Upon arrival, each child is greeted warmly by his or her teacher and welcomed into the classroom. As children arrive, those already present solve mazes, play with pattern blocks, create pictures, or engage in some other sort of quiet activity. In older classes, this early morning time is a period during which they can complete unfinished work, work on their independent project, solve selected brain teasers and puzzles, or engage in some other curriculum related activity.

Shortly after 8:30, the day begins with a morning circle or, for older classes, a morning seminar. At circle, children generally begin with a formal greeting of each other and, among other daily activities, discuss and chart the weather and work on their calendar skills. The morning circle is also an important learning block for our younger children and elements of mathematics, science, social studies, and other areas of the curriculum are incorporated into the discussion. A morning seminar in the older classes is similar in approach, as teachers and students use the time as an opportunity not just to review the daily schedule, but also for further exploration or enrichment of a topic they are currently studying.

As the morning progresses, children work in various areas of the curriculum with daily opportunities for mathematics and writing. A child’s classroom teacher is responsible for delivering the bulk of the curriculum and will be the lead teacher for mathematics, language arts, science, and social studies. Over the course of the day, there will be opportunities for whole class activities so that the class moves together through the curriculum and themes, and there will also be time for children to work individually or in very small groups so that each child has a time to build skills appropriate to their particular level of development.

Time for individual work helps us fulfill our goal at The Renaissance School of meeting each child at their own academic and emotional levels. If a child exhibits a certain giftedness or interest in a particular area, we nourish that and let the child continue to grow, learn, and advance at a pace appropriate to him/her. Similarly, if there are areas of challenge or places where a child is trying to turn a corner, he or she is given the extra time and attention needed to help build mastery and a level of confidence.

In addition to the subjects studied with the main classroom teacher, a child will also have several “specials” over the course of any given day. Specials include foreign language (children begin taking both French and Spanish in Kindergarten), music, drama, physical education, Shelburne Farms science programs and a formal art class. During these classes, children will be working with our very talented staff of specials teachers.

Each class will also participate in a weekly peace meeting. These meetings serve as a forum to discuss personal values and qualities (i.e. courage or honesty), address social issues, explore ways to make better and more peaceful decisions, and to speak about other ideas that arise. Often, a teacher will open the meeting with a story or parable, and the discussion is then left to the students with the teacher acting as a facilitator. Peace meetings are an open and safe opportunity for children to examine their own values and freely share their thoughts and opinions without fear of judgment.

As the morning progresses, there is a time for snack. Snack is taken formally each day with a blessing said beforehand. Snack is served family style, and the teacher will sit with the students and engage them in conversation. There is a rhythm to every school day, with moments of great excitement, discovery, and energy, and other times when the energy becomes more focused, and calm. Snack is a time during each day when children are simply allowed to relax.

Lunch, later in the morning, is another time for children to relax and appreciate their nourishment before the energy increases again for recess. Lunch is eaten in the classroom, and a teacher will read an age appropriate book to the students. Conversation is kept to a minimum as children are encouraged to listen to the story, enjoy and appreciate their meals.

Following lunch, the class will go outdoors for recess. The Renaissance School has a large field and “enchanted forest” in which the children can play. While soccer balls and other equipment are occasionally brought outside, more commonly children prefer to invent their own games, build huts in the forest, and engage in other imaginative play. Children go outside every day unless the temperature dips below zero degrees (Fahrenheit), and sledding is a highlight of wintertime recesses.

The afternoon progresses similar to the morning, with a combination of core academic work and specials. While the school day ends at 3:00, all work and teaching is completed by 2:45—bags are packed and any homework is already discussed and handed out. The end of the day is reserved for a closing circle, reflections on the day, and, especially for younger classes, a time called “Story By Heart” during which a teacher tells, as opposed to reads, a story to the children. Again, the energy becomes more focused, and it brings closure to each day. Parents are then invited into the classroom, and the teacher bids farewell to each student, often with a handshake or a hug.

After school activities abound, and many children remain at school to participate in music lessons, a multicultural drumming group, additional art classes, or other activities that come up throughout the year.

The school days are extremely rich and children have many different experiences each day, yet the rhythm to the day keeps life in the school thriving but never hectic or rushed. Entering the school, one is struck by the calm atmosphere, the joyful children, and the enthusiasm emanating from every classroom. It is an enchanting place to spend a day for both children and adults!