Educational Consultants Address Faculty of the Family School at InService Day

Issues addressed include childhood spirituality, physical education, and prevention of childhood sexual abuse

For Immediate Release
Contact:  Marcia Pioppi Galazzi

Chatham, MA--On Friday, March 11, 2005, four educational consultants addressed the faculty of the Family School at their annual inservice day, which took place at the Chatham Bars Inn in Chatham, MA. Underwritten by The Foundation for Family Education honoring the schoolâ??s fifth National Academy Accreditation, the Inservice Day provided a full overview of development.

The Family Schools, Inc.  applies a holistic approach to teaching that incorporates parents, extended family members, and siblings in the way that promotes cohesiveness and connectedness within families. It was started in 1980 by Marcia Pioppi Galazzi with several other teachers who remain an integral part of the School.

Alice Koontz, of Gym Kids, Eastham, MA presented a full examination of physical education, including safety, certifications, ratios, access for family support, and learning through directed gaming, stressing participation, cooperation, and movement for young children,

William Wibel, Past Principal of Bourneâ??s Otis Elementary School and presently national consultant in rebuilding failed schools and a member of Schoolswork, Inc. of Cambridge, MA, stated,  "The closer our students are to the womb, the more likely we are to be successful as educators. " Mr. Wibel noted that the teaching of literacy begins in the family vocabulary capacity when the child is born. Children in failing early education settings already show underdeveloped vocabularies and concept development. Science and mathematic concepts are often delivered in gender-biased ways that turn children away from inquiry in these areas.


Believing that all children can learn, and by using student performance data permits knowledge about how that young student is doing over time.  An attentive school and faculty will make changes in curriculum that benefit the student needs, Wibel said.  Excusing failed student performance because of societal deprivation is irresponsible. Successful schools at every level and in every location find ways to be relevant for students despite issues of culture, poverty, race and religion. Higher order thinking skills must be related to the life and times of the students regardless of the dissonance the teaching staff experience.


Wibel noted that Bill Gates recently said to the gathered U.S. Governors conference, high schools in this country are failing. We must not allow this irrelevancy to occur, otherwise we will be the outsource for Chinaâ??s economy. In neighboring inner city schools, security and weapons are the established norm. When students sleep in class, and parents' desires are not known nor connected to the school, power for success lies untapped.  Schools built 150 years ago fail the present students in every way.  Yet students know what is lacking and what is needed, even when their leaders do not know. Schools must be led by smart people.


Faculty were also addressed by National Center for Missing and Exploited Children past employee, Richard Ramon recently of Annapolis, Md. where he taught young children for fifteen years. The issue of sexual abuse of children needs support from many disciplines. Ninety percent of child sex abuse comes from people whom the child knows. It is usually father figures or fathers themselves. Information must not stop at childrenâ??s protective services, but must continue into the criminal investigation unit and into the medical services. The investigation agency is the only one that can carry on the discovery. Self delusion is strong among perpetrators and proving offense must be handled by police discovery. Protective service reports must be translated for police prosecution. Teacher/parent and training materials are available at 1-800-THE-LOST. Community standing and economic accomplishment have no bearing on sex offender behaviors. Charismatic adults are often the most receptive repositors of children.


Spiritual Development is the purview of Psychiatric Social Worker Jan Detlefsen of Hospice Cape Cod. Quoting from the book In Godâ??s Name, Detlefsen said that children have named God as Healer, Mother as well as Father. What happens to the childâ??s sense of spirituality, asks Detlefsen. In the process of aging, adults move from the knowledge basis of feeling-as-children, to a knowledge base of thinking in adults. If that child-like knowing is covered in adulthood by the complexities of life and learning, then a pure spiritual knowledge is lost. Around the world toddlers point to the new or unknown, looking for parental explanation and sanction of the event or object. Lacking validity of the event, a child will move away from the adultâ??s sense of the world and will shut down. A spirit life may be lost in this way, says Detlefsen.


A young child said, I know what happens when someone dies . You become love just like what God does. Asking the teachers to describe their true selves in a whole moment, Detlefsen helped the teachers describe their moments of renewal.

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