Non-material teaching suggestions (but plenty of paper and pencils) for freedom schools; [1964?]

              Non-material Teaching Suggestions (but plenty of paper and pencils) for Freedom Schools
Transcript

My preference is for de-emphasizing the teaching of reading (spelling or grammar) as a separate skill unless a student, of his own volition, especially requests it. In general, a high school student will probably learn more from speaking, reading, and writing about his own thoughts or a particular subject he himself is interested in. Two students working together can often teach and learn more from each other than you can teach either of them separately. But you should always be available to answer questions (if you can) or act as umpire if needed. Specifically, a student or students might be asked to do any of the following:

1. Write up reactions to, or a summary of, a class discussion.
2. Report to the class on something he, or they, have studied on their own or worked on especially with you or a specialist (e.g. in math, science, art, or politics).
3. Teach games or reading or anything needed, to younger children in a Community Center and report this in detail for the class.
4. Report for, and edit, a newspaper to exchange with other Freedom schools.
5. Report or exchange information in any form or on any subject that may occur to you or them (e.g. their word, on Voter Reg.)

You will want to fit the form of presentation to the particular student - a written report for him to read to the class, or which you or another student might read to the class, or an oral report to the class, with or without demonstration (of a scientific experiment, an artistic creation or anything else.)

I would suggest not [be too busy] correcting grammar or spelling for the first few days unless a student asks you to (and means it). Students will probably criticize each other on these mechanics, and this is better. You will have to judge which students need to be protected, by you, from too much fellow-student criticism too soon.

Some may not be able to bring themselves to read aloud or speak before the class. You should judge when, if ever, it is time to push them a little to make a try at it. Try never to embarrass a student before his fellows.

Some students will be unable to express their thoughts adequately in writing if you insist upon proper spelling. Others will be uncomfortable if you do not enable theirs to spell everything properly as they write it down. For these students, you should be ever-present to furnish them with the words they need. Such a student might have a notebook in which he could copy and keep track of any word you furnished for him. (You could write it on a slip of paper as he asked for it.) Generally speaking, I would not say 'Go look it up in the dictionary' if a student asks how to spell a word. (Try looking up a word like colosal? calosel? collasol? if you don't know its spelling, and you'll see what I mean.) [Editor's Note: "Dictionary - for def's and derivations" written below the line]