The Different Philosophies of Maui’s Schools

Maui has a large array of schools that offer parents different environments and philosophies for the education of their children. Having an overview of educational offerings from a third party perspective, gives parents an objective view on the unique learning opportunities that are here on Maui.

TRADITIONAL

RELIGIOUS (K-12)

Religious schools take many forms and the most prevalent in Maui are Christian Schools. These schools are made up of the different sects of Christianity, whether it be Catholic, Baptist, or Lutheran. Although Religious schools can be of all types of educational philosophy, most offer a curriculum which is strong in the traditional core classes of writing, reading, math, social studies, history and science. Usually class sizes are small, discipline, security, and personal conduct are well maintained, and the families who attend have common beliefs.

“Students attending St. Anthony Junior-Senior High School are challenged to be life-long learners who develop leadership skills, social awareness, academic competence and commitment to faith-filled service.  The common good is our highest value, a value that Jesus expressed in the commandment to love one another”, says Principal Fr. Jim Orsini of St. Anthony Junior-Senior School.

Curriculum

Religious schools create critical thinkers by having high academic standards and teaching students to have a command of communication, whether it be writing, speaking, or reading. In science students learn the techniques for acquiring information, using scientific procedures and arriving at logical conclusions. Literacy in mathematics entails having students understand the concepts, vocabulary, and rules which govern the discipline.

In addition to enrichment classes like music, art, and physical education, special interest in moral integrity, spiritual growth, and commitment to service is a high priority.

Miss Moore, Principal of Doris Todd Christian School, wants their students to think about others as well as think about their studies, “Christian schools promote a lifestyle of service.  A focus of instruction is to develop a heart that is concerned for the well-being of others.  Students are taught to look beyond their own needs and to use their abilities and resources to provide for those who are less fortunate.”

These attributes are presented in a Christian context with some religious schools having a more pronounced stance toward teaching the ways of Christ than others. Although some religious schools are great college preparatory institutions, their main focus is teaching students how to live life as well as how to make a living.

“Emmanuel Lutheran School is committed first and foremost to nurturing the spiritual growth of its students.”, says Ann Bergmann, Director at Emmanuel Lutheran, “at the same time we are committed to providing a   well-rounded, high quality academic program that is necessary in order for our students to develop the positive behaviors, skills, and attitudes they will need to be successful in school and life.”

PRIVATE COLLEGE PREPARATORY (K-12)

A college preparatory school wants every student to think and plan on attending college. As a result peer groups within the school are motivated toward that end. Some schools are K-12 and can instill this concept at a very young age, which helps a child expand on the belief of life-long learning. Additionally the schools also cater to educating the whole child as well as maintaining rigorous academic standards.

“Children of all ages benefit from being with peers that value education and aspire to studies well beyond high school.  In a setting like Maui Prep, students, parents, faculty and staff live in the expectation that all our students will attend and achieve success in college and life”, says Maui Preparatory Academy Headmaster George C. Baker.

Curriculum

College preparatory schools have a core curriculum which has a strong focus on language comprehension, both verbal and written, math, science, history and social studies. Class sizes are small and individual learning styles are respected as strengths rather than exceptions. The schools work hard to create an atmosphere where children are challenged, yet have fun and find school exciting.  Woven within these classes is the common use of technology. Whether it be special “Smartboards” used by teachers for instruction, computers used by the students to complete assignments, or classes specifically devoted to the study of the technology, students in these schools are well versed in the technological age.

Enrichment classes are extensive, with children receiving many opportunities to expand on their relationship with music, visual art, physical expression, drama and athletic sport.

Class cohesiveness, peer support, and cooperation are vital roles in building the educational community of success that these schools strive for.

Student support in the form of advisors also plays a role in student involvement, growth, and confidence. Having adult faculty members who know all the aspects of a students school life are better prepared to listen to concerns, personal challenges, and the needs of the child. This forms a critically link between students, parents, faculty and administrators and results in a more successful student.

