The alternative school

When our eldest was three, I had a vision for him. Lying on my back (after my morning breathing routine!), I had this very strong "flash" of a different school. I imagined it on land, a bit like the old-fashioned schools. Everything was clearly outlined in my head: we would start the day with stories, we would talk, we would laugh while learning and of course, we would play outside. A school that reflects life. After reflecting and "seeing" the school, I looked at what already existed and what was similar. I was already familiar with alternative schools. So I learned about them and visited several to realize that they aligned with my ideal. So I approached my school board and stakeholders familiar with the alternative educational environment to learn the steps that lead to the creation of such a school. For three years, I took the necessary steps to bring it to life. It was born in September 2010.
Warning: I have absolutely nothing against traditional schools; there are wonderful ones out there, just as there are exceptional teachers everywhere! I am presenting a portrait of a different school to answer the questions of many who also want to know how to establish such a project. Anyone who has at heart a different learning environment for their child can request it from their school board. This type of school is always the initiative of the parents (it is good to know that the creation process takes at least two years). Just because I describe the qualities of our environment does not mean they are not found elsewhere! On the contrary. And surely many of you will share the beauties of your school. This warning is important, because I would never want to offend parents or teachers who have the happiness of their students at heart.

Alternative schools
Alternative schools have existed for over fifty years in Quebec. The majority of children who attend them succeed in high school. Why? Looking into the issue opens horizons. The alternative school is based on respect for the child as they are. We respect their pace, their needs, and their interests. Parents are present. They even share their knowledge. Since they participate in building their children's school, they can pass on their family values. Their presence is decisive for the child's success, and here, I'm not talking about success in terms of academic results or diplomas, but rather in terms of boldness, creativity, passion, and belief in humanity, to quote Monique, the early director of our school. And they learn to know themselves. This characteristic was important to me as a woman who didn't know what she liked when I left university. I didn't know my strengths or weaknesses either. "Know thyself," he said.
I spoke about it to people around me and immediately, families and teachers joined me, all wanting a child-centered approach; an anti-performance approach (but what is wrong with wanting to excel without taking the time to live?). Along the way, I was offered the opportunity to create a private school, but I didn't consider this possibility. I was hoping for a public school that would be open to everyone, without any discrimination. I saw children from all social backgrounds there. The only criteria for being part of this school would be the desire for parental involvement and sharing the same values.
After two years, the school board accepted the project and assembled a wonderful team to explore the possibilities and present them to the future parents, the builders of their children's school. We met with them all one by one, and I will always remember those very touching moments. They couldn't sleep: deeply moved, they hoped for a place where teachers would see the potential of their wonders, where they would work at their own pace while allowing them to be present and watch over their children. I was able to witness their touching involvement at the first assembly: out of 100 families, 200 parents were present, both mothers and fathers. Their passion is palpable; they are very committed, and the school is thus a natural extension of home. During that evening, Monique, the principal, spoke. She thanked me in front of everyone. Taken by surprise and holding back tears, I received such recognition for the first time in my life. I dedicated myself to this project, selfishly for my son (and following this flash of an "absurd" ideal school, let's think about it!). What I received at that moment as gratitude is by far one of the greatest gifts of my life, one of the strongest moments. This school may still exist in fifty years. And it is not only the lives of the children that will be transformed, but also those of their parents, brothers and sisters, and teachers who will work there. This accomplishment also encourages me to continue to undertake projects as crazy and grandiose as this one! I encourage you to build in your community whatever idea comes to you.

A natural entrance
Every week, I go to our eldest's school to give workshops to the children or simply to help in class. I always bring our youngest with me. It's absolutely wonderful! The students "pamper" him and the teacher even uses him to explain different stages of learning to the students. I always feel welcome and he is in heaven! He doesn't have enough time to see everything, discover, receive hugs and play! In class, Justine kisses him and Fabrice lends him his "ball-seat." If we are in the gym, he tries all the balls and a child, who others might call unruly, takes care of and watches over him. If we are reviewing spelling words with a small group of children in the cafeteria, he has his corner to "cook" and run from one child to another! We eat with his big brother, proud and happy to be with us. He was a baby in my arms the first year. Four years later, school is his too, even though he hasn't started kindergarten yet! It's easy to describe his little path of natural integration. He's in familiar territory. In the evening, I often exclaim how happy I am. I'm fulfilled to be with my children and to see them blossom like this.

