Newsletter January 2025
Happy New Year and may 2025 bring you all you could wish for!
Let’s begin with a hilarious look at How the English language would sound if silent letters weren’t silent with Michael McIntyre. We have to instigate Silent Letter Day !
We have a very exciting New Year To Do List which appears to have received a huge boost in the form of a new volunteer who is considering sharing her considerable marketing/PR expertise with us. Here is the list so far, and if you would like to add to it, please email us !
WHO KNEW; Dyslexia is a Way of Thinking documentary premiere, March 9 in Sidney, BC
The accompanying fundraising online and silent auction opens February 1, 2025
We strive to expand the DLS for Early Years, and DLS for K-3
Connect with teacher colleges and Universities
Initiating a Meta Study leading to some independent research,
more podcasts and more community involvement…
maybe even a major sponsor, so we could relinquish our volunteer hours for a while !!!
all with the goal of NeuroInclusive education from day one and the demise of as many so-called learning disability labels as possible.
HERE is the latest update on our documentary: WHO KNEW: Dyslexia is a Way of Thinking. A huge thank you to Julie Brewer who hosted a pre-preview at her home for the cast. It was such a very special celebration for all of us. It turns out the March 9 Premier has to be a private community event to ensure the documentary is still acceptable for film festivals and distribution. Telus STORYHIVE plan to put it out on general release in the Fall.. seems a long way away !
On January 1 we introduced the theme for the 2025 Come to the Dyslexic Table Series 7; we are Chasing Ideal Education around the world and in different school systems. We thought it wise to start with the Signs that might indicate you or your child would benefit from an alternative style of education. The ensuing podcast is HERE and for a full list of 37 Characteristics go to: https://positivedyslexia.com/about-dyslexia/how-to-tell.
HERE is Sharon’s first stop around the world, The Green School in Bali which will be featured on the Feb 1st, 430PM Pacific. Join us at Come to The Dyslexic Table Live Chat. RSVP HERE.
CHASING IDEAL EDUCATION:
Episode 1:The Green School- Bali
by Sharon Roberts
What does dyslexia and the environment have in common? More than you can imagine! The Green School, created by Canadian John Hardy, a self-proclaimed dyslexic, first made its entrance in Bali. The school was launched in 2008 and now there are schools in New Zealand, South Africa and soon to be in Tulum. The word ‘green’ is synonymous with the environment so it goes without saying that it focuses on conservation, the environment and the preservation of all matters green. Its focus is education in sustainability through community-integrated, entrepreneurial learning, in wall-less and nature-immersed environment… no bricks and mortar!
For example, their white boards are made from recycled old auto windshields that have white paper attached to the back… no pvc on sight. Other green items include tapioca fences (cuttings planted close together to create living fences), composting toilets and pavements which are petro chemical free. This is all designed to empower students to become architects of change.
The Bali campus sits on 23 acres of lush, tropical landscape and includes gardens for every grade, a natural pool and a wall-less yoga studio next to a river. The school is currently the largest bamboo structure in the world. Even the lockers and shoe cubbies are made of bamboo.
The school emphasizes hands-on-learning and students participate in activities such as making soap from coconuts and calculating carbon footprints. They regularly take time to practice mindfulness and meditation. On top of all of this, are the shared activities when teachers and parents are working alongside local Balinese people.
True to philosophical form, the growing and harvesting of bamboo is a community event. One woman processes more than 400 seedlings a day, which can then be split again in a few months which will reap hundreds and thousands of tiny future shoots of bamboo. These seedlings are taken to surrounding villages and given to farmers to plant, which allows the plant to suck up more CO2 and deliver more oxygen. In 5 years when the bamboo is fully grown the school goes back and buys the bamboo from the farms.
The intention of the school is to create a love of learning, conducive for students to explore their passions and realize they can affect change. This means the child has to be free from fear before anything else can be achieved - free from failure, the fear of the learning process. This is supported by the idea that mistakes provide an opportunity to learn.
