We’re All Just Compost Heaps

[Allegra Pihlaja]

The image that comes to mind isn’t necessarily the first thing that popped into my head when I read this prompt, but it is one that best demonstrates something that I have learned this term. Last week, when I was standing at recess with Nancy, three girls came up to her and told her that they had something to show her. They then broke into song and dance as they sang about how they were “compost heaps.” I wish I could remember more of the lyrics, but all that I remember right now is them jumping up and down and yelling “We are a compost heap, a compost heap, a compost heap” and then some other words that were hard to make out since I don’t think that they had it all memorized fully. They were so happy as they sang, and they had come up with a lot of lyrics about compost and trash; I was really impressed! Prairie Creek is in the middle of a trash unit, so the song makes more sense with that in mind. I was just tickled by the whole thing because of how excited the girls were about it. Nancy leaned over to me and told me that she loves when she sees the students engaging with class material outside of class. It was at this moment that I knew that Prairie Creek had done something right with their education: their emphasis on learning and the processes associated with it, instead of grades and traditional assessments, allows students’ to develop intrinsic motivation for learning. These three girls were so excited about what they were learning in school that they were motivated to create a song and dance about it on their own time!

This wasn’t the only time that I have noticed this; oftentimes, I see that the students are excited about what they are learning. When Nancy was discussing birds with them, they all got excited about the types of birds that they knew and were to monitor the bird feeders outside of their classroom. Lesson topics can be fun and exciting, contrary to what some may believe! These students are so engaged with the natural world surrounding them, which is what Prairie Creek so beautifully instills in their students. I am a bit afraid that seeing how great Prairie Creek is has ruined me for any other type of teaching at a more “typical” school, but I’m so grateful for my time there (and that I will be going back in the winter!). I do wonder how the transition is for the students as they move on to middle school, and that’s something that I would like to talk to Nancy about, because I assume that it is not easy.

My last day at Prairie Creek was a great day. The students were randomly split into groups and given a fact sheet about a certain type of bird, which they were to read and then create a performance/recital of those facts. It was interesting to see how some groups worked together a lot better than others, and what they came up with. Some kids were making crazy bird sounds, others were reading nicely, and some were ready to act as birds–kids are so creative. While they did this, they also created bird feeders out of toilet paper rolls, sun butter, and bird seed, which they then hung up on any tree that they wished, with the intent of testing how many birds will eat off it and how often they do so. The students were having so much fun doing this, and Silas eagerly led me to view where he put his. School is fun when you’re a Crane!

Here are Andrew and Silas reaching for their bird feeders.

I was so touched as I said goodbye to the Cranes because they had all made me cards. Milla found me at recess and handed me a book cover, cleverly retitled “Allegra’s Cold Winter,” with cards from each student stuffed inside. Sometimes I felt like I wasn’t doing much more than standing around and observing while at Prairie Creek, but I know that’s not true. I was a helpful adult, a role model, and a constant presence for the students, while also learning a lot about education myself, and I hope that this continues for a long time. I’m not ready to be done yet.

My notes from the kids!

[Angela Ellis]

Wow, Allegra!

What a great last post! I love the story of the compost song. It reminds me of an assignment I had in middle school where I had to write a song about the Pythagorean theorem. It was a group project, and I dreaded the entire process. However, these girls didn’t need an assignment prompt or the threat of a due date or even grades as motivation to come up with their song. As you said, Prairie Creek creates an environment to encourage intrinsic motivation. It must be so fulfilling for teachers to work at schools like Prairie Creek and see their students fall in love with and be so excited about the learning material.

However, I agree with your concern about the students’ transition to public school. I went to a Waldorf school called Three Rivers (haha, Prairie Creek, Three Rivers, lots of water!) until third grade when I switched to a more traditional private school. For me, the hardest part about moving schools was leaving my friends. I actually enjoyed having assignments, grades, and more tangible feedback from teachers. However, I think this is only because I was doing well in class, so I really just enjoyed the constant positive reinforcement. Similar to Prairie Creek, my Waldorf school did individual student assessments instead of grades. Also, they didn’t teach reading Three Rivers until third grade. I’ve never experienced “reading” class? I don’t know how people are taught how to read because I never formally was. I think I learned from my mom as she read books to me. However, I believe the reason Three Rivers waited to teach reading was so students didn’t feel like it was forced upon them. Rather, they could ‘discover’ reading at their own pace. In this way, they weren’t frustrated by reading and therefore were more likely to enjoy reading into the future.

[Molly Schwartz]

Allegra this is a fantastic post! I love reading your description of how the students interact with the material outside of class and how satisfying that is for you and their teacher Nancy. I think your point about how lessons engage students interest and build intrinsic motivation is spot on. It’s interesting to think back to my public elementary school experience because while we still had grades it’s strange to break down my motivation as a 6 year old as being motivated for a good grade. While that’s maybe oversimplifying it a bit I definitely was aware of being a “good” student versus a “bad” student and that was often linked to how smart you are or how much praise you got from your teacher.

For the students that do graduate to the middle school next year, I wonder if their intrinsic motivation to learn will carry them through the challenges that come with external motivational factors. I think it’s so awesome that you’re gonna return to Prairie Creek next term and continue to be a part of their educational development.

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