At the public schools where I taught, I was distressed with the ordeal that ensued each year during state testing week. In later years, as the pressure to perform from the state increased, testing became a year-long ordeal. The testing "bar" was raised, which meant that more difficult material was placed on each test, resulting in fewer test questions that the students were prepared for. Only 50% of the test questions were actually in the grade level range of the students taking the test. This explained to me why my students looked dismayed and defeated after each round of testing, regardless of how much I reassured them that it was normal not to know the answers to many of the questions and  to just do their best. How would we feel if we took an exam where we had no clue how to answer half of the questions? 

Someone recently told me that her first-grader came home in tears the other day because she was being given timed reading tests.  My granddaughter, who is in first grade in public school, is learning all kinds of things that are advanced, but that have no heart and no opportunity for direct experience. She's required to do weekly book reports for homework by filling out a form about the content of the book, but devoid of creativity.  The topics they study, such as tornadoes and hurricanes, are not warm and cuddly topics for a child in the feeling years. It makes me sad that she is missing out on the heart-opening activities that I see in our school, and the creative ways children write, do art, and learn about those topics. She has been elected to represent her grade in student council (!) and has proposed a school garden which would produce food to be sold so they can go on more field trips.  So far, there doesn't seem to be time in the school day for such "extras".

I have seen the result of students the Living Wisdom School both taking standardized tests and moving on to other schools. They excel academically and stand out in their new environment as students with a sense of self and with skills for cooperation and expansive thinking that benefit their new school. A solid foundation is formed here at our Living Wisdom School that enables children to be themselves despite the pressure to conform and able to attract like-minded peers and form healthy friendships.

The public school system has many wonderful, caring teachers who are doing the best they can, and there is much to be admired in a system that is required by law to accept anyone and everyone who appears at their door.  I'm grateful to have been a part of that system and to have learned what I did from my experience there. But now I'm honored to be part of a system that focuses on what is consistent with my values and that puts the child's well-being before state mandates and requirements. I have learned so much personally as well as professionally from teaching here in the Living Wisdom School, and I continue to feel nurtured and valued as a teacher and a person and where kindness, cooperation and support are valued above all else.

Sandi Goodwin
Intermediate Class Teacher