Our mission is to develop an environment that inspires joy of learning, nurtures relationships and embraces learning through play and nature. Integrating constructivist theory, brain science research and social/emotional development, we invest in our students’ inherent and emerging knowledge to support their practice of engaging discovery with critical thinking. We are a community of self-determined critical thinkers and lifelong learners who are empowered to be empathic leaders in a changing world.
Listen. Learn. Know.
Table of Contents
Introduction 4
The Guiding Principals: 5
Curriculum & Environment: Our 5 tenets in action 8
Our Journey 10
Why Start A School? 10
Teachers & Board 10
OUR TEACHERS 11
2013-2014 Community Board 13
Advisory Board 15
The Whole Child at TKG 16
DESIGN OF THE DAY 18
MULTI AGE CLASSROOMS 19
CLASSROOM ENVIRONMENT 19
CURRICULUR INTENTIONS 21
ATTIRE /TOYS 25
SNACK/LUNCH 25
PROGRESS ASSESSMENTS 26
PARENT PARTICIPATION and CONNECTION 27
WORKING WITH CHILDREN 30
CONFLICT RESOLUTION 41
CONFLICT MANAGEMENT & RESPONSIBILITY 42
INDIVIDUAL NEEDS 42
CHANNELS OF COMMUNICATION 45
Origins of Philosophy – The 5 Key Elements 46
Constructivism 46
Cooperative learning 49
Whole Child 49
Brain Function & Development 49
Capacity building 50
Expert Resources 50
Education and Learning Theory 50
Psycho-Social/Emotional Development 51
Communication and Relationship Building 51
Brain Development and Neuroscience 51
Mindfulness 51
Connection to Nature & Right to Play 51
Reading List 52
Enrollment Process 54
Application 54
Parent Conference 54
Introductory Visit 55
Classroom Visit 55
Notification 56
Business & Operational Information 56
Tuition & Financial Commitments 56
2013-2014 School Year Overview 58
Quick Facts 59
BUSINESS OFFICE 59
SCHOOL RECORDS 60
HEALTH & SAFETY 60
EMERGENCY SUPPLIES 61
AFTER-SCHOOL CARE 62
TRANSFER PROCEDURES 62
California State Education Requirements and Oversight 62
COMMUNITY/MANAGING BOARD OF DIRECTORS 64
As Our Journey Continues… 64
Introduction
THE KNOWING GARDEN is a community Elementary school in the South Bay. Currently located at St.Andrew's Church in Redondo Beach, our school recognizes humans as natural learners and respects students' rights to collaboration, choice and play. We believe that a project-rich curriculum facilitated by hands-on learning and real-life experiences will prepare our students to be critical thinkers who become lifelong learners and active contributors to the global community. With credentialed teachers, parent participation and low-ratios, our learning plans emerge in partnership with students and families. Our students and family form a community that values respect, mindfulness, critical thinking, confidence and concern for the Earth.
THE KNOWING GARDEN school will admit students of any race, color, national origin, and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national nor ethnic origin in the administration of its educational policies, admission policies, scholarship, and loan programs, and athletic and other school administered programs.
The Guiding Principals:
How Learning Comes to Life at The Knowing Garden:
– Our classroom is open and emergent. Our students are encouraged to express themselves. We are not improving on the existing model, we are part of the movement that is redefining elementary school.
- Our learning environments have been carefully thought out because we know that the design, aesthetics, flow and materials within a physical space affects the possibilities for meaningful collaboration and deep learning. We are inspired by the Reggio Emilia theory that “environment is the third teacher.”
–Each teacher is considered a researcher who documents student interactions in order to uncover their interests. From there, our teacher-researchers build lesson plans that build upon these interests. Every student keeps a portfolio of work to showcase their individual growth. Presentation of concepts and hypotheses in multiple forms of representation -- print, art, construction, drama, music, puppetry, and shadow play -- are viewed as essential to children's understanding of experience.
– Our Classroom meets outdoors one day each week. This is designed to address the nature deficit facing our students and community.
– We use the National Core Standards as a touchstone for student-created projects. We do not formally test nor assess based on those standards. We do observe for developing competencies and offer parents a narrative snapshot of their child’s strengths and goals.
– Every student spends time analyzing, integrating, and applying concepts to real-life learning opportunities. Our day allows for time dedicated to conflict resolution, community meetings, extensive writing and integrated studies/project-based experiences. At the lower elementary levels, we do not give homework.