These schools also have a priority toward the community, both on and off campus. Some have mandatory community service hours coupled with a written report on the experiences and others have honor code committees where peer groups help to instill a sense of honesty, compassion, support, and sportsmanship among all the student body.

CARDEN (K – 8)

Mae Carden started the Carden Method in the 1930’s at a laboratory school in New York City. Originally born in Hawaii, she was an internationally recognized educator and began a movement away from the progressive education that was taking root in America during the early part of the 20th century. Her educational philosophy is based more on a classical liberal arts model, where the foundation of learning is dependent on the mastery of language, both written and oral. Her emphasis on a high standard of personal behavior includes respect, self-confidence, self-discipline and moral aptitude. She promoted small class sizes with individualized attention, a nurturing environment free of competition, and inclusion of the arts, including foreign language study.

Philosophy

Carden’s focus on both the written and oral components of language sets it apart from many other educational models. Grammar, punctuation, cursive writing, sentence structure, and composition are emphasized as the proper building blocks of learning.

Orally, long poems and positive character attributes are memorized  and presented weekly in front of peers and adults to promote self-confidence and presence. The mastery of language allows students to broaden their scope and depth of learning in areas such as science, history, math and the multitude of enrichment classes which are offered. Having small class sizes (16 students or less) intensifies a students involvement and ultimately, their fulfillment.

“The small class size at Carden allows the teacher to appreciate every child’s individuality and to challenge each student at his or her level. The child feels respected and strives to achieve, and the partnership between teacher and student leads to success for all.”, says Nina Sato, School Director of Carden Academy of Maui.

Carden Curriculum

Writing, reading, spelling, composition and language are taught by using phonics, word attack skills, mental imagery, vocabulary development, dictionary marks, vowel charts, word grouping, sound drills, verb tenses, spelling rules, listening skills, rhythm, and analysis and evaluation. In this way students are given a voice to confidently express their thoughts in a clear and logical manner. Also, having French as the required foreign language gives students a wide perspective of how language is used to convey ideas. Additionally, cursive writing is started in second grade and its use is promoted throughout a students career.

Singapore Math is taught due to its in depth teaching style, where both imagery and extensive use of word problems allow students to apply math concepts in real world situations. The success of Singapore students at international math events has brought the technique world wide recognition.

Enrichment classes such as dance and drama, theater arts, visual arts, art history, foreign language (french), and physical education are considered important parts in developing the whole child into a free-thinker who is comfortable in their ability to interact in different surroundings, whether they be academic, artistic, or athletic.

PUBLIC SCHOOLS (K-12)

Public schools in Hawaii have a clear and complete standards based curriculum (HCPS III) which keeps administrators, teachers, and parents well informed of each students progress. These standards are further broken down into benchmarks and performance assessments which make for an objectively accurate evaluation of student’s progress.

In addition to the HCPS III Standards there are General Learner Outcomes which describe a student’s strengths and weaknesses in relation to daily effort, behavior, and work habits. This subjective evaluation is separate from the academic grade and gives both parents and students a broader perspective on a students educational experience.

Overriding these programs is the Comprehensive Student Support System which enables students, parents, teachers, administrators and the community to collaborate so that each child will meet the standards for their grade level. Providing resources and assistance through a personalized classroom climate, prevention and early intervention, support for transitioning,  community and parent involvement, and crisis support, the Department of Education pays close attention and are dedicated   toward each child’s success.

NON TRADITIONAL

WALDORF (Preschool – 8)

Waldorf Education was started by Dr. Rudolf Steiner in 1919. An Austrian, Dr. Stiener was a well-published scientific, literary and philosophical scholar who was asked to start a school for the children of factory workers in the city of Stuttgart, Germany. The name of the factory was Waldorf-Astoria. Dr. Steiner believed that the whole child needed to be educated, meaning that academic learning needs to be coupled with the arts and practical activities. He wanted to encourage creativity and free thinking, and believed schools needed to cater to children’s needs rather than societal pressures and demands.