Deprogramming
Teaching differently required a lot of patience from the teachers of the older students who were used to traditional school. They had to be "deprogrammed" (the parents too, for that matter)! In the first few months, they didn't know what to do or how to behave, with the freedom of thought and choice, which in their minds boiled down to throwing pencils around the classroom! The teachers used every possible means to show them how to be free and autonomous, but responsible. With the younger ones, this problem never arose.
Parents, for their part, must have confidence in their child: academic performance matters little in the alternative. Parents cannot place their child with grades. Rather, they monitor their child's overall development (strengths, challenges, academic and personal), at their own pace and over seven years. For example, their child may learn to read later, or earlier than another. The parent must believe in them, regardless, and in everything that the child is. Isn't trust the basis of any relationship? There is therefore no numerical evaluation, nor any comparison. So, when I met Louis's teacher, at the presentation of the "non-report card" (it is neither traditional nor numerical), we talked for an hour. We discussed how he is developing at school, how he interacts with others, his personality, what he likes. We have barely touched on the issue of "grades" (which are not grades, they are assessments in words, self-assessments too because as much as the student learns to correct himself, he also learns to situate himself in his various learnings). Furthermore, parents can come to class as they wish to help and be up to date on everything! I salute them. They actively participate in a bright and magnetic school life as well as in the success of their children, even if they have a job and a busy schedule. These parents wanted to be present with their offspring.


Getting to know each other
Success (and a certain power) involves self-knowledge. This is the tragedy of society today: people don't know what they like and what they want to do; they follow others instead of "following" themselves. I will have succeeded like my mother if Louis and Charles are happy and if they do what they love in life. If they have passions and they vibrate every day. For me, that is the priority.
Alternative schools don't want children to learn by heart what's in books. They want them to ask questions, learn to think, to communicate, and to express themselves in as many ways as they like. This development process takes place over seven years. Children set their own short- or long-term goals, depending on the project. They choose what they want to do (children greatly appreciate this "freedom" or autonomy) according to their current interests. For example, the teacher offers the child the opportunity to read, play math games with a particular parent, or practice spelling with another parent in the coming hour. They also choose how they want to participate in long-term projects; they choose their committee. They are at the heart of their development. They thus learn to know and define themselves.
The teacher witnesses these steps and participates as a guide, not as an authority. Non-conformity is accepted and does not generate any feelings of guilt. Teachers observe, listen, and support. They build with the child. "The role of the teacher is not to simply let things go, but to harness the student's enthusiasm and give them the means for a genuine learning dynamic that allows them to build real acquisitions together." Célestin Freinet.

John Taylor Gatto, professor and author of Underground History of American Education1, analyzed the problems of modern, forced mass education. According to him, school as we know it was designed to train workers who are not inclined to think for themselves. They don't want children who are different. Instead, this is what they are shown:
1. stay in class among the other “numbered” children and remain locked together;
2. competing for the teacher's favor and not investing in one's work, because when the bell rings, one moves on to something else without finishing what one is doing;
3. submit to a chain of command, to “police” power (and not to think for oneself);
4. not to choose, but to follow what the teacher decides;
5. be constantly evaluated and judged;
6. to always be watched and not have any private time for oneself.

We should promote students' freedom in institutions rather than taking away their conscience. Come to think of it, schools teach nothing but obeying orders (and to continue this reasoning, a good politician is not taught in political science, nor a good poet in literature class). I love reading his thought: "good things happen to the human mind when it is left to its own devices." WOW!

