Banbury Crossroads
Independent School

Pedagogical Philosophy Banbury Crossroads is a co-educational day school that offers a full-time program from September through June, as well as a summer school, for students of ECS (kindergarten) through Grade Twelve. It is based on the "Open Education" or "Integrated Day" methodology, which originated in the modern British Infant Schools. It is also strongly influenced by the writings of John Holt, A. S. Neill and other writers listed under the Bibliography of Related Philosophical Resources Section of this Manual. In order to present a clear image of our philosophy, we have divided this section by topic. PRINCIPLES The basic principle of Banbury Crossroads is that of liberty as defined below: Because completely unrestricted freedom of action would make peaceful human existence impossible, some restraints on freedom of action are necessary and inevitable. Virtually all codes of action recognize that basic limitation. Liberty is defined in such codes as the right of individuals to act without restraint as long as their actions do not interfere with the equivalent rights of others; acts that do violate the rights of others are rejected as license.[1] At this school, we educate children for life within a community that respects their individuality. The only social responsibility that is required is that which is demonstrably right and essential for the good of all. Mutual respect is the basis for the belief that individuals are allowed to make decisions to direct the course of their own lives, as long as they do not interfere with the rights of others. This concept is synonymous with that of liberty, the heart and cornerstone of our democratic culture. In order for people to manifest a social conscience and altruistic spirit, it is paramount that they develop a solid core of self-esteem. The best way for us to give children psychological safety as a basis of emotional health is to offer respect for their dignity and worth. Our recognition of the genetic and environmental uniqueness of each individual has been a major factor in our provision of a small pupil:teacher ratio for academic subjects (approximately 10:1), and our individualized and small-group approach to activities and direct instruction. Supporting Principles: Curiosity, and the desire to master their environment are basic drives in children. Satisfying these drives leads students to action, and thus to learning. This process occurs with and without formal instruction. Learning is achieved by all individuals through their own unique pattern of perception, motivation and timing. At every moment, each child is developing physically, emotionally, intellectually, socially and creatively. All these areas are related to and dependent upon one another, and are of equal importance in the child's development. Our awareness of these aspects of human growth, and our ability to negotiate solutions to daily challenges and problems in these areas are very important to our effectiveness and happiness in life. Self-direction and social responsibility are useful attributes for individuals in a democratic society based on the fundamental concept of liberty. It is helpful for students to have opportunities to develop these qualities, in a developmentally appropriate manner, from an early age. SELF-RESPONSIBILITY: In order to maintain a democratic society, adults must be able to make their own decisions on economic, moral, political and ecological issues. This involves taking a thoughtful responsibility for our own lives, as well as respecting the rights of others. This type of behaviour does not arise on its own. It requires practice, guidance, support and time. The process should begin in childhood, and increase its scope over the years. Therefore, the primary focus of Banbury Crossroads is to foster self-responsibility, within an atmosphere of social responsiveness. We offer many opportunities for our students to make decisions on matters that directly affect them. Across the age spectrum, we think it reasonable to expect that our students are capable of making choices on these practical aspects of their lives. We believe that they should be able to choose their clothing, the pace and schedule within which they complete their academic work, enrichment topics to research according to their curiosity, friendships, adult mentors to consult concerning problems, and places to settle down to work. We have strong faith in the ability of children to make these sorts of decisions, for even young children are aware of their interests and needs. Moreover, one of the primary, innate goals of children is to examine and master their environment. Children as young as two years old can display intense periods of concentration upon a task, and play is the means they use to explore their environment. They intuitively attempt activities that present a sufficient challenge, yet are not too difficult. This is as true of exploring heights on a climbing apparatus, as it is of deciding which book to read. Also, their learning occurs as an interdisciplinary whole. This manner of gathering knowledge works well for pre-school children, when they acquire speech as well as physical and social skills. In practice, we have observed it to be extremely beneficial for children to have opportunities to choose their own learning activities. Mastery of new information is greater because they know which level of difficulty they are ready to attempt, and which subject matter is relevant to their interests. Young students naturally use this integrated approach toward learning freely and happily. Other students might come to our school with negative self-concepts regarding their academic performance, which were developed in other institutions. These pupils are able to develop new approaches to learning, given time, trust and attention to maximizing their self-esteem. All these children gain a feeling of independence