Guidelines for Core Phase Mom Schools
1. The mentor understands and will utilize principles of Thomas Jefferson Education in their classroom.
2. The mentor is passionate about the subject being mentored and is competent to mentor Core Phase students in the subject.
3. The mentor is inspiring in his/her presentation of subject.
4. Homework is not assigned.
5. Models the lessons of Core Phase:
- a. Good vs. Bad
- b. Right vs. Wrong
- c. Truth vs. False
- d. Play
- e. Work
- f. Relationships
- g. Order
- h. Curiosity and questions
6. Understands that students in Core Phase see the world in black & white terms, seek approval from authority, and test boundaries. The classroom structure should engage students in learning the lessons of Core Phase (from #5 above) and enable them to easily integrate those lessons into their lives. 7. The mentor is willing and able to put in the time to a relationship of trust with each student. If students can’t trust you emotionally, they will not be able to trust you academically.
Guidelines for Love of Learning Phase Mom Schools 1. The mentor understands and will utilize principles of Thomas Jefferson Education in in his/her classroom.
2. The mentor is passionate about the subject being mentored and is competent to mentor Love of Learning Phase students in the subject.
3. The mentor is inspiring in his/her presentation of subject..
4. Limited homework and homework that is not mandatory.
5. Models the lessons of the Love of Learning Phase:
- a. I can learn in many ways.
- b. I can learn from books, experiences, projects, discussions and many other ways
- c. I can learn from thinking my own thoughts.
- d. I can learn by studying greatness.
- e. I can learn by writing.
- f. The things I am interested in are worthy of my study.
- g. Learning is FUN!
- h. Learning is worth the hard work it takes.
- i. I love learning
- j. Learning is the most fun thing I can spend my time doing.
6. Understands that students in Love of Learning Phase flit from flower to flower, don’t finish things, are searching for the “rules” and are learning to love learning. The classroom setting should allow students the freedom to explore, question, ponder, and share their epiphanies.
7. Mentors for this phase should model valuing of ideas, people, projects, discoveries, etc. rather than comparing those things. During the Love of Learning Phase, students make a decision about comparing vs.valuing which often becomes a permanent decision. Comparing sets up a paradigm of better/worse, not measuring up, and/or being better than others. Through the mentor’s actions and way of being, children see that valuing is what is important to the mentor. The mentor creates an environment of safety and acceptance for each child.
8. The mentor is willing and able to put in the time to develop a relationship of trust with each student. If they can’t trust you emotionally, they will not be able to trust you academically
Guidelines for Practice Scholar Phase Mom Schools 1. The mentor understands and will utilize principles of Thomas Jefferson Education in his/her classroom.
2. The mentor is passionate about the subject being mentored and is competent to mentor Practice Scholar Phase students in the subject.
3. The mentor is inspiring in his/her presentation of subject.
4. Homework should be limited to 510 hours a week. It is recommended that only one LEMI scholar class be taken at a time. Other scholar classes (depending on workload) may also fall into this category.
5. Description of Practice Scholar Phase: Typically ages 12- 13, but this can vary greatly from child to child. Practice scholar is exactly that—practice. Students in practice scholar phase are learning and practicing the skills and abilities needed to be a scholar. They are trying it out before they completely commit. The practice scholar moves back and forth between “love of learning” and “trying out” scholar phase. At home, students should be rewarded with study time as they want it. This can be done by promoting younger siblings to take more responsibility in taking over chores of the child moving into scholar phase.
6. Goal of this phase: Testing Initiative and develop a clearer vision of a student’s allegiance to God, and how it applies to our relationships with country, self, and fellowmen and to realize they have a duty to this vision.
7. Practice scholars are developing personal competence and increased attention span, while their study hours are growing.
8. Mentors will have more success if they have a paradigm of valuing the strengths of each individual rather than making comparisons among students.
9. Classroom Structure:
- a. Colloquium and Document Study : Students at this phase should be encouraged to study the language of poetry and prose through document study and classical literature. It is also helpful at this stage to study documents during class time to demonstrate the thinking and dissecting process. Colloquium on classical literature is also important during this phase. Students at this phase can sometimes be selfconscious and not willing to express their opinions. Make the environment safe and encouraging and don’t be afraid to wait in silence for a student to share what they are thinking.
- b. Communication : Practice scholars should be learning how to think and how to practice expressing what they think verbally and on paper. They are beginning to make judgments about ideas and how to express these thoughts. Classroom discussions are highly encouraged as well as open ended questions to get the students thinking for themselves. Verbal expression comes before written expression. It is sometimes helpful for students of this age to narrate their thoughts to a parent and have the parents write down these thoughts as a bridge to the student doing both the thinking and writing. Some forms that should be encouraged at this phase to practice their writing are: journaling, writing their own stories, and opinion papers. Practice scholars need to practice free writing without a lot of rules. Rewrites are not encouraged at the Practice Scholar level. At this stage, feedback on papers should be positive and encouraging. Working on developing the habit of writing is the main goal at this stage. Some students may be ready for a bit more structure and mentoring in their writing, but don’t make the mistake of doing this too soon. Students should first be comfortable with the flow and “fun” of writing.
- c. Simulations : Simulations are a purposeful activity designed to increase understanding, personal epiphanies, and allow students to realize their personal strengths and weaknesses and grow in a safe environment. Simulations teach through experience. They are essential with classrooms of boys! Students should always know when you do a simulation that it is a simulation and not think that what is happening is real. Some simulations can be of sensitive in nature. At this stage, simulations should mostly be light and fun. Keep in mind the maturity of your students and communicate with parents if there is any question about whether a simulation may be too much for a child’s developmental level. Simulations should always end with a debriefing period where students and mentor talk about the things they learned
- d. Memorization : Students at this phase are usually ready to memorize and bring the classics into their minds and hearts. Some students at this stage struggle with memorization and it may be needful to teach some basic memorization tips. Games to encourage memorization of important facts and information can be a great tool.
