Dear Parents,
This Weekly mostly illustrates the new Open Classroom approach, and the progress we have made in finding out how to best use the space and this time working together. Please take note of the links to two short films where you can see some children in action (click on the first two headings that are underlined and use the password OC).
Following three successful prospective days, we are delighted to have one new family join us at Inwoods: Sophie and Simon Bateman with children Amy (8 years) and Bertie (7 years).
We were also very pleased with Nadia's prospective week as a staff member and feel she is our strongest candidate so far. We welcome any feedback you may have.
We are very much looking forward to being together with you all this weekend for the Parent Meeting. Please feel welcome to bring your picnics and have lunch on the grounds following the meeting.
See you tomorrow.
Mary-Ann and the Inwoods team
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Awareness and sensitivity
Questioner: What is the difference between awareness and sensitivity?
Krishnamurti: I wonder if there is any difference? You know, when you ask a question, what is important is to find out for yourself the truth of the matter and not merely accept what someone else says. So let us find out together what it is to be aware.You see a lovely tree with its leaves sparkling after the rain, you see the sunlight shining on the water and on the grey-hued feathers of the birds; you see the villagers walking to town carrying heavy burdens, and hear their laughter; you hear the bark of a dog, or a calf calling to its mother. All this is part of awareness, the awareness of what is around you, is it not? Coming a little closer, you notice your relationship to people, to ideas, and to things; you are aware of how you regard the house, the road; you observe your reactions to what people say to you, and how your mind is always evaluating, judging, comparing, or
condemning. This is all part of awareness, which begins on the surface and then goes deeper and deeper, but for most of us awareness stops at a certain point.We take in the noises, the songs, the beautiful and ugly sights, but we are not aware of our reactions to them. We say, 'That is beautiful', or, 'That is ugly', and pass by; we don't inquire into what beauty is, what ugliness is. Surely, to see what your reactions are, to be more and more alert to every movement of your own thought, to observe that your mind is conditioned by the influence of your parents, of your teachers, of your race and culture; all this is part of awareness, is it not?
J.Krishnamurti, Think on These Things
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ACTION
School fees. The auditor has highlighted some outstanding amounts so please communicate with Lesley Wilkins (the bursar) immediately and discuss your payment plans for the year. Email: lesley@brockwood.org.uk
Cleaning. We are looking for an independent cleaner for Inwoods, so please spread the word. £8 an hour, 2 hours a day, with extra hours on occassional weekends.
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Working with the Hundred Number Board
Anecdotes and reflections from a teacher
Sand and Sand-clocks
On Thursday, the Willow Blossoms and I began to make the 2nd prototype for a sand-timer using recycled materials (prototype 1 sagged and had too miniscule a hole so stopped after 1 hour of dribbling). We had four plastic drinks bottles, sand from the sand box, 3 sieves of two sizes, various bowls, funnels, cling film, electrical tape (“Really expensive tape!” said Veve the other day while making prototype 1), exacto knives and scissors at the ready.
Great cooperation was in play as the sand was cleaned, figuring out how to keep the dirt separate, and how to share in pouring, sieve-holding, etc. Once enough sand was clean, we funneled it into one of the bottles, and began closing the top with cling film and electrical tape. Bertie and Seren immediately noticed the potential for decorating and began making patterns, scary monsters and English crosses on the bottles.
Dave, a visiting teacher joined us. “Wow, sand-clocks!” he said. He asked the kids how they were making them, and got great answers about how the sand flowed and why the use of recycled plastic bottles (“Because glass would go ptshhhhh!!” explained with actions). Mia and Luki showed how they were funneling the sand through two sieves and two funnels and how you have to dump the dirty bits carefully away. He asked them what sand was, and was told it was glass. They then had a long conversation while holding rocks about how rocks and shells would eventually be ground down into the sand, and how later it could also be made into glass. The children then told Dave that the two pieces of flint he was using to represent rocks and shells would make sparks, at which point he said, “Wow, you kids know lots of things!”
Once that was discussed, and the other timer begun, Dave then thought of his last secondary school, which had plates of many types of sand from around the world that the kids looked at through microscopes to see how different it all is. I let him know that we have a microscope, so he got it out and soon he and the kids were setting it up, learning a lot about the delicate instrument itself. Many kids came to look at the sand in the microscope now set up in the BB kitchen.
“They look like crystals!” said Luki, showing me all the different colours and shapes now visible.
“They are crystals,” informed Dave.
So, when you are ever visiting anywhere with sand, bring some back (about half a teaspoon) and we can build a collection to look at!
Mariamah
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Observing sand through the microscope
Learning letter formation
Creative Writing with Nadia
Yoga Class for Parents - Thank you Caroline!
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Upcoming Events
At Inwoods
Parent Meeting: Sunday 23rd Sept.10.30am to 1.00pm
Open Morning: Tuesday 25th Sept. 10am to 12pm
'Little & Often' Meeting: Wednesday 26th Sept.
Working/Support Group: Friday 28th Sept. 4pm
Half Term Break: Monday 29th October
Guests
Prospective teacher: Lizica Popescu. 24th -28th September.
Wanted
Carpet samples for children to sit on in the Oak House (can be picked up free from carpet shops).
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