- Collaborative group work, both large and small, is considered valuable and necessary to advance cognitive development. Children are encouraged to dialogue, critique, compare, negotiate, hypothesize, and problem solve through group work. There is high emphasis on the collaboration among home, school and community to support the learning of the child.
– Every student participates in Reading, Writing and Math. Additionally, students are exposed to Science, Engineering, History, Social Studies, Storytelling, Music, Performing and Creative Art, Environmental studies, Humane Education, World Cultures and Physical activity all facilitated by a credentialed teacher.
- Our students learn through the experiences of touching, moving, listening, seeing and hearing. Projects may last a few days to several months or the entire school year. Our teachers are co-teachers working alongside children. Our teachers are coaches, resources and guides lending expertise to children but they recognize that they are learners too. Our teachers listen to, learn with and know their students.
-We encourage students to be critical thinkers around real world concepts. Therefore, we value the opportunity to engage in critical conversations around topics related to gender, race, class and religion. The goal of such conversations is not for the adults to impart morals or values, but to support the students in grappling with complex issues in our world. Every effort will be made by the adults to keep their own opinions neutral in order to encourage a bias free environment.
-We are committed to the idea that every child has the right to freedom, autonomy and choice. In order to participate in a community, these rights are balanced with responsibilities. We are both a community of learners and a group of individuals. We put many supports in place to work in partnership with students to meet individual needs while maintaining their connection to our community.
- Role of the Parent: Active participation is an essential component to the education experience at TKG. Our families are actively involved in meetings, celebrations and events. Our parents are involved in decisions about the school and educational approach. Parents are aware of what is happening in the classroom through weekly updates, seminars, resources and meetings. Communication is open between parents and teachers.
How the School Operates:
– The TKG Classrooms are designed and directed by the Teachers. The teachers are also in consultation with the Community Board of Directors and classroom families for support and collaboration.
– TKG Business & Administration is handled by a Parent Volunteer (Trish Valdez) in consultation with a Community Board of Directors. This includes: financial, human resources, fundraising, marketing and classroom support.
Constructivism – Thematic Learning, Project-Based, Emergent
· Whole to part: focus on big ideas
· Real problems to solve with real materials used
· Intentional environment
· Emerging curriculum: based on student interests, questions, theories
· Co-construction of knowledge: learning based on relationships
· Teacher: collaborator, facilitator, documenter, resource
· Authentic, purposeful projects
· Assessment is an analysis of a dynamic process
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Whole Child
Social
· Play/conflict resolution
Emotional
· Opportunities to connect, re-connect, release
Cognitive
· Explore the languages and thinking processes of:
a. Reading/Writing/
b. Math/Science
· Portfolios
Physical
· Park day
· Physical education
· Flexible opportunities
Capacity Building
Creativity
· Various ways to represent thinking and demonstrate learning
· 100 Languages of Learning
Critical Thinking
· Meta-Cognition
· Goal Setting
· Reflecting
Brain Function & Development
Goal Seeker
· Zone of proximal development (individual plus one)
Sensory Smart
· Exploration
· Awareness
Neuroplasticity
· Reflection
· Connection
Oxytocin
· Build positive relationships
Cooperative Learning
Mixed Ages & Generations
Low Ratios
· Cap on Class Size
· Parent Participation
Flexible Learning Opportunities
· Large Group
· Small Groups
· Teams
· Individuals
Teacher Loops
· 5-7 Year Olds
· 7-9 Year Olds
· 9-11 Year Olds
· 11-13 Year Olds
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Our Journey
Why Start A School?
There are many reasons for starting this school, including: choice, attachment/peaceful/unconditional parenting, honoring the individual, connecting with nature and igniting the passion for learning. One of the most driving inspirations?...A void of choices: too expensive, too far, not respectful, not open. We were moved to action because we didn’t have an education option that provided an affordable, respectful, learning environment where creativity could blossom from within each of its students surrounded by a supportive community.
We will continue to grow our school up to grade 8 (Ages 13/14. We are pursuing a permanent location as well as funding through grants and endowments.
Our school began in the Summer of 2010 at our very first community meeting held in a founding family’s backyard. We listed, on a white board, all the things we wanted in a school. The list still holds true today. So, we set out to make the list a reality armed with willing and passionate parents. We started with 4 students and one visionary teacher.
We are inspired by many whose expertise and research have helped us craft our Curriculum & Environment. Special thanks to the Roseville Community School for opening their school and sharing their experience with us.