and capability. This method encourages our students to not passively expect to be externally motivated to learn something. Instead, they are prompted to use their energy and initiative in noticing their interests and in deciding how to pursue them. Creativity, lateral thinking and initiative are fostered. Learning is therefore a pleasurable experience and likely to be perpetuated. This is of utmost importance at those crucial times throughout life, when individuals encounter new problems or situations requiring sensitive understanding and response. The approach adults take to adjusting to these unknown events will be largely determined by their preconceived notions regarding their capabilities to learn and the pay-offs likely to be received. If learning has generally been an excited, concentrated involvement with relevant subjects, and resulted in a self-perceived mastery over the problems, then learning will again be embarked upon with vigour. These sorts of positive experiences will occur as long as a child's natural joy and interest in learning are not interfered with. By the time our students are in secondary school, the benefits of developing a self-responsible attitude are immense. At this level, curricular requirements are accomplished at a rate commensurate with each student's ability and motivation, with enrichment and remediation being offered where appropriate. Moreover, student input is either required or solicited in some courses in the process of determining assignments. Those students who have learned to monitor their need for instruction, and their levels of energy and concentration for study, are more able to accomplish their own stated goals. Knowing that their accomplishment is a function of their own decisions and actions, rather than the - fault of others' decisions and actions, means that they are empowered to organize themselves to attain their aspirations. Thus, they are more prepared for college or university, which requires self-responsibility to get to class, to complete assignments without coercion, and to organize their time effectively. At Banbury, we have found that a focus on self-responsibility provides not only these practical benefits, but also personal benefits in developing self-esteem and personal empowerment. The young men and women who emerge from this educational environment have developed strong characters based upon principles that are respectful of both themselves and others. This is a fine condition in which to approach their adulthood in the world outside! ROLE OF THE TEACHER: One purpose of the teachers is to provide information, or to direct the children to people or materials that will answer their questions. This is one of the traditional roles of teachers, that of the dispenser of information. Truly, we do perform this role, although we are certainly not the only source of information available to our young people. Our culture is saturated with information arising from a variety of sources books, magazines, television, newspapers, computers, micro-fiche, radio, film, audio tapes, direct experience, and so on. The role that teachers play in providing information is a crucial one. We provide the human element that, through conversation and role-modelling, helps the students to use the information they receive. We assist these children in their task of filtering raw material in order to obtain what they need. Children must analyze what they see and hear in order to determine what portions of this data must be discarded as irrelevant, wrong, damaging, or illegal. Conversely, they must also be able to decipher the relevant and useful portions of the mass of information constantly bombarding them. The process is one of developing logical, moral and juxtapositional thinking skills and this process needs human interaction. Helping our students to interpret information and to respond appropriately to life's challenges also occurs in the physical, social and emotional spheres. Not only do teachers dispense appropriate empathy and advice, but also they provide a constructive role model for their students throughout all of their social interactions. We attempt to be kind, compassionate, fair, cheerful, helpful, and empathetic. Each of our lives is an interrelated experience, and we must find and create balance in our various pursuits. Our advice and input is essential for our children's progress along the road to maturity. Thus, we become mentors for our young people interested and caring guides. In our classes, we move among our students, helping, suggesting, questioning, discussing, observing, encouraging and commenting. Another important function of the teacher is to create an environment likely to foster learning. This is done partly through the setting of expectations, for psychologists have shown expectations to have a powerful effect upon behaviour. Teachers at Banbury Crossroads attempt to set realistic expectations for each student. We also urge them to establish goals for themselves in a realistic, yet optimistic way. We believe that success is an essential ingredient in maintaining a positive self-image. Moreover, we are aware that the emotions connected with the process of learning colour the experience, and influence the likelihood of that learning being used afterwards. For example, fear inhibits learning, and subjects learned under duress and anxiety tend to be avoided thereafter, whereas knowledge gained in an atmosphere of trust and intellectual excitement is retained as a treasure. For this reason, we wish to create a warm and inviting family atmosphere within our walls. We have moulded ourselves into a small school with small class sizes, so that we may more easily respond to individual needs. The small numbers of students per teacher ensure that all students are known to their teachers, and this visibility is appreciated by the children. Working in small groups is advantageous in promoting