Barbara Van Dyke's ninth grade classroom in Marblehead is a child-centered haven where everyone is steadfastly respected, repeatedly affirmed, and children feel free to construct their knowledge of currency counterfeiting, reports the Boston Glob. "My job is to help these children unlock the knowledge already within themselves," says Van Dyke. "I'm a guide to the side, not a sage on the stage. Gosh, sometimes I feel like I'm the student, not the other way around! Especially when the kids decided to make counterfeiting the unit-theme for this semester". In Van Dyke's classroom, there are no textbooks or set curricula, and pupils are encouraged to work on months-long projects of their choosing. Students laud the approach. "Man, this is phat," said Greg Mathis, a 15-year-old who's carefully snipping fake $20 bills as part of a math lesson. "Our teacher?" he adds. "We have a teacher?" Testing grump Alfalfa Crone (click here for his bio) applauds the approach, calling it "a real testament to the kinds of schools we want," but warns that too much focus on results-oriented projects might curtail students' enthusiasm for learning. "It shouldn't be a win/lose kind of thing," he notes. "Students shouldn't be held accountable for whether they're able to pass off their fake euros and yen." Van Dyke's students have already decided to make "black-market liquor distribution" the unit-theme for next semester.
"Local teacher helps students unlock criminal potential," by Chris Atwood, Boston Glob, March 25, 2005.