Succeed in life, not in exams
"It's not by measuring a child that they grow faster." Alternative school is based on small successes, not on a year-end report card. A small victory is so rewarding. Each one counts. It's so important! My boyfriend was the first to value me, and my life was transformed. So let's start by valuing our children. Competition hurts adults; you have to be strong not to devalue yourself when you're constantly comparing yourself (and there can only be the best in a class). It's worse for our children! We give them grades (sometimes even out loud!)! How do they feel when they're low? If they don't understand a subject? Do we want to build their lives on a feeling of devaluation or pride? What gives them more confidence in them, in life?
Our director says, "We want to help students develop their full potential. We want to help them be, grow, and act while living their life as a child to the fullest in an environment that promotes their well-being." Children at the alternative school become aware of their strengths, their weaknesses, and where they can explore various skills.
A child who is not good at math is not necessarily a good-for-nothing. Today's schools are good for some children, but what happens to those who are not academically gifted, or simply slower, distracted, or too fast? Some feel demotivated, others devalued, even though they may be great poets, great creators, or great artists. We must listen to these children. We cannot standardize them because they are all different from each other. We should do everything possible to ensure that children succeed in life, not in their exams!
Example: On his first day of school, I saw a little boy in second grade tell his teacher that he was a good-for-nothing. She showed him that, on the contrary, he could achieve many things. It changed his life. That evening, he said to his mother, "Mom, did you know I was smart?" Today, this child is blossoming.

A Quebec professor and author, Charles E. Caouette, also reflects on our school system after working in it for 40 years. During a conference in November 2004, he spoke about our evaluation system, which allows us to classify each individual and make many feel devalued because marginalization is the norm. "We reject all young people who are significantly different from others, or who adapt poorly to approaches
uniform educational methods imposed on them." He adds that "at school, young people do not only acquire academic knowledge, specific know-how and more or less unclear transversal skills. They learn how to behave, they learn what is appreciated and valued and what is not. In terms of attitudes and values, they learn very well, following years of conditioning, what is recognized and advocated by the industrial paradigm, namely: individualism, performance at all costs, competition, the importance of public image, the lack of respect for individual and collective differences, the different forms of intolerance and physical and psychological violence."

“My dear Jacynthe, You can be proud of what you have achieved with the Des Cheminots school! How many beautiful people you have brought back to life, who were only waiting for a burst of life to realize that there was hope for their children and for themselves. Bravo!” Pierre Chenier, President of the Réseau des écoles alternatives du Québec

Learn much more, learn the tools to succeed in our lives
In the alternative school, the program is the same as in traditional school. It's the way of teaching that is different. The child in the alternative school makes choices according to his interests, his pace, and his needs. However, certain limits are imposed, but the framework is rather broad. The teacher knows the entire educational program and adapts to the learning of his students. The child sees the basic subjects, such as French and mathematics, but with the help of fun tools from which he has the choice. Children can review the spelling of the words learned by throwing the ball, they can learn to count by drawing. I love seeing them read when they return to class after recess. Independently, they choose a book and a place, on the floor, on the sofa, against a friend and read, quite simply or help the one who is having more difficulty. I am moved every time. It is so simple, but it is so beautiful!
By not forcing things, they happen naturally. If we want children to learn and discover themselves, they must be interested! Classes also group together different ages, which allows the youngest to happily imitate the older ones. And the latter to teach the younger ones with mutual support and pride. Let's think about it: segregation by age group only occurs in the school environment. Nowhere else do you find such homogeneity. Families are not like that, and neither is life. It is beautiful to see a nine- or ten-year-old child helping a younger one. Teachers cannot teach an entire class to read at the same pace!
So, rather than aiming for uniformity, the alternative school focuses on the children's differences and life experiences to enrich the entire group. When I went to Cuba to film, I brought my sons. However, I was worried that our eldest would experience a gap in his friendships! That he would feel excluded upon his return since we were leaving a few days after the start of the school year. Like a reflex to draw beauty and learning from each new situation, his teacher had the wonderful idea of ​​using the trip as a teaching opportunity for both our son and his friends. She asked him to create a photo report based on what the other students wanted him to photograph there. He took his work very seriously; I was practically unable to touch the camera that had become his. He even wanted to leave without us, with the team, in search of rentals... and treasures. Upon his return, he gave a 40-minute presentation on Cuba... at six years old! A photo report seen by him and in his words. He enriched his class, who passionately reported his new knowledge to their parents that evening. And the next day, our son wanted to give more presentations.

