0:00
Welcome to ANI In the Air Under the Tent and Around Baltimore. This is Talk
0:08
About Tuesday where I talk about some kind of Sudbury topic. So today I just
0:16
wanted to mention, it's going to be brief, I hope, about discovery. So we have
0:23
mandatory announcements where we announce stuff. Students completely ignore us
0:30
entirely, well not entirely, but mostly. And we find that the most effective thing is
0:38
just to leave stuff around and then they kind of look and they maybe try and they
0:43
maybe wonder whether they can do something or not and then they, you know,
0:49
it's kind of fun to just watch them. A few students might ask about it, but
0:53
for the most part they just, you know, they try it out. So, for example, we have a
1:00
slack line now and the students are happily going along with it. We didn't
1:06
announce anything. Got set up late on Friday and some students might have seen
1:12
it and asked about it then, but for the most part I think just students were
1:16
like, "Hey, there's this new thing!" and trying it out. You know, kids are just
1:21
really aware of everything that's going on and you don't really need to tell them.
1:26
So that's, yeah, you know, and that's really what our model is kind of based on
1:34
is kids just figure out everything about the world just because they're existing
1:40
in it. They're curious, they wonder, they see. They see things that adults often
1:45
don't and actually I think they kind of like see things in quotes, meaning like
1:51
they're not necessarily even consciously aware of it necessarily, but their brains
1:55
are like continuously processing things for possibilities and then they just get
2:02
notions and ideas and they just go for it, see what happens. It's really a quite,
2:10
you know, it's a wonderful thing to witness and to watch. They really do some
2:19
amazing stuff and, you know, so obviously physical exploration on our physical
2:26
campus is quite easy to see and quite useful, but it really seems to me that,
2:35
you know, they they do these things, you know, that they explore on computers, for
2:45
example, and figure stuff out that no one's ever told them about. They often
2:50
ask about things I know nothing about and, you know, they just kind of figure it
2:55
out. It's, you know, I don't know how many people actually browse their library for
3:01
books, but I can always hope, but, you know, there's just lots of stuff that they bump
3:06
into and figure out and they use it in ways that one might never intend and
3:11
they, you know, it's just a whole construction of an entire world being
3:16
done in the minds of every child here and it's just it's just really wonderful
3:22
to see. So I think that's all I got for today. Had some long talks today, so maybe
3:32
a little tired, but, you know, just, you know, sitting out here and just seeing
3:37
everything that students were doing. Just so much energy, so much motion, so much
3:44
new stuff happening constantly, you know. People or students building these
3:53
wood forts and like, "Oh, well that collapsed, that didn't work," and then just
3:57
going and trying it again. You know, seeing them run and jump and tumble and,
4:05
you know, they're playing these sort of games that in non-pandemic times would
4:11
be, you know, maybe actual tackling, but instead it's like virtual tackling where
4:15
they don't touch each other and, you know, I don't know what's going on, but, you know,
4:19
it's really fun to watch. So, yeah, let's talk about Tuesday today, nice and
4:31
short.