The Middle School Bridge Projects demonstrate this philosophy. Students were asked to build a bridge over the river that runs through the school and connects 2 campuses. Many disciplines were used including math, physics, building techniques plus teamwork and collaboration. A few years ago, there was a massive flood and the bridge collapsed. Students went back to the classroom to figure out what happened and uncover their mistakes and most of that learning came from consulting builders. Students designed bridges, calculated the costs, dragged heavy cables, measured, cut and attached bamboo and conducted load tests.
Their approach is holistic and defies the traditional classroom setting of scheduled time for different subjects. It uses real life opportunities with a green twist to indirectly teach children traditional core subjects. It’s likened to days when you would hide your child’s vegetables in the soup.The child gets the benefits of eating the vegetable without the task of eating them directly.
A typical day is divided into three parts that include a focus on research, inquiry, and communication skills in a group learning environment. Proficiency in core facts are honed in a more structured classroom, then students are involved in activities related to a certain project. This is where the vegetables get hidden in the soup as students spend about 60 per cent of their day outside of the classroom in ‘hands on learning’ where a high level of engagement occurs. When they return to the classroom, the more structured English, Math or Science classes are connected to something tangible, bringing the education to life.
What happens once they graduate? Many have managed to go to Ivy league Universities. The feedback from these schools is that the students have a high level of critical and independent thinking, problem solving, combined with an ability to reason.
Outside of using the Davis Method, this could be deemed as a “dyslexic friendly school” because of the small class sizes, project-based learning, and personalized attention. Mistakes are seen as learning opportunities which coincides with Davis beliefs.
Unlike traditional brick and mortar schools, the Green School appears to be toxin free; an added bonus for children who struggle with environmental sensitivities which affect learning. There is a sense of belonging and connection to the outside world. It defies traditional methods by providing a new model of education, nurturing the whole child with creativity and curiosity taking the main stage. No wonder it is described as being joyous! It is a school without walls that ignites the senses and the natural curiosity of children. It is a place where people come together from all corners of the globe to share new experiences.
~~Wendy Cocchia will be BC’s 31st lieutenant governor. Photo: Lieutenant Governor of BC
Sue was astounded to see she knows the new BC Lieutenant Governor. As owner of the Century Plaza she comped Ron Davis when he came to talk at UBC. She is the co-founder of the Pacific Autism Family Network; Sue went to the opening! We look forward to contacting her in 2025!
Exciting news from Kakamega, Kenya! Our project has officially launched, with the first cohort across four communities beginning their training this week. We are on a mission to revolutionize dyslexia education by empowering remedial tutors and equipping parents with the tools they need to support their children.
This is a significant step forward in ensuring that every child with dyslexia has access to the resources and opportunities they deserve to thrive.
This is just the beginning! To make this initiative sustainable for future cohorts, we need your help. Visit our fundraising page HERE to contribute and join us in creating lasting change. Thank you for being an integral part of this transformative journey!
Richard Whitehead, Davis UK and Ireland, wrote this poem for Christmas…but I think it is relevant as we move into a brand new year which is full of exciting promise. With warm wishes from your Board! Sue, Laura, Tristan, Del, Julie, Maureen, Paddy, Sharon, Nadine, Gisa
In a land where snowflakes softly fall,
And twinkly lights drape every wall,
Magic whispered through the frosty air,
A story of a Christmas fair.
Each snowflake, like a tiny star,
Danced different paths from near and far.
No two alike, they spun in glee,
Just like you and just like me!
On Christmas Eve, in sparkling light,
The toys woke up, oh what a sight!
Each one unique, from top to toe,
Ready to put on their festive show.
There was a bear who loved to read,
And a puzzle that could take the lead.
A doll that twirled in a shiny dress,
Each one special, none the less.
The toys all gathered round the tree,
Singing songs of glee,
"Every mind is a treasure chest,
And every way to think is best!"
The toys knew, with their hearts so wide,
That magic resides where differences hide.
So they cheered for each unique friend,
Wishing this night would never end.
They taught the children sleeping tight,
That every kind of brain is right.
For under the sparkle of Christmas skies,
Our differences are our greatest prize.
So remember, as you play and sing,
That every mind brings its own zing.
This Christmas, let's all cheer and shout,
For what makes each of us stand out!
~Richard Whitehead
info@thewds.org