Philosophy

Waldorf aims to preserve the wonder of the child through the encouragement of the imagination. Through the Arts a child’s imagination is spurred into action and the process of learning is tapped from a different source than a traditional classroom. What other schools call “enrichment classes” such as Art, Music,  Foreign Language, Movement Arts and Gardening are integral parts of a child’s Waldorf education. The Arts are not just of music, dance, or drama, but are inclusive of all subjects – the art of poetry, the art of literature, the art of writing, the art of science, and the art of numbers and arithmetic. Having the arts as a centerpiece for education and development transforms the “non-artistic” subjects into classes of aliveness and individuality. The teachers, in turn, practice the art of teaching.

Main Lesson Teacher

Unique to Waldorf is the consistency of having a “main lesson” teacher who stays with the same class for their whole elementary school experience (Grades 1-8). This creates a strong bond between teachers and students and helps to individualize and deepen the learning experience for children, as the teacher is well aware of each students strengths, weaknesses, learning styles and temperament. On the teacher’s end, the different subject matter  being taught from one year to another brings in freshness and vitality.

Children in grades 1st through 8th also write and illustrate their own “main lesson books”. These lesson books record their learning experience throughout the school year. Because Waldorf believes that the natural learning process involves encountering, then experiencing, and finally conceptualizing,  students use the lesson book as a medium to show the subject matter as they experience it – simply a way to take ownership of the material by making it their own.

Hands-on experience also takes form in more practical activities like woodworking, knitting, and gardening. Through this work children learn to envision a goal and experience the completeness of bringing that vision to fruition. They develop a will to dream and act.

“We recognize that even the greatest of ideas needs conviction to be implemented, and believe that developing the “will” of the child encourages confidence and self esteem.”, says Jocelyn Romero Demirbag, Chair of School at Haleakala Waldorf School.

In this environment traditional grades and academic competition are counter-intuitive to the creation of a individualistic, free-thinking explorer.  Waldorf sees the learning experience as one of the “head, heart, and hands” where the child experiences learning through all of their faculties.

MONTESSORI (Preschool – 8)

Dr. Maria Montessori was the first certified woman doctor in Italy and had expertise in Engineering, Biology and Mathematics. Her theories on the education of children were first practiced in the early 1900’s.

Philosophy

Montessori philosophy believes that children are able to learn best when the different senses are involved and the child has a personal interest in the subject matter. Just as a child learns to walk and talk on their own through self motivation, other subjects will be absorbed and mastered when the child is naturally ready to focus their full attention on them. As a result, a classroom for children from ages 3 to 6 is prepared with educational materials which are fully displayed and well organized. The educational materials are mostly wooden and stimulate both the visual and tactile senses. Children have a choice of determining which educational models they want to complete. It is exclusively up to them.

“By using the self-correcting materials students learn through their own errors how to problem solve and make a correct decision.”, says Cynthia Burns, Director of Montessori School of Maui,  “Finally, Montessori students are leaders, good team members, and competent, compassionate citizens.”.

In this scenario, the teacher observes what the child’s educational needs are and prepares the environment to meet those needs. The child is naturally motivated and the teacher creates a classroom environment that develops a sense of order and self-discipline. As a result, each child has an individualized curriculum which is supported and observed by the teacher.

Age Groupings

Dr. Montessori also theorized what she called “Planes of Development”, which states that children have two distinct learning processes which correspond to age. First, children from ages 0-6 learn through their senses, exploring the environment with their bodies and their mind. This age group is again broken up into children of 0-2 years and 3-6 years old. Second, children from ages 7-12 begin to develop reasoning, abstract thought and a fuller imagination. In these years children use their knowledge and interests to expand and discover their world. Through their independent and self motivated effort they find the answers to how and why certain things function in the way that they do. Students ask the questions which peak their interests and then find the answers. This age group is also divided up into  two groups – children 7-9 and 10-12.

These age groupings correspond to the make-up of a particular class. Therefore, there are different aged students in a single classroom which changes the classroom dynamic.