attitudes that place a high value on the quality of performance. Being acknowledged for their effort and skills is a powerful incentive and reward for achievement. In addition, we encourage a high degree of student choice in learning. The energy and empowerment that result from this initiative also tend to elicit a high quality of work, and a self-image of competence. Our small size also allows us to create meaningful relationships among staff and students. It is necessary for our young people to acquire bonds of caring and collaboration through their social interactions. These social skills contribute to our students' intellectual, practical and creative accomplishments, both now during their school years, and later, as they create their adult lives among us. It must be emphasized that the teacher is not merely a font of knowledge and the designer of the environment. Above all, the teacher is a partner and a role model in our children's learning. We hope above all to inspire our youth through our own exuberance with personal pursuits. We welcome other adults, including parents, to join us from time to time, in order to share their experience and materials of interest. All the adults with whom our students come into contact are utilized as both learners and teachers. They reinforce the role modelling we expect from our teachers, that adults too are actively pursuing knowledge, and developing their skills. We want to make it clear that learning occurs constantly throughout our lives. We hope to demonstrate a positive approach toward meeting the challenges and problems inherent in daily life. The teachers must demonstrate their own beliefs in their self-worth in order to model effective social behaviour for the children. It is also part of the teacher's role to expand the students' experiences beyond the immediate environment of the school, by incorporating the outside community into school activities. By coordinating and supervising frequent field trips to a wide variety of locations, the children may be exposed to aspects of our culture and realms of knowledge that are best experienced with our senses, vividly. These excursions give a realistic portrayal of life in our community, and include musical events, museum programs, art and science exhibitions, historical site presentations, as well as local business tours. It is highly motivating for our students to have direct contact with the world they inhabit. Another pleasant advantage of such outings is that they provide services from professionals in the fields concerned, who are especially willing to accommodate groups of our small size. This means that we have access to specialty programs and workshops on topics such as gymnastics, ceramics, ballroom dancing, archery and stained glass. Lifelong interests may be sparked in young people when they are allowed such close scrutiny of their environment. INTEGRATED LEARNING: Young children in an open education classroom learn and work at their own individual initiative in writing, mathematics, science, art, music, drama, computer work, crafts and other subjects. They talk freely and move about in all areas of the school. Their written, graphed and painted works are profusely displayed. The children engage in activities in small groups or individually as impelled by their spontaneous interests and abilities, and as encouraged by the teacher. The physical environment is decentralized: both open space and enclosed rooms are divided into functional areas, rather than one fixed, homogenous unit. Individual study spaces are provided. The students are free for some time during each day to explore these areas, individually or in groups, and to choose their own activities. The environment is rich in learning resources, including manipulative materials, books and other media. Our students are loosely grouped in multi-aged units Pre-School and E.C.S., Elementary Grades 1-3, Elementary Grades 4-6, Junior High Grades 7-9 and High School Grades 10-12. At times, the whole elementary section will be brought together for certain activities. This also occurs with the Junior High and Senior High classes. We allow a smooth transition from E.C.S. to Grade 1, from Grade 6 to Grade 7, and from Grade 9 to Grade 10. Within each class, the teachers and assistants spend the majority of their time with individuals or groups of two to ten children. Sometimes, depending upon the subject, the same subject material is presented to the entire class. Usually academic classes are run on a tutorial basis, with all individual students working at their own rate. Students are given learning materials suitable to the grade level in which they are working in each subject. We follow the Alberta Curriculum. Learning the concepts covered in these subjects, and demonstrating competency, is the basic requirement for passing to the next grade. However, the learning that goes on at this school extends beyond those academic pursuits. We attempt to provide opportunities for students to explore concrete materials, to access resources external to the school building, and to design individually appropriate projects in the pursuit of knowledge. Projects initiated by both teachers and students enlarge the students' learning opportunities. Many subjects are integrated within such projects. Part of each day's timetable consists of unscheduled time, when students may choose to work on these projects or assignments of their choice. In addition, part of their day is spent in scheduled classes with teaching specialists. Students are encouraged to wisely organize their own daily agenda around scheduled classes, keeping in mind their own developmental readiness, interests and abilities, as well as the overall requirements of the curriculum. This requires a balance in decision-making between students and teachers, in order to most effectively utilize the time they have together. PUTTING THEORY INTO PRACTICE: Academic Classes