I’ll Take “Words You’ll Never Hear in Public School” for $600: “Is This the Best Fit?”

Ignoring individuals is not conducive to learning

In my article on the disrespect inherent in the traditional school system, I noted that during my tenure as a public-school teacher, I never once heard a teacher or administrator at my school ask a student if that school was right for him or her. Likewise, I never heard a teacher or administrator suggest a different school or learning option, such as homeschooling or a microschool, for a student. To be fair, that is not to say that such suggestions never occurred, simply that I was never witness to them. The number of disaffected students I saw each day, however, leads me to doubt the frequency or efficacy of any such suggestions.

But why is this? Why do so many people fail to ask such a basic and crucial question about children’s learning?

I believe there are several answers, but perhaps the strongest is that parents and students have learned and been taught over time that the so-called experts in the school system know better than they do how to educate; thus, if those experts are not asking that question, then it likely is not worth asking. Similarly, even when parents and students do broach that question of the proper fit for a child, the experts in the school system offer them ersatz “solutions” such as preferential seating, extra time on tests, and fewer multiple-choice answer options—none of which really address the underlying issue of learning differences and overall appropriateness of the school and its environment for a student. Such strategies do, however, usually placate families because the experts have spoken and what other options really exist, after all?

To all parents and students, please hear the answer to that question: Plenty.

I wrote last week about Learning Liberty, my new podcast focused on just such options, and, over the short time I have been interviewing parents, founders, and administrators in these nontraditional learning options, I have discovered that “Is this the right fit for you?” is often the first question families are asked—not a rare afterthought once a student begins struggling.

Better Fit, Better Learning

Consider Little Elm STEAM Academy in the Dallas/Ft. Worth area. There, Tracey McEntyre uses project-based learning personalized for each of her eight students and requires that students (pre-K through elementary-age children) become their own advocates in their learning and assessment by working with her to set deadlines and expectations for themselves. She wants all of her students to be prepared for life, not simply the next grade level, so she fosters independence, critical questioning, compassion, and involvement with the world around them through hands-on activities each day and “worldschool” trips to places such as Austin, Texas, and Mexico so that students learn through doing and interacting with their world and the people in it. During the admissions process, though, her first goal is to ensure that Little Elm is right for that student—and if it isn’t, Tracey works with the family to suggest other options that might better suit their needs. (Check out my interview with Tracey that will be published the week of June 3.)

Similarly, at the Discovery Learner’s Academy (DLA) in Chattanooga, Tennessee, Rachel Good and her team use personalized curricula; challenge- and discovery-based projects, especially in science via Quantum Courses; and social-emotional coaching to help students grow and develop their skills, all without grades so that students can learn that “failing big” is not only acceptable but also often necessary for deep learning and exploration. Rachel’s whole-child model addresses the key academic skills students need for success in the world in addition to the creativity, critical thinking, and fortitude that will enable students to apply those skills to whatever paths they take in life. However, Rachel notes from the outset that her program is not a great fit for everyone, so she offers shadow days and applicant camps during which prospective families can experience DLA’s model to ensure it is right for them. Moreover, like Tracey above, Rachel works with families for whom DLA is perhaps not the best option by leveraging her vast network of connections to help them find options that will work for them.

Finally, iLumenEd offers an online Christian curriculum centered on synchronous learning and a classical education. Courses in logic; economics; biblical studies; and the core subjects of math, ELA, and science provide a full and rigorous academic base for students who can access the program from anywhere in the world. The courses are designed to be live so that students can interact with their teachers and peers, but iLumenEd also ensures that all aspects of each class are recorded so that students do have the option to learn asynchronously depending on their schedules and needs. iLumenEd also connects each student with a mentor who helps the student design a curricular path via the high-school courses depending on the student’s goal, whether that is going to college, entering a trade, or even starting a business. Even though iLumenEd is a more traditional model than the aforementioned two, its application process still centers on that key question of whether the program is the best fit for that family through a Parent Partnership Meeting. And, like Tracey McEntyre and Rachel Good, the staff at iLumenEd—especially Administrator Gretchen Pike—will help to find alternative options for those families for whom iLumenEd is not the right fit.

Conclusion

“Is this the best learning option for this child?” A simple yet vital question that everyone associated with a child’s learning—parents, administrators, teachers, counselors, and students themselves—should ask from day one, yet it is a query we rarely, if ever, hear raised in traditional public schools. Thankfully, the plethora of nontraditional options and the people therein begin with that very question and tailor their programs to students’ individual needs because they—and we—know that the wrong learning fit for a child truly places his or her education and natural love of learning in jeopardy.