vacuum of isolation, but thrives in a vital and complex community which the staff stabilizes and perpetuates.”
Greenberg, Hanna (1992)The Sudbury Valley School Experience, Sudbury Valley School Press.
R Pittmon: Mentor
R grew up in DFW, and after being let down by the public school system, Self Directed home school from fifth grade on. As a child, Tricia spent most time reading and learning, or outside, and formed a passion for nature and animals. In the last year of high school, Tricia attended dual credit classes at TCC, and went on to graduate with an Associate of Science degree, and the credit for an Associate of Arts.
R does not have any children without tails, but has a lifetime of experience working with children, from having a brother 12 years younger, to volunteering with Girl Scout troops and working at a camp, to currently running the nursery at UU Church of Oak Cliff.
Working with Girl Scouts also allowed R to pursue teaching certifications in interests like archery and canoeing. R enjoys learning and practicing a variety of arts, and sharing these experiences with students.
R does not have any children without tails, but has a lifetime of experience working with children, from having a brother 12 years younger, to volunteering with Girl Scout troops and working at a camp, to currently running the nursery at UU Church of Oak Cliff.
Working with Girl Scouts also allowed R to pursue teaching certifications in interests like archery and canoeing. R enjoys learning and practicing a variety of arts, and sharing these experiences with students.
Kris Kaylor
Kris's story to come - stay tuned!
Tom Wacker
Tom Wacker
I have put a lot into my 53 years, and look forward to continuing:) After working and studying graduate work in sociology, I ventured into public and private institutions as a teacher of ages 10-22. As we raised our two children and participated in homeschooling, private and public education, I decided to go back to school to question … well, school. Learning about self-directed learning and democratic schooling made so much sense to me. After years of attempting to add interest and agency into institutionalized settings, I finally found a place specifically designed with this in mind… Fort Worth Sudbury. I often tell people that this is the school I always wanted to help start, but didn’t know how. Imagine my shock when I found this awesome community in the middle of DFW. Learning and living in this community is wonderful, messy and wildly inefficient. Democracy and learning are two areas that seem to defy easy definitions and processes, and this community embraces both as a way of living. I am so lucky to have found this community as I continue to pursue and share a multitude of interests in history, sociology, fiction, science, technology and art.
I have put a lot into my 53 years, and look forward to continuing:) After working and studying graduate work in sociology, I ventured into public and private institutions as a teacher of ages 10-22. As we raised our two children and participated in homeschooling, private and public education, I decided to go back to school to question … well, school. Learning about self-directed learning and democratic schooling made so much sense to me. After years of attempting to add interest and agency into institutionalized settings, I finally found a place specifically designed with this in mind… Fort Worth Sudbury. I often tell people that this is the school I always wanted to help start, but didn’t know how. Imagine my shock when I found this awesome community in the middle of DFW. Learning and living in this community is wonderful, messy and wildly inefficient. Democracy and learning are two areas that seem to defy easy definitions and processes, and this community embraces both as a way of living. I am so lucky to have found this community as I continue to pursue and share a multitude of interests in history, sociology, fiction, science, technology and art.