In order to cover curriculum requirements, textbooks, films, audio tapes, workbooks, computers, modules, magazines and other printed matter are used on an individually-appropriate basis. Classes are scheduled to teach specific subject areas, and specialist teachers are hired to coordinate the courses. Instruction is given on both a small-group basis, and an individualized, tutorial basis. Spontaneous teaching of particular concepts and skills is also offered, according to the unique needs of the students and their courses. Therefore, academic subjects are both integrated in the students' projects and enrichment activities, as well as explicitly studied through teacher instruction and textbook/module study. Time Requirements for Course Completion Academic work is achieved by all students at a pace appropriate for them. Therefore, the curriculum is covered, as quickly or as slowly as each individual student requires. The goal is to ensure that progress is competency-based, and that the various aspects of a course of study are mastered to an appropriately satisfactory level before the student is encouraged to advance to a more difficult level. It is important to recognize that the amount of time taken by individual students to complete courses will vary according to the motivation, abilities, attitude, effort, work habits, English competency, prior knowledge and needs of these students. Most courses are designed to be completed within a year. However, courses may be completed in less time if the students are able to demonstrate competency within a shorter time frame. On the other hand, students struggling with the skills and knowledge required by certain courses may find that it takes them longer than a year to adequately cover these course requirements. The teacher plays a key role by knowing students thoroughly, by assisting in the development of their organizational and study skills, and by guiding their growth as complex and unique individuals. The Pursuit of Balance It is our daily endeavour to provide a balanced education, one that acknowledges our physical, creative, intellectual, emotional and social needs. In doing so, we must focus on both the details necessary to accomplish skills and knowledge, as well as on the larger framework within which all people create their lives. Over several years, our students develop new interests, and so they learn a multitude of concepts on a wide variety of subjects. It would be very difficult for young people to devote themselves entirely to one or two subjects at the expense of all others. They are far too inquisitive for that kind of specialization. In addition, the teachers, being well aware of the Alberta Curriculum, would investigate the cause of a student's extremely narrow focus, and would then attempt to widen it. When a student demonstrates reluctance or fear to approach a subject, it is usually indicative that they are encountering difficulties with learning it, and that they will require remedial help. Emotional and social factors may also influence a young person's accomplishments in academic, physical or artistic fields. In order to create balance within the lives of our students, we attempt to be aware of and sensitive to their emotional and social needs as well as to their academic needs. Projects as Catalysts for Learning In order to assist the students to develop initiative, creativity, organizational skills, and an interest in their environment, we encourage them to balance their work on basic curriculum-oriented academics with the pursuit of knowledge through initiating projects. The word "project" means an activity that has a purpose. Most children, like adults, are happy and fulfilled when they are engaged in seeking the accomplishment of some goal. When one is arrived at, another is formulated. The complexity and method of goal-formation varies from person to person, according to each one's development, interests, personality and learning style. It is important to recognize that the spirit in which a goal is adopted is more crucial that the goal itself, or the actual completion of the goal, since there are times when a goal turns out to be undesirable or unimportant, or is rendered unattainable. It is the spirit of pursuing the goal that the individual lives from day to day; therefore, the spirit determines the means of accomplishing the goal and its prognosis for success. Understanding this, it is apparent that the question, "Whose goal is it anyway?" must be answered before formulating any specifics. The answer will indicate who must be involved in the goal-setting process. Most often at this school, the student, the staff, and sometimes the parents, will be involved in these sessions, in order for the most benefit to occur. The best indicator of successful goal achievement occurs when daily decision-making involves both input and commitment from both student and teacher concerning their interactions. Environmental Impetus for Learning In the process of the students' goal setting, it becomes apparent that reading/writing, mathematics and science are three of the essential ingredients for surviving in our complex, technological, media-laden era. In addition, the children's lives are suffused with the art, sports and music inherent in their culture. These blatant realities provide a powerful motivation for learning, and concepts related to these areas are commonly visible in the projects that the students choose to pursue. It is our belief that the desire to master the environment is inherent in human beings, and is the basis for the curiosity, activity and accomplishments that define us. There is an unavoidable social acceptance for those who can perform the roles expected within their culture, and the culture we face now is international. Integrated Learning in Practice It is important for us to realize that all learning is interrelated. It is impossible to do only one thing. Therefore, while