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Ideal School Environment

The document outlines an ideal school environment designed for student well-being. The environment is based on principles of optimal well-being and developing each child's unique potential. Learning is relationship-based and developmentally appropriate, using compassionate communication strategies. Education focuses on project-based and inquiry-based learning incorporating play. The school culture emphasizes positive relationships between students, mentors, and families to support lifelong learning.

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383 views1 page

Ideal School Environment

The document outlines an ideal school environment designed for student well-being. The environment is based on principles of optimal well-being and developing each child's unique potential. Learning is relationship-based and developmentally appropriate, using compassionate communication strategies. Education focuses on project-based and inquiry-based learning incorporating play. The school culture emphasizes positive relationships between students, mentors, and families to support lifelong learning.

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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A School Environment Designed For Well-Being

[email protected]​ · www.readthinkevolve.weebly.com

Ideal Scene: The principle of Optimal Well-being is the foundation of our


education environment; each child acquires life skills, relationship skills, and
critical-thinking skills. As a Mentor/Facilitator, I guide Learners toward
self-actualization: the development of their unique and full potential.

Characteristics:
⇨ Learning is relationship-based: Community-building within the school family, the
home family, and the community. Based on the Natural Learning Relationships
model, we create a supportive environment.
“Knowledge emerges in context and relationship.”
“Development occurs in relationship."
“Meaning is formed in relationship."
⇨ Learning is developmentally appropriate: Meeting the child’s needs at the
appropriate developmental and socio-emotional levels. This includes classroom
set-up, activity design, and materials.
⇨ Communication and redirection are compassionate: Positive Behavior Support
(PBS), Nonviolent Communication (NVC), and conflict resolution techniques are
used to engage both the learning community and their families. I teach parents
and children how to use these tools.
“Unconditional positive regard..."
⇨ Project-based, inquiry-based, and thematic lesson design incorporating play and
outdoor learning, engendering innate abilities. I promote self-directed learning! I
mentor and facilitate rather than teach.
⇨ Parents and mentors understand that their relationship greatly influences
education outcome; student success depends upon this relationship. Positive
communication with — and involvement by — parents is paramount. Focus is on
relationship rather than performance. Mentors and students develop together.
⇨ Common goals, values, language are co-created. Learners, mentor, and family
collaborate to design a school culture based on these goals.
⇨ Collaborative learning occurs in a multi-age classroom.
⇨ Lifelong learners: I inspire love of learning and the desire to continue learning
throughout life. I recognize and fertilize the inherent creative force, kindness, and
curiosity in each child; their unique potential expands.
⇨ Whole-child, holistic education: I address the physical, emotional, mental,
spiritual, and social needs of children.

“All education depends on the educator. The best teachers emphasize


relationship, not management."

All quotes attributed to Josette Luvmour, PhD, Author and Educator.

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