The differences

Children with differences are not labeled "problem children." We try to bring out the positive in each situation. For example, I was leading a sports workshop for a dozen children (one afternoon a week, the parents take care of the children to give the teachers time to review everything and do research). They were rather unruly and I was shouting myself hoarse because I could no longer make them listen. So I took the most "lively" one, gave him a whistle and asked him to lead the workshop in my place. He was so good. This child is a leader, he was very creative in his facilitation and managed to gain respect much better than I could. I saw before my eyes the caterpillar transform into a butterfly. I also saw my son's teacher take about ten minutes each day with this more agitated little boy so that he could write to his parents about how his day had gone, with the help and comfort of his older sister whom the educator had gone to get. Over the months, he calmed down and was accepted among the other students. They even took him under their wings. I find these attentions deeply touching. It often happens to me, when I am in this wonderful school, to be very moved when I see the parents present, the happy children and, especially when I realize that the most unruly (who would probably have been isolated elsewhere) are filled with esteem here because the educators in place (both teachers and parents) take the time to talk with them and give them tasks that help them grow.

Let children be children

Our "Catholic" education taught us that learning should hurt. That we had to suffer to earn. This is false. We learn much better while having fun. What I have wanted since the beginning of this new school adventure is to respect the needs of the child: their need to discover, to play, to explore, and to laugh. You can't ask a six-year-old to be an adult. A child must be a child before being an adult. I want my child to be a child, I don't want them to perform. It's insane! In any case, to perform, the child must be well. I tried to perform in the past. I did an international baccalaureate in pure sciences and I had excellent grades in mathematics, physics, and chemistry. I had no interest in these subjects. I memorized everything to perform. In fact, I didn't really understand what I was studying; I was just reproducing. The beauty of an alternative school is that you learn through experience, not just academics. You also learn to express yourself, to be with others, and to be independent. Furthermore, " if we want to develop young people's autonomy, we obviously have to recognize and respect that autonomy. And respecting the autonomy of others means accepting that we lose power over them. That's what scares so many adults, especially in schools ," says Charles E. Caouette.
Let's let children be and not put the whole weight of our mistakes on their fragile shoulders. We ask far too much of them. They must have a life. A child's life and later, a teenager's life. I'm also thinking of all this extracurricular support: homework help, summer camps, exam support, Saturday school... Let's stop! Let's give them a break! The school of life is so much more important than that! Exploration at home and in the garden, playing, building relationships, breathing, finding themselves, questioning themselves: that's what's really important! Young people must have time to have nothing to do, they must be able to relax, not always have organized activities. It's too much! They go to school full time, they have homework or other classes in the evening and on weekends, they accompany their parents for household chores and have even more classes. They no longer have time for themselves. We can't ask them for all that. We have to find some
resources to free our children from our responsibilities, our tasks, and our schedule. Let them be! Let's stop "cramming" them, preparing weeks for them in which they have no free time of their own and in which they no longer know what to do if they have nothing prepared in advance. A child should be able to play in nature with a piece of wood and some rocks. These days, they are so organized that they no longer have space to think, choose, imagine, and create. We rule them, we stifle them, we control them. Let them live. Let them breathe! Sometimes in silence too. And with themselves. Dizzy with this lifestyle of high-performing adults, they too no longer get along.

Children spend their time in school, then in daycare or nursery, and during the summer at camp. They no longer have a life of their own. They are suffocating from the lack of moments of freedom. It can't work like this. Children need to move, to imagine, and to breathe.

I'm not saying that alternative school is the solution or that it's ideal for all parents and all children. I'm simply saying that a child needs to be, to have time to themselves, to find themselves, to play outside, to be with their friends, to tell stories, to be creative, and to be a child. We have to stop. A child cannot be molded like an adult. Every child is different, and we have to follow their differences. They have to tell us what they are, what they want, what they need, and we have to listen to their needs.
Let us also remember that all interests are valid. That there are no professions more important than others. Isn't the main thing that our children are happy in what they do?
choose?

I wanted our boy to keep the sparkle in his eyes; to remain a child throughout his childhood. He succeeded. I didn't want him to perform, and yet, he learns at an incredible speed, all the while telling myself that he's just playing! In two months, he already knew how to read and write. At the age of 7, he devoured four large books for his age in one week (even though he received a Wii for his party, he preferred to read, joy!). And what can I say about the way he expresses himself in front of his friends and with older children, how responsible and independent he is, and above all, how straight his back is when he starts school.
Education is important; it nourishes children and helps them become who they are. When properly structured, it inspires a desire to learn, explore, and discover, and fosters beautiful, healthy, and enriching relationships. My dream school, for my sons, is all of this!