our students are busily carrying out each construction, experiment, project, personal expression or discovery of their environment, they are encountering concepts and methods pertaining to many subjects. Play and work become fused into the concept of activity. To quote one of our students, "The opposite of work is rest". In order to clarify this process of integrated learning while engaged in an activity, we offer the following detailed example. Let us suppose that a child in the middle grades decides to build a windmill. This project could involve the following aspects: reading or observing in books, films, or actual experience, the appearance of windmills; deciding upon an appropriate material with which to make it, which includes discovering its scientific properties; learning about measurement and angles in making blades and setting them into the windmill (mathematical concepts); writing a sign explaining the creation, or building a backdrop for it and presenting a puppet play around it, or talking about it to interested onlookers (elements of a drama, art and language arts program--speaking, listening, spelling, writing, reading). This student may take as much time as he/she wishes to develop these activities. Moreover, one thing will lead to another, and the student's interest is then sparked into spin-off directions: woodworking, Holland, ceramics, play-writing, puppets, art, angles in everyday objects, energy sources, wind, grain production and history. This is the mode of learning that is the heart of becoming self-responsible, independent learners at Banbury Crossroads. The acquisition of many basic skills for young students, such as reading, mathematics and science, is incidental with such project work, with the additional input of direct instruction by teachers or peers. These skills are therefore acquired concept by concept, at a time that is personally relevant to the individual student. This is a flexible and reasonable means of transferring basic skills to children. The mastery of any area of knowledge is actually the understanding of its basic concepts. For instance, Mathematics deals with length, fractions, line directions, division of objects into groups, volume, number, sequence of size, shape, proportion, equivalencies, and so on. These concepts are encountered in many different projects, such as: playing cards, mixing dyes for batik, cooking, measuring wood to make toys, dividing money to buy goods, sharing food, sewing, drawing (shape, size, proportion) and bowling. As for Reading, there are opportunities for teachers or other students to give instruction while doing activities such as: deciphering storybooks, passing thoughts in notes and letters, understanding billboards and shop signs, or following rules for games and recipes. We use many materials and approaches suitable for the individual students. With such personal attention, their understanding of the new skills can be easily clarified. PEER LEARNING: Much of children's motivation to learn and explore comes from their association with peers. We encourage them to approach a peer for instruction. The efficiency of peer teaching has been well-known for many years. Both the listener and the explainer benefit from the exchange. Moreover, it need not always be an older child teaching a younger. This kind of interaction creates interdependence, intellectual stimulation, mutual respect and affection. It also stresses self-competitiveness, which reduces stress. The bond between students crosses the barriers of age and ability. DISCIPLINE: "Discipline" refers to the means of maintaining smooth social functioning, and is merely the system of rules that any community develops to allow the members of that community maximum freedom. The number of students greatly affects the amount of order the teacher must impose on them. This is the root of the discipline question so familiar to us all. At our school, the maximum number of students envisioned is small (75-80). Therefore, the restrictions on behaviour are minimal, reasonable and similar to those in the society at large. The school structure is like that of the family, rather than the factory. There are two parts to discipline: communication, and an attitude of mutual respect. These are interdependent. Adults at our school believe that all individuals are free to develop their lives as they see fit -- provided they do not interfere with the rights of others. This ensures a freedom without selfishness. It also creates an atmosphere of pleasant co-existence. The awareness of logical consequences of behaviour is stressed. Respect is earned, and not based on fear. From this flow a multitude of other values, such as respect for property, pride in one's work and appearance, caring behaviour, punctuality for group activities and good sportsmanship. In developing these values, we emphasize the acquisition of effective expressive and receptive communication skills. These are the keys to harmonious social relations. All individuals are expected to be honest, responsible for their own feelings, and responsive to others' feelings. As far as possible, students are encouraged to solve their own problems. Active listening on the part of the teachers helps the children to do this. Problems among the group as a whole are solved through consensus whenever possible. JUNIOR AND SENIOR HIGH PROGRAM: Our program for Junior High (Grades 7 through 9) and Senior High (Grades 10 through 12) students is an extension of that described for Pre-school and Elementary students, in that it emphasizes a self-responsible approach to academic work and social interaction. It is advantageous if new students entering Junior or Senior High from other institutions have such independent study skills already; however, it is not necessary, since we will help new students to acquire these skills, provided they have the willingness to learn them. It may take time to accomplish the