As educators ourselves, we wanted to foster the love of learning and not the fear of school. We did not want Mei to have negative associations with school. Academically, Mei did all right, although we did not care about grades. My husband is a kindergarten teacher, and I am a professor at an art university and we both believe that standardized grades are meaningless and what is more important is a growth mindset and personal feedback. 

Every child is different, and Mei has many exceptionalities. By the time we were thinking about high schools, I knew that Mei would not fare very well in a large environment: the noisy bells and hallway chatter, masses of bodies, changing classes and teachers, and especially the overly emphasized expectations of homework and grades. Additionally, I knew that the complex social dynamics of the teenage years would be very challenging for Mei. As Mei is a very artistic person, I looked into alternative high schools focusing on the arts but, at the time, many of them had auditions and portfolio requirements, and were still grade focused - this isn't how artists are created. Mei is the kind of person that freezes under pressure and the weight of anxiety. We knew that learning would never happen in that state.

FINDING ALPHA II

I did a “google” search under “alternative schools TDSB” and Alpha II came up. An “unschooling” school. 

No exams—that’s good. 

Or formal classes—but how do they learn? 

Self-directed learning. 

Huh. 

Wait, no high school diploma? But what if Mei wants to go to university? Or get a job? I had to ask myself, what did I learn in high school that I have found helpful as an adult? What would I have liked to have learned instead? My own high school experience was very challenging, and I hated it. I skipped classes and had a very difficult time mentally and emotionally. 

I did not want the same for my child. 

I learned that if pursuing a post-secondary education was in the cards, Mei could still apply as a mature student at the age of 19. As a university professor who teaches a lot of first year courses, I believe most students should have at least one “gap” year to develop the maturity of more independent studies, anyways. It is often these students that are the most eager to learn, I find. 

Or Mei could take the GED or Ontario High School Equivalency Certificate if there was a program or job that required a diploma. Even though my husband and I consider ourselves pretty progressive in terms of pedagogical theories, I must admit Alpha II has made me confront long held, assumed notions of what education is supposed to be. Many of us are indoctrinated in a 12 year-long system that has expectations of rules, structure and definitions of “success”. Conventional schools that emphasize grades and competition.

Fast forward: We knew the family made the right choice when Mei said, “I’m sad it’s Friday. I can’t wait til Monday!” Mei is thriving, pursuing dreams and exposed to new experiences and opportunities. Next year, Mei will take a “dual-credit” course that provides a structured class in an area of interest, while still having the openness of self-directed learning. Mei is also doing co-ops to get real experiential learning.

The philosophy of Alpha II is that it is student (mentee) driven. It is up to the mentees to create the direction of their educational path, and they decide together through consensus, as a community. The teachers (called Mentors) are there to support and guide you and your interests.

If you think about it, isn’t this exactly what you want your child to learn: independent thinking, self-direction, and community participation? Excellent citizenship? A love of learning.