What if life skills were taught in school?

Suggestions from Sara Boboltz, in 7 Things We Should Start Teaching In Schools ASAP:

1. Taxes
2. Budgeting and finance
3. Computer coding
4. Emergency medical training
5. No-bullshit sex ed
6. Cover letters and resumes
7. Sustainable living
Bonus: Splitting checks at a restaurant

What if we raised 'global children'?

Stacie Nevadomski Berdan, author of Raising Global Children, says:

"According to the National Research Council, one of the numerous research reports on this growing topic of discussion, Americans' 'pervasive lack of knowledge about foreign cultures and foreign languages threatens the security of the United States as well as its ability to compete in the global marketplace and produce an informed citizenry.' As Americans, we must see to it that our children develop the flexible qualities of character and mind necessary to handle the challenges that globalization poses. To become global citizens, they must learn how to communicate and interact with people around the world. We must raise global children.

Traits such as curiosity, empathy, compassion and flexibility cannot be bought, they must be taught. To be sure, travel, ethnic restaurants and cross-cultural museum exhibits can enhance a child's global mindedness. But so, too, can the treasure trove of books, music, movies, magazines and maps available at the local public library."

Her book suggests:

  • Encouraging curiosity, empathy, flexibility and independence
  • Supporting learning a second language as early as possible
  • Exploring culture through books, food, music and friends
  • Expanding a child’s world through travel at home and abroad
  • Helping teens to spread their own global wings
  • Advocating for teaching global education in schools 

Trusting in humanity


My dream on this journey was to trust in humanity. I imagined pedaling into villages and being offered places to stay, meals to share, stories to discover.

On my last cycle-touring afternoon as I cycled in Montelimar, home of nougat, I spotted a creperie and wondered if they used my gluten-free-friendly sarassin (buckwheat) or regular old ble (wheat). I parked and strolled in to find an older gentleman behind the bar and a not-so-old gentleman drinking at the bar. I asked in my broken French about the gluten. I was shown the menu with the best deal yet: $12 for a salad, savory crepe, and sweet crepe. And he would make them both with just sarassin. Woohoo!

I sat down and the man at the bar began to talk with me. Realizing that my English is far superior to my French he shared with me, in English, that earlier this morning he had seen me, a fellow traveler, and called out to me in French, asking where I was headed. I hadn’t responded. I didn’t even remember this encounter. But now, seeing as we were in the same place he could ask me again. Fascinated about my journey he asked many routine questions: How many kilometers do I ride per day? (60-80) How heavy is my bike? (Not sure, but it’s heavy) Where do I stay? (Friends, other cyclists, camping when it’s warm) Where and when did I start this journey? (Amsterdam, 20 Sept) When and where will it end? (Barcelona, late November).

We got to talking and I shared that I didn’t have a place to stay yet, as I was going to email some people and check hotel rates after this delicious lunch. He said he had a place down the block with a spare room and I could crash with him. I had a good vibe from this guy. I came to learn that he had been to India 7 times. Seven times!!!! And had stayed several months each time, with gurus, sadus, and babas. We chatted for a long time and then I agreed to stay with him.

I’m happy to report that after a homemade gluten-free, vegetarian dinner we became fast friends. I shared my mandala art and we traded travel stories. It was a lovely evening.

And my dream came true. I met a nice stranger, found trust, and a comfy bed.

What if "homework" was about living life and learning yourself?

Instead of boring worksheets and more sitting(!!!), what if homework looked something like this:

1. Go Outside
2. Get Bored
3. Spend Time Alone
4. Read
5. Make Something
6. Write
7. Clear the Table (Contribute to your home/family)
8. Rest 

What if children explored some dangerous activities and instead of stopping them we joined them?

From the authors:

Fifty Dangerous Things (you should let your children do) is the first book from the people who created Tinkering School. With projects, activities, experiences, and skills ranging from “Superglue Your Fingers Together” to “Play with Fire,” along with 48 other great ideas, the book is a manifesto for kids and parents alike to reclaim childhood. Easy to follow instructions, fun facts, and challenging undertakings that will engage and inspire whole households.