transition to an independent approach. It requires students to accept responsibility for their own academic progress. We believe that the acceptance of personal responsibility for all areas of growth is part of the process of maturing. The time spent on it is well taken. As the need for accreditation is present for our older students, the academic program has some set requirements and restrictions. Junior High students must study a core curriculum of Language Arts, Science, Social Studies, Health, Mathematics and Physical Education. In addition, two or three complementary courses may be chosen and completed, such as Art, Drama, Music, Spanish, Banbury Economics, French or Computer Science, etc. High School students work on courses under the guidance of specialist teachers, using Alberta Education modules, textbooks, and teacher-created units. Enrichment is provided through audio-visual materials, field trips, visits from resource personnel, and student-initiated projects. Our school is accredited, and university entrance may thus be achieved. The major control that students exercise over their academic life lies in the amount of time taken to complete each subject. This completion time will reflect individual skills, motivation and willingness to do Banburywork. Teacher input is also crucial to each student's academic progress. Teachers make decisions regarding special projects and assignments, based on students' individual programs, learning styles and goals. Since these decisions reflect specific needs, and are therefore unique to the student, they do not necessarily apply to others involved in the same coursework. This learning method is essentially competency-based, since concepts must be completed and mastered at each level before the student may proceed to the next level or grade. Students must correct unfinished or unacceptable assignments, and possibly receive additional instruction on certain problematic sections, before considering each unit to be completed. They must also be able to demonstrate skills and knowledge of the concepts covered by each unit before proceeding to the next one. It is not uncommon for a student to be working either ahead or behind grade level on at least one subject. We cannot guarantee that any given student will complete coursework within a one-year period, since completion is dependent upon that student's attitude, abilities, effort, work habits and English competency. It is also expected that, if they wish to speed up the process of completing their courses, the students will work at Banbury in the evenings. The Principal and professional staff will determine, in consultation with the student, and parents when appropriate, the scope of the coursework to be followed. Periodic evaluation of these requirements may alter them. The student's schedules are based upon the schedules of the specialist staff, each of whom organizes the class according to the needs of the curriculum, and the academic needs of individual students. Instruction is given individually, or within a small group with a ratio of up to 10 students per teacher. Tutorial instruction is also offered on a flexible basis, at the request of either student or teacher. Students may exercise some flexibility in their daily schedules during the independent study that is expected during portions of their class time. Therefore, in each day, students have some time to design their own activities, during breaks in academic study. They may choose to read, do experiments, paint, draw, write stories or poetry, complete assignments for the school newsletter or yearbook, organize special events, play the piano keyboard, play games such as chess and Axis and Allies, or help other students with their work. In order to plan their daily schedules most effectively, students must take into account the agendas of specialist part-time teachers, planned group outings, or visits by experts in various fields. They must also honour the study needs of other students, before involving them in their own enrichment projects. The purpose of providing Junior and Senior High instruction is to extend the open education principles and philosophy to this age category. This approach to education is designed to foster independent decision-making and study, as well as self-responsibility and social responsiveness. The basis for this growth is mutual respect. Students who have come through our ranks from an early age have learned to value these attributes. Students who arrive in Grade 7 or older must be prepared to accept our offer of such instruction. In order to fit in with the educational environment we have created, new students should actively attempt to grow in these directions. Our older students are very important personages around this school. They offer crucial social guidance to younger children when appropriate. They carry practical responsibilities in many areas, and they are respected for the functions they perform. Their social importance is closely linked to that which they would receive in a family, since our group is multi-aged. There are not large numbers of students their own age here, and this is true for the rest of the student body as well. It is therefore difficult for a student to feel afraid or shy in this setting, as every student is visible and is noticed. All students pick their closest friends based upon interests and personality, rather than age. Since the quality of social interactions is based upon self-esteem and compassion, and since adult intervention is more prevalent, these young people have many opportunities to grow socially, to learn problem-solving strategies, and to enjoy the interactions. We find that in many ways, this environment is healthy for students of the Junior and Senior High age group. -------------------------------------------------------------------------------- [1] a1993-1998 Microsoft Corporation. Encarta 1999 Encyclopedia, - Liberty, pg. 1