1 hr 8 min
Learning Timelines, Screens, & Parental Compromises Rogue Learner
-
- Education for Kids
Guest Philip Mott
Philip is a former elementary school teacher who now offers parenting advice for busy and frustrated parents. He and his wife home school their three young children. He’s a regular contributor to Fathering Together and First Time Parent Magazine.
www.philipmott.com
www.fatheringtogether.org
https://www.firsttimeparentmagazine.com
You can also hear an interview with him on the podcast Front Row Dads. There are two parts:
Part One https://frontrowdads.com/philip-mott-part-1/
Part Two https://frontrowdads.com/philip-mott-part-2/
He is interviewed by Living Joyfully With Unschooling on the Exploring Unschooling podcast. View here on YouTube:
SHOW NOTES:
In today’s episode Jenna and Philip have an open and honest conversation about how each of their households handles things like screen time, bedtime and other common hurdles in unschooling.
Before we begin Jenna reminds listeners that she is always looking for new topics and questions you would like to hear addressed on the podcast. For instance, would you like to hear more from Jenna herself, more experts, other ideas? Also, remember to please leave a review as this helps grow the community.
Jenna begins the interview by asking Philip to explain his journey into self-directed learning.
Philip says that he began reading a lot about child development, student engagement, and why students are not fully engaged. He realized that he was becoming the teacher he himself would not have wanted when he was a student. His experience in school was not a good one which was one reason he wanted to become a teacher himself. At that time he felt he had fallen into an authoritarian role. After doing some reading he began to try to make his classroom more child centered. But he says that the writings of Magda Gerber, a parent child advocate who founded the Resources for Infant Educarers usually referred to as RIE, was a great inspiration for him. He found this resource when his child was thirteen months old and followed her advice on letting the child lead in play and learning. He had always followed a self-directed path in his own learning but hadn’t made the connection that it would be the same for even very young children. He and his wife were surprised and pleased that a child that young could be so self-directed. This was when they became hooked on self-directed learning and knew that they wanted that for their family.
Jenna notes that she is always surprised at how many educators there are who have an epiphany and says that she can relate to the feeling of becoming that teacher that you don’t want to be. She says that it felt uncomfortable and wrong but was brought on by stress and expectations which were out of her control.
Philip agrees and says that when he was teaching fifth grade at an online school he was on a team that kept him from implementing some of the things he wanted to try. He did create a program he called ‘Connect’ in which he would engage with students in order to build a relationship beyond just academics. He tracked grades during this time and saw that the extra engagement with his students did improve their interest and success in class. But, it still didn’t make up for the fact that trying to teach everyone the same thing at the same time was really not working. The curriculum keeps teachers bound to a timeline teaching specific skills at specific times.
Jenna asks if there is in his opinion any time that any one skill MUST be learned.
Philip says that it is less about when or even what is absolutely needed to be known or learned, but is much more imperative that the child not be made to feel inadequate if they fail to learn something at the time we expect them to learn it. Even if parents don’t criticize or punish their child for not learning a skill, they receive the message of unworthiness from standardized testing, the grading system etc.
Jenna mentions that so
Guest Philip Mott
Philip is a former elementary school teacher who now offers parenting advice for busy and frustrated parents. He and his wife home school their three young children. He’s a regular contributor to Fathering Together and First Time Parent Magazine.
www.philipmott.com
www.fatheringtogether.org
https://www.firsttimeparentmagazine.com
You can also hear an interview with him on the podcast Front Row Dads. There are two parts:
Part One https://frontrowdads.com/philip-mott-part-1/
Part Two https://frontrowdads.com/philip-mott-part-2/
He is interviewed by Living Joyfully With Unschooling on the Exploring Unschooling podcast. View here on YouTube:
SHOW NOTES:
In today’s episode Jenna and Philip have an open and honest conversation about how each of their households handles things like screen time, bedtime and other common hurdles in unschooling.
Before we begin Jenna reminds listeners that she is always looking for new topics and questions you would like to hear addressed on the podcast. For instance, would you like to hear more from Jenna herself, more experts, other ideas? Also, remember to please leave a review as this helps grow the community.
Jenna begins the interview by asking Philip to explain his journey into self-directed learning.
Philip says that he began reading a lot about child development, student engagement, and why students are not fully engaged. He realized that he was becoming the teacher he himself would not have wanted when he was a student. His experience in school was not a good one which was one reason he wanted to become a teacher himself. At that time he felt he had fallen into an authoritarian role. After doing some reading he began to try to make his classroom more child centered. But he says that the writings of Magda Gerber, a parent child advocate who founded the Resources for Infant Educarers usually referred to as RIE, was a great inspiration for him. He found this resource when his child was thirteen months old and followed her advice on letting the child lead in play and learning. He had always followed a self-directed path in his own learning but hadn’t made the connection that it would be the same for even very young children. He and his wife were surprised and pleased that a child that young could be so self-directed. This was when they became hooked on self-directed learning and knew that they wanted that for their family.
Jenna notes that she is always surprised at how many educators there are who have an epiphany and says that she can relate to the feeling of becoming that teacher that you don’t want to be. She says that it felt uncomfortable and wrong but was brought on by stress and expectations which were out of her control.
Philip agrees and says that when he was teaching fifth grade at an online school he was on a team that kept him from implementing some of the things he wanted to try. He did create a program he called ‘Connect’ in which he would engage with students in order to build a relationship beyond just academics. He tracked grades during this time and saw that the extra engagement with his students did improve their interest and success in class. But, it still didn’t make up for the fact that trying to teach everyone the same thing at the same time was really not working. The curriculum keeps teachers bound to a timeline teaching specific skills at specific times.
Jenna asks if there is in his opinion any time that any one skill MUST be learned.
Philip says that it is less about when or even what is absolutely needed to be known or learned, but is much more imperative that the child not be made to feel inadequate if they fail to learn something at the time we expect them to learn it. Even if parents don’t criticize or punish their child for not learning a skill, they receive the message of unworthiness from standardized testing, the grading system etc.
Jenna mentions that so
1 hr 8 min