Why Fifty Dangerous Things? First off, Five Dangerous Things just weren’t enough (although the audience at TED thought it was a good starting point). More importantly, there are many “dangerous” things that are interesting, eye-opening, enlightening or just plain fun! And while there are aspects of danger in virtually everything we do, the trick is to learn how mastery actually minimizes danger. Most of us learn how to walk without toppling over at a very young age, so that walking is no longer dangerous. Next we learn to negotiate stairs. Why stop there? Why not practice and become proficient at walking on the roof or walking on a tightrope? These are just a few of the Fifty Dangerous Things that we invite you to try.

What if instead of telling student's they are wrong, we help them get it right?

I remember having the wrong answer in class. It was devastating. And I didn't learn what the correct answer was because I was too upset. Brooke McCaffrey read "The Skillful Teacher" by Jonathan Saphier, Mary Ann Haley-Speca, and Robert Gower, in which the authors discuss the concept of 'sticking with a student.' With this method, instead of the typical response of moving on, the teacher keeps his or her attention and focus with the student who provided the incorrect answer and uses a variety of strategies to help that student reach the right answer. For instance, the teacher might validate what is right or good about an incorrect answer and then offer the student a cue."

So instead of teaching the world in black and white, right and wrong, let's show children how to figure things out. It's not about the answer, it's about the learning. 

What if half of the school day was outside play?

It's great to give students movement breaks, stay 5-minutes longer at recess, and even have standing desks, but Angela Hanscom, a pediatric occupational therapist, reminds us that children need to move. They need to develop body awareness, which inevitable improves learning. All of our systems are connected, remember? They all need to be nourished, and not just for a few extra minutes.

She writes:

In order to create actual changes to the sensory system that results in improved attention over time,  children NEED to experience what we call “rapid vestibular (balance) input” on a daily basis. In other words, they need to go upside down, spin in circles, and roll down hills. They need authentic play experiences that get them moving in all different directions in order to stimulate the little hair cells found in the vestibular complex (located in the inner ear). If children do this on a regular basis and for a significant amount of time, then (and only then) will they experience the necessary changes needed to effectively develop the balance system–leading to better attention and learning in the classroom.

So, what if half of the school day was outside play? 

Choosing family


Flashback to April 2015: She met me at the airport. I saw her and hugged her and we instinctually sat down on a bench and started talking, eating the smoothie and avocado she brought. After 30 minutes we realized we were still sitting in the airport, so distracted by our catching up in person that we never left. We headed out on a train towards Gent.

We are soul mate best friends who hadn’t seen each other in 4 months.

The Bed and Breakfast she had been running is in the center of Gent, Belgium, and is owned by a family who we knew from their stay at Sadhana Forest. The B&B is a huge, old, wooden, house that creaks as you walk through it. The many floors and rooms each have their own personality and their own half-finished projects. At one point I had to step through a human-sized hole in the wall of the son’s bedroom in order to use the bathroom. The three rented rooms and the vegan smoothie, bread, and spreads breakfast were just right.

We commandeered bikes from the house and set out on adventures: riding through squares, along canals, to find french fries and chocolate and vegan restaurants and coffee, and to experience the city together as though we lived there and did this sort of thing everyday.

From my journal: “I am here in Gent, walking down winding cobblestone paths, coming upon the setting sun over the canal… Last night we went to steamy jazz club down a graffiti-ed alley that vibrated your soul. The players changed frequently but the jam never stopped. It was electric and I couldn’t stop smiling. I even got up and danced in this club, so overcrowded people were sitting on the stage.”

I could see myself living in Gent. It’s a perfect mix of old-world architecture, some new modern design, and tons of young artsy people speaking in mixed-language concoctions.

