At Willow Tree, we recognize that how we do things is just as important as what we do.
- Our classes are small and use multi-age level groups to create appropriate instruction. This allows us to meet the individual needs of all our students, including the precocious six-year-old who is already reading and the nine-year-old who is still struggling with decoding.
- We use a combination of mastery checklists and narratives, rather than number or letter grades, to let you know how your child is doing. We feel that this approach gives you as a parent more precise and valuable information. You can find information on the research behind this approach at http://www.alfiekohn.org/teaching/fdtd-g.htmweeblylink_new_window.
- The school calendar operates on trimesters of twelve weeks each with short breaks in between. These breaks allow students and their families time to rest, to explore new places during the off-season, and to learn together at home and out in the world.
- Each school day runs from 8:30-2:30 (3:15 for high school), and very little homework is assigned, since our methods and schedule allow us to do more in less time than traditional schools. It is our hope that adjourning in the early afternoon will result in the children spending much time in free play, especially outdoors. You can find information on the research behind this approach at http://www.alfiekohn.org/teaching/edweek/homework.htmweeblylink_new_window.
- All children at Willow Tree participate in a wide variety of lessons every day. These lessons are kept purposefully short. They alternate between those that require sustained mental effort and those that are more active. In this way we are able to capitalize on the child's natural powers of attention.
- Fridays are special at Willow Tree. Each week we rotate among Outdoor Classroom, field trips, community service projects, and “At Table” days, during which we prepare a meal to share with a local guest speaker.
- Willow Tree teachers develop strong relationships with both students and parents to help students build good character from the inside-out rather than relying heavily on rewards and punishments to obtain desired behaviors. We feel this is a more authentic and respectful way to help students grow as persons. You can find information on the research behind this approach at http://www.alfiekohn.org/teaching/cktrots.htmweeblylink_new_window. Our relational model is outlined below:
Living in Right Relationship
The definition of ‘righteousness’ is being rightly related to God and one another. We can live in right relationship at school by:
o Respecting those in authority through our words, actions, and attitudes,
o Respecting others, their possessions, and their personal space (both inside and outside school), and
o Keeping our building clean and orderly.
When we fail to do these things our relationships suffer, and it becomes important to put things right through:
o Repentance—Acknowledging our own wrongdoing,
o Reconciliation—Communicating respectfully and righting the wrong, and
o Restoration—Giving and receiving forgiveness and then putting it from our minds.
The majority of behaviors that breach relationship can be handled as they arise following this pattern. Teachers also use prevention and redirection strategies as needed. More serious or chronic problems with behavior may require a conference between the teacher, the child, and the parents in order to determine how best to help the child.
Contact us at 980-295-2661or [email protected]