A Typical Day at the Barclay School: 9am – 3pm

It is a cold morning, so we begin the day by going into the kitchen and measuring out the ingredients for hot chocolate.

Balancing our drinks, we flop down onto the couch and floor cushions and sip while I continue to read from our story about a child experiencing the Civil War. Daisy, my dog, snores, and the school cat claims a lap.

We discuss the story and ponder ‘what will happen next.’

Three of the students huddle in a corner to continue their collaborative play about the Civil War.  They are wearing assorted props from the costume trunk to get in the mood.

Another student is working alone on a poetry collection inspired by the story we are reading.  He is illustrating his work.

Music is playing quietly in the background. Artwork, both famous pieces and the children’s own masterpieces, cover the walls.

I sit at a table with two students to work with them individually on their reading and writing skills. I use the “Project Read” program, based on Orton Gillingham methodology, developed specifically for dyslexic students. I combine this program with “reading and writing for real purpose.” We are, for example, currently pen pals with a soldier serving in Afghanistan, writing a daily Barclay School blog on our website, and making lists of community people we want to invite to share their expertise with us.

We have our mid-morning snack in the garden where the sand pit is the current favorite place to build Lego cities.

Our Master Gardener guest interrupts us, and the kids help her unload her truck. Today’s Math and Science lessons are combined as we measure and cut the wood for our raised bed vegetable garden and discuss how much dirt we will need and what we will plant. The kids also want a worm box and compost pile. We do as much as we can (like everything else in the school) using recycled products. While we eat lunch, we plan a field trip to buy the dirt and plants.

The students take our guest on a tour of their garden before she leaves and proudly show her their experimental beans, sprouting potatoes, and homemade bird feeders.

The children settle down for some quiet reading on their own or listen to a book on tape. One of the students chooses to read aloud to Daisy in the garden.

We then unpack the box of manipulatives and workbooks for the “Math U See” program that allows the students to “say, see and do” their math. The students split into groups, each working at his own pace and own level. I rotate among the groups as needed. The students work at tables or on the floor---wherever they are most comfortable.

I turn up my Chubby Checker CD and attempt to teach kids the “Twist!” Daisy is my most enthusiastic participant, and I get a lot of eye rolling. One of the kids asks about the waltz, so I promise to teach them about Richard Strauss and play the “Blue Danube” tomorrow.

A parent arrives to pick up her son with a jam jar of tadpoles for the school. Tomorrow’s vocabulary “Word of the Day” will be metamorphosis!

Homework is for them to go home and do what kids do. Play. Explore. Learn.