A few weeks later we biked like crazy fools up and down the hills of her hometown, Barcelona, stopping to explore graffiti-strewn neighborhoods, the beach, markets, the best touristy things- all flying down the bike paths of huge main roads, slicing the city in parts until I knew my way without having to think about it. We sat in cafes drinking espresso, drawing mandalas, making plans for new adventures, sharing our emotions, creating programs to solve the world’s problems.

We slept and ate, and ate, and ate at her parent’s home: the apartment she grew up in. A 7-story building filled with 14 apartments in total that are each occupied by a member of her family. They collectively own the building. I marveled at the modern home, interior-designed by her mom and dad, with Andy Warhol prints and Beatles anthologies and sculptures and terraces.

Routinely we would enter her apartment to find her mom making gluten free vegan lasagna, pizza, risotto, Spanish spinach (with raisins and pignoli nuts), smoothies, whipped frozen pear desserts, soymilk flan and chocolate soymilk flan… gluten free snacks waiting on the kitchen counter for us to take on our daily adventures.

Barcelona is marked for me by family- both of ours, with whom I spent much time. Both of our families struggled to understand our desire to volunteer and travel. We both grew up upper-middle class from parents who wanted us to grow up, get jobs, and be happy. We desire different things. We want to give back and learn and share. We want to make the world a better place.

I’ve made what seems like big life decisions in the past few years, though they seem like obvious next steps to me. I give my service, my volunteerism. I’m vegan. I practice gift economy. I believe in child-led learning. I value experience over stuff. This is who I am.

My mom wants to know what my goals are. This is a good exercise for me. I want to make the world a better place than I found it, on many levels- as a friend, teacher, care-taker of the environment, a lover, a sister, a daughter, to animals, to people I work with, to strangers and old friends, to the education movement and field of, to communities I come across, to shopkeepers and train-ticket takers, to materials I interact with, through art, making people smile, love. To leave energy, creativity, and positivity wherever I go- sprinkled like fairy dust. These are my goals.

One night in Barcelona my family met me at her house and we all had dinner together: both of us with our parents, meeting for the first time. Like children who have tons of playdates before their mom’s meet. Or lovers who are ready to take the next plunge. We’d been talking about each other to our families for almost 2 years. We were ready to share together. Our parents hit it off. Our moms with their silk scarves, black, patent leather shoes, and funky jewelry. The men talking music and history and culture. We sat there, across the table from each other as we translated between our parents, smiling till it hurt, feeling blessed to have the room filled with years of so much love, from across the globe.

People of my generation talk about choosing their friends as family. She is my soul-sister. I choose her.

What if drawing was recognized as the important skill that it is and was taught in schools?

As an artist and avid draw-er I couldn't have said this better myself. The following is from this article.

Drawing remains a central and pivotal activity to the work of many artists and designers – a touchstone and tool of creative exploration that informs visual discovery. It fundamentally enables the visualisation and development of perceptions and ideas. With a history as long and intensive as the history of our culture, the act of drawing remains a fundamental means to translate, document, record and analyse the worlds we inhabit. The role of drawing in education remains critical, and not just to the creative disciplines in art and design for which it is foundational.

As a primary visual language, essential for communication and expression, drawing is as important as the development of written and verbal skills. The need to understand the world through visual means would seem more acute than ever; images transcend the barriers of language, and enhance communications in an increasingly globalised world.

Alongside a need for drawing skills for those entering employment identified by a range of industries in the creative sectors – animation, architecture, design, fashion, film, theatre, performance and the communication industries – drawing is also widely used within a range of other professions as a means to develop, document, explore, explain, interrogate and plan. This includes the fields of science, technology, engineering, mathematics, medicine and sport.

What if we let children use knives and other sharp tools?

Reasons to give your child a kitchen knife (and teach them how to use it), which I agree with for the same reasons, from the following article:

1. Independence
2. Invested in food
3. It's what we used to do as a civilization! (We already know it can be done safely, you don't hear about accidental kitchen accidents among children from the 1800s).
4. Trust
5. Taking risks and learning consequences
6. Pride