HILLOCK Primary School is a school that wholeheartedly believes in the value of freedom. Freedom is a motivation for growth, source of imagination, and potential for abundance. Most importantly, being free leads to happiness; in the course of our practice, we have regularly witnessed this among the children we see every day and within the culture we create.
However, it is not so easy for children to feel free all of a sudden when an adult says, "OK, you can do whatever you want from now on." Children are sensitive to their atmosphere, adults around them, and read between the lines, which are based on their past experiences and learning. They want to be acknowledged. They do not want to be scolded or make mistakes; they want to become their ideal selves. The reasons for this vary among children, but almost all children are faced with the reality that they cannot act freely right away.
Then, how can a "free environment" be created?
Imagine what a place where you don't compare and are not compared would be like. In an environment where we are compared with others or judged as superior or inferior, it is difficult to feel free, because you will start to check in on your rivals and restrain each other. Even if teachers tell children that they don't have to compare with others, the presence of an environment that facilitates comparison and a system that measures superiority and inferiority in a unified way will inevitably lead to self-comparison. Fostering an environment where everything is different and incomparable, where development in all directions are considered "wonderful" is the only way to create a place where no one compares or is compared.
Alternatively, having a place where the majority cannot determine superiority or inferiority based on a single aspect is important. When it is not explicitly stated that "this is what we should do," "this is normal," or "everyone has done it this way," it can become an unnecessary constraint on our behavior. The challenge lies in that these expectations unconsciously bind both adults and the society. The biases and preconceptions acquired in our environment and culture from childhood are deeply ingrained at a reflexive level. We do not even realize that this is only one side of the view. This is precisely where I find it difficult to create a learning environment centered on children.
I have keenly felt that the "child" is the key to unraveling and overcoming these difficulties. In this issue, we share an example of an event that took place at HILLOCK.
Shortly after the school opened, the children gradually became accustomed to their new learning environment. During circle time (an activity in which everyone forms a circle and casually discusses the day's events), one girl suddenly started to do a headstand. All the children looked at each other with awe at their friend's unexpected action. It was an unexpected move for us adults as well.
What would you do in such a situation? Would you say, "Sit down," "What are you doing?", or "What's wrong?" You may want to call out to her. I considered doing the same.
However, the moment I was about to call out to her, I wondered how the other children took the situation. They were not laughing or telling her to stop; rather, the chatter had suddenly quieted down. The children did not look at me directly but were concerned about how the adults would react. "Oh, she has messed up," "I bet she will be scolded," "I wonder how angry the teachers will be with her." Perhaps they were preparing themselves for what was going to happen, considering their past experiences.
Therefore, I decided not to call out to her and decided to continue chatting without paying attention to her. The children around me were surprised by the unexpected turn of event. One of the kids asked me timidly, "Hey, she's standing on her head; is that okay?" I responded, "As long as she is not bothering anyone, it's fine. I don't mind. But if you feel uncomfortable, please feel free to tell me. That is your freedom, too." The girl who had been standing on her head looked surprised and then slowly sat down. In moments like this children are actually listening carefully to what adults say.
I am not certain if this was the turning point, but HILLOCK's children began to live more freely and openly after this event. Observing this change across the school, I was reminded once again of that day. I thought to myself, "Ah, this sense of freedom was created by that child.
Children who behave differently from the norm often face exclusion in a group where discipline is required. However, I have learned that these children often bring freedom to the group as a whole. If she had not done a headstand at that time, no matter how many times the adults assured the children they could do whatever they want freely, such a free atmosphere would not have existed. Had I reprimanded her when she stood on her head, I might have given the children the impression that adults are superior to them. Owing to her actions, HILLOCK became a place of freedom. This incident made me realize, the unique power of children; a power that adults cannot easily match."
My point here is not to say that not scolding them is the right thing to do, or pointing it out to them is the wrong approach. Adults who are involved in children's growth and learning should set aside rigid ideas of "this is the way it should be" or "this is set in stone" and instead put themselves in the shoes of a developing learner. Through our interaction with children, we become aware of the framework of our own perceptions and, together, we can strive toward becoming our "ideal selves." I believe this is the true reward of being involved in education.
