I made my way to Springhouse when I was still in college. All that I knew at the time was that I yearned to be a part of a school that was innovative and courageous in the ways in which it encouraged learning. Graduating with a degree in education meant that I had at least 2 years of “teacher training” under my belt, yet none of that could have properly trained me for teaching in such a rigorous and authentic way - a way that refuses to dismiss both my and my learners’ inherent humanness, our capacity to both succeed and fail, and the necessity of both of these.
To me, being a teacher at Springhouse means guiding learners through challenges, collaboration, and problem-solving processes in a way that helps them grow as individuals. In other words, we don’t back down from difficulty in the classroom; instead, we move toward it, which allows learners to cultivate the skills they need to face difficulty outside of the classroom. I am not concerned with right or wrong answers. As a teacher, I believe that it is my responsibility to support my learners as they step up to meet a challenge so that they can experience both failure and success - and learn from both.
This is what I love about Springhouse. It is a community of learners (and I am referring to both young people and adults here) that do not shy away from hardship. They are instead supported through that hardship and are taught the skills necessary to face hardships that will occur outside the bounds of our small, supportive community. As a result, not only are the students growing, but I am, too.