Teachers & Board
TKG 5-7 Classroom Teachers: Michelle Goldbach-Johnson, Yvette Fenton
TKG 7-9 Classroom Teachers: Magdalena (Lena) Garcia, Elle Schwarz
Advisory Board: Shane Evangelist, Kathy Gordon, Laura Premi Esq, Rick Valdez
Community Board: Monica Evangelist, Mike Dokmanovich, Erin Levin, Michelle Goldbach-Johnson, Lena Garcia Kaufman, Trish Valdez
Founding Community: Elizabeth Bloom, Dana Holman, Jessica Schilling-Wigley, Josef Bobek Esq., Mary Jane “MJ” Garcia, Jessica Mayotte, Daniella Samms, Trish Valdez, Rick Valdez
Find complete biographies of the Board & Founding Community at www.knowinggarden.org
OUR TEACHERS
Magdalena (Lena) Garcia, School Builder, Curriculum, 7-9 Classroom is a UC Santa Cruz alum with a bachelors in Psychology as well as a UCLA graduate with a masters degree in education. She has been an elementary school teacher for the last 11 years. In addition to being a classroom teacher, she has also been a teacher coach and mentor teacher. She has served as an educational consultant for the Natural history museum helping to create project-based, art infused resources to support museum exhibits. Lena strives to create connection with children through listening and playing and is always looking for an opportunity for collaboration and learning with adults and children alike. Lena is the mom to a six and a half year old daughter.
Michelle Goldbach-Johnson, TKG Teacher, 5-7 Classroom
Michelle knew she wanted to be in education when her high school English Lit teacher assigned a “Carpe Diem” project. She spent the following days running in sprinklers, writing poems about mud, and waking up in time for sunrise. From this exercise, she discovered that THIS is where the real learning takes place and thus what kind of teacher she wanted to be. Years later she earned her BA in Liberal Studies and Multiple Subject Teacher Credential at CSU Long Beach. Michelle has worked as a teacher in several districts in the region and was especially affected by her experience at the Art Zone. The Artzone 4 Kids, in Hemosa Beach, provided an opportunity to practice her skills in empathetic language in a rich and supportive environment. Michelle most recently taught kindergarten and is thrilled to implement hands-on-minds-on learning at the Knowing Garden! Aside from teaching, she is a kid at heart and enjoys spending time with her new husband, reading, gardening, camping, crafting, practicing yoga, traveling, and occasionally bungee jumping.
Yvette Fenton, TKG Teacher, Co-Teacher 5-7 Classroom
Yvette finds that the curiosities of children fuel her love of learning. She sees her role in the classroom as a collaborator, learner, and researcher. She received her BA in Child & Adolescent Development from California State University Fullerton. She then attended Loyola Marymount University, where she received her MA in Literacy & Language and multiple subject teaching credential. She has taught in various capacities in Huntington Beach, Santa Monica, Lawndale and Hawthorne. Yvette also enjoys spending time with her husband and daughters. They often spend their time together outdoors, camping, swimming in lakes, building sandcastles and snowboarding
Elle Shwarz, TKG Teacher, Co-Teacher 7-9 Classroom
Elle has an ability to create atmospheres conducive to students’ exploration and recognition of their full potential as an artist, problem solver and creative thinker. For Elle, who earned her Master’s degree in Art Education from NYU, teaching art is not only about teaching principles of design or how to include value in a drawing, but it is about helping the students find their voice as an individual in this world. She utilizes themed, project based experiences for students to explore materials, make discoveries and create artwork that means something to them. Process is just as important, if not more important, than product and students are free to take risks, make mistakes and learn!
TEACHER PROFESSIONAL DEVELOPMENT PROGRAMS TO BE ADDED
2013-2014 Community Board
Monica Evangelist
Monicais a mom of two daughters, Madison and Sydney, and the Finance Director of P.S. I Love You Foundation (PSILY), a Redondo Beach-based non-profit organization serving at-risk youth in Los Angeles county. Raised in Massachusetts, she has a bachelors in Operations Management from UMASS Amherst and an M.B.A. from Southern Methodist University. Prior to moving to California in 2007,Monicawas Vice President of Financial Planning & Analysis for AmerisourceBergen Specialty Group and has additional work experience in manufacturing operations and supply chain consulting. She considers herself a lifelong learner and most enjoys learning about communication, child development, and holistic health & wellness. Monicalives in Manhattan Beach with her husband, Shane, their two daughters and two rescued dogs.Monica handles Board business and Grant writing.