“In our experience, the younger children in the primary class see the work of their older classmates and ask questions.  This then gives the older students a chance to lead, to teach.  This daily scenario creates the classroom “sense of community” unique to Montessori.”, says Elaine Blasi, Executive Director of Montessori Hale O Keiki in Kihei.

There is a cooperative social interaction among students as older classmates assist the younger students in achieving their goals. What results is friendship, self-confidence, respect and understanding among both students involved. This attitude of mutual help and inclusiveness pervades campus life.

INTEGRATED PROJECT-BASED LEARNING

“Picture this… your 2nd grader sitting on the steps inside the Paia Contemporary Art Gallery, engaged in dynamic conversation with the owner, comfortably discussing Manet and Pollock…This is community integrated learning at its finest,” raves Maui Educational Consultant and Teacher, Christina Cowell, M. Ed, who accompanied ROOTS 1st-3rd graders on a recent field trip.

“Integrated Project-Based Learning” is a dynamic approach to education that provides students with opportunities to explore real-world challenges by working in small collaborative groups and developing cross-curriculum skills. It is characterized by active and engaged study, inspiring students to obtain a deeper knowledge of subjects and providing them with the skills they will need as adults.

An integrated study of stream and water issues, for example, might include experimentation with water molecules, and classroom study of Maui watersheds and Hawaiian native species.  Art and community would be brought into the curriculum through participation in local exhibitions.  Field trips with biologists to Iao Valley, hiking from the mouth of Iao Stream to locations where the stream has been diverted, would teach students about changes to local species and the ecosystems on which they depend. A unit like this would also include current events discussions.

Another example of this approach would be to integrate reading, writing, spelling, vocabulary, art, and community in a poetry and art unit.  By including the study of art history, field trips to meet and interact with local artists, in addition to creative writing and painting, students are more likely to retain knowledge than through traditional textbook-centered learning.

“Not only does extensive research support hands-on, project based learning, but also we’ve seen amazing progress with our very own students,” said Pualani Enos, Executive Director of Hui Malama Learning Center. “By integrating STEM subjects, our students are developing higher-level thinking skills and becoming more actively involved.  Attendance has improved, and their pace of learning has accelerated.”

Students develop greater confidence and self-direction through alternating team-based collaboration with independent work.  Integrated Project-Based learning is also an effective way to conscientiously integrate technology in the classroom, energizing the curriculum with a real-world relevance while being mindful of the intellectual limitations of computers and the internet.

“Integrated Project-Based Learning” was written by Shay Chan Hodges.

CHILDREN WITH LEARNING DIVERSITIES

All children have the potential to learn and the challenges that some students face in the traditional classroom don’t reflect their ability to succeed and excel in school. Eventhough they are usually labeled with a “learning disability”,  these students have diversified learning styles which can be engaged.

Sally Iwankiw, Executive Director of Horizons Academy of Maui explains, “Many students with learning differences can strengthen new cognitive processes that allow them to make significant academic gains.  Creating a safe and encouraging environment for academic growth and life skills acquisition is paramount for Horizons Academy.”

What’s required to give these students the education they desire is individualized attention, alternative teaching techniques that meet a their needs, and a dedicated staff that appreciates different learning styles.

Also, smaller class sizes allow teachers to give their full attention to all the students that are present. This is important because each student will have their own educational program which caters to their particular learning strengths. This doesn’t mean that the schools are not standards based and the students are not regularly assessed, but an individualized educational program is flexible to meet the students needs.

Because students with diversified learning styles may have trouble with concentration, social skills, anger and impulse control, these schools pay close attention to behavior and social standards.

The staff at the schools are well versed in different teaching techniques and specialize in this type of classroom setting. Furthermore, other specialists such as mental health therapists, sensory cognitive reading specialists, and counselors are part of the classroom support structure. However, these schools also want students to be able to transition into the community as productive citizens or back into the mainstream schools when appropriate.  It’s part of how they gage their success. A child who can understand their own strengths and weaknesses while navigating through traditional environments is a child who is comfortable with themselves and excels in their endeavors.