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05 Jul 13
Urban PermacultureAt a Sudbury school, students have complete responsibility for their own education, and the school is run by direct democracy in which students and staff are equals.[1] Students individually decide what to do with their time, and tend to learn as a by-product of ordinary experience rather than through coursework. There is no predetermined educational syllabus, prescriptive curriculum or standardized instruction. This is a form of democratic education.
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02 Dec 12
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School democracy
All aspects of governing a Sudbury School are determined by the weekly School Meeting, modeled after the traditional New England town meeting.[7] School Meeting passes, amends and repeals school rules, manages the school's budget, and decides on hiring and firing of staff. Each individual present — whether student or staff — has exactly one vote, and most decisions are made by simple majority,[1] with the vote of a child counting as much as an adult.[8]
School rules are normally compiled in a law book, updated repeatedly over time, which forms the school's code of law. Usually, there is a set procedure to handle complaints, and most of the schools follow guidelines that respect the idea of due process of law. There are usually rules requiring an investigation, a hearing, a trial, a sentence, and allowing for an appeal,[9] generally following the philosophy that students face the consequences of their own behavior.[10]
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Learning
Sudbury schools are based on the belief that no kind of curriculum is necessary to prepare a young person for adult life. Instead, these schools place emphasis on learning as a natural by-product of all human activity.[6] Learning is self-initiated and self-motivated.[11] They rely on the free exchange of ideas and free conversation and interplay between people, to provide sufficient exposure to any area that may prove relevant and interesting to the individual. Students of all ages mix; older students learn from younger students as well as vice versa. Students of different ages often mentor each other in social skills. The pervasiveness of play has led to a recurring observation by first-time visitors to a Sudbury school that the students appear to be in perpetual "recess".[6][12][13]
Implicitly and explicitly, students are given responsibility for their own education, meaning the only person designing what a student will learn is the student him- or herself or by the way of apprenticeship. As such, Sudbury schools do not compare or rank students — the system has no tests, evaluations, or transcripts.
[edit] Literacy pedagogy
Sudbury model of democratic education schools assert that there are many ways to study and learn. They argue that learning is a process you do, not a process that is done to you; That is true for everyone. It's basic.[14] The experience of Sudbury model democratic schools shows that there are many ways to learn without the intervention of teaching, to say, without the intervention of a teacher being imperative. In the case of reading for instance in the Sudbury model democratic schools some children learn from being read to, memorizing the stories and then ultimately reading them. Others learn from cereal boxes, others from games instructions, others from street signs. Some teach themselves letter sounds, others syllables, others whole words. Sudbury model democratic schools adduce that in their schools no one child has ever been forced, pushed, urged, cajoled, or bribed into learning how to read or write -- no need to do that to the modern child, streetwise and nurtured on TV -- and they have had no dyslexia. None of their graduates are real or functional illiterates, and no one who meets their older students could ever guess the age at which they first learned to read or write.[15][16] In a similar form students learn all the subjects, techniques and skills in these schools.
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29 Sep 12
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18 Nov 11
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21 Jul 11
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15 Sep 09
Tom WeaverSudbury schools practice a form of democratic education in which students individually decide what to do with their time, and learn as a by-product of ordinary experience rather than adopting a descriptive educational syllabus or standardized instruction
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21 Apr 09
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05 Feb 09
Dante-Gabryell MonsonOne central defining aspect is the non-compulsory nature of the model and the equal, nonjudgmental treatment of all activities (within the bounds of school rules regarding behavior and conduct) which results in a great de-emphasis of classes and other act
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02 May 07
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Sudbury school
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29 Apr 06
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