10. Giving the opportunity for individual class presentations and working together in groups on difficult assignments can be motivating for students at this phase.
11. Provide opportunities for performance and showcasing of what is being learned.
12. Practice scholars in the LEMI model earn rewards for “playing” and practicing as they go.
13. Time management is a foundational skill that students need to master to become successful scholars. Practice Scholar phase is an excellent time to introduce and practice this skill.
14. The mentor is willing and able to put in the time to develop a relationship of trust with each student. If students can’t trust you emotionally, they will not be able to trust you academically.
Guidelines for Apprentice Scholar Phase Mom Schools 1. The mentor understands and will utilize principles of Thomas Jefferson Education in his/her classroom.
2. The mentor is passionate about the subject being mentored and is competent to mentor Apprentice Scholar Phase students in the subject.
3. The mentor is inspiring in his/her presentation of subject.
4. Homework depends on the type of apprentice scholar class being offered, but can be as much as 25 hours per week. It is recommended that only one LEMI scholar class be taken at a time. Other scholar classes (depending on workload) may also fall into this category.
5. Description of Apprentice Scholar Phase: Typically ages 1416, but this can vary greatly from child to child. During this phase many scholar skills are learned:
- a. Apprentice Scholars are learning to write in structured forms such as persuasive essays, research papers, personal manifestos and legal briefs.
- b. They learn to engage in oral and written testing. Typically open ended testing is recommended, rather than testing with one correct answer.
- c. They read at more difficult levels. They are learning to wade through large amounts of information to find key ideas.
- d. They are learning to ask the “right” questions that matter to their life’s mission.
- e. Students become more adept at governing their own study time and have developed the ability to manage their time successfully.
- f. Students are gaining a more defined vision of their personal mission and how they will contribute to the world we live in. They are learning the keys of personal influence: writing, example, prayer, the arts, speaking, and service.
6. Students at this phase are capable of making formal agreements. Weekly mentor meetings to write up these agreements with either a parent or mentor should be encouraged.
7. Goal of this Phase: Students are choosing to submit to a mentor. They are becoming intrinsically motivated and there are no external rewards for finishing the class requirements.
8. Classroom Structure:
- a. Apprentice Scholars should be given the opportunity to teach their peers and engage their classmates and mentor(s) in discussions and colloquia.
- b. Opportunities should be given during class for the scholar to support their beliefs and opinions with solid logic and reasoning. The scholar at this phase is capable of more abstract thinking and seeing more and more shades of gray. They are learning to communicate effectively in different forms and how to use the gifts of diplomacy in their interactions with others. This can be done through debate, discussion, simulations, etc.
- c. Students should have the opportunity to write often and to back up their ideas with solid
reasoning and logic. At this phase, for some classes (Quest 1 and 2), it is part of the structure of the class for the students to get a writing mentor. This may also be valuable for other apprentice scholar classes as the mentor sees fit. - d. Simulations: Simulations are a purposeful activity designed to increase understanding, personal epiphanies, and allow students to realize their personal strengths and weakness and grow in a safe environment. Simulations teach through experience. Simulations should always end with a debriefing period where students and mentor talk about the things learned. Simulations need to be designed with great care to protect the emotional and psychological safety of all participants.
- e. Students at this phase read a lot and sift through large amounts of materials during their study time at home. They are then asked to apply the key ideas found in the reading in specific assignments such as writing, discussion, debates, simulations, etc.
9. Mentors will have more success if they have a paradigm of valuing the strengths of each individual rather than making comparisons among students.
10. The mentor is willing and able to put in the time to develop a relationship of trust with each student. If students can’t trust you emotionally, they will not be able to trust you academically.
Guidelines for Self Directed Scholar Phase Mom Schools 1. The mentor understands and will utilize principles of Thomas Jefferson Education in his/her classroom.
2. The mentor is inspiring.
3. Description of Self Directed Scholar Phase: Typically ages 1618, but this can vary greatly from child to child. During this phase:
- a. Students have finally proven they have the skills and abilities to read anything, to speak persuasively, write persuasively, obtain the mentors they desire, work with mentors, and think.
- b. The student has taken responsibility for her education and has sufficient skills and abilities to do the hard work and knows how to engage the right mentors.
- c. Students have shown they can use their time effectively and they can read and write effectively.
5. Goal of this Phase: Students are testing initiative.
- a. Students’ initiative is being tested at a deeper level to see if they can direct their own scholar phase. Students take the initiative to act on the promptings of God they feel.
- b. This is a time they are filling in the holes in their education before they commit to mentored scholar phase.
- c. Students need this time before they go to mentored scholar phase. They need this time to fly and be free and act on their own initiative before they buckle down to a mentored scholar phase.
- d. Test whether or not they are a homesteader or a squatter—whether or not they will be selfreliant or dependent.
6. Classroom Structure:
- a. Students pursue interests. They take ownership for what they study and take personal initiative in directing their studies and engaging mentors who can help them reach their goals.
- b. Mentors follow up as needed with students. Assignments are turned in as they are done. Mentor gives feedback.
- c. Students learn deeper social skills and learn to communicate their values and wisdom with diplomacy. (In LEMI students learn about 5 levels of communication including
- 1. Cliche [“How are ya?”]
- 2. Facts [“It’s supposed to snow today.”]
- 3. Opinion [“That’s so dumb.”]
- 4. Feelings [Share feelings of true self.]
- 5. Sharing of needs [“Do you need me to listen or mentor you and help you solve this?” and social intelligence.]
- d. Mentoring other younger youth is strongly encouraged. It allows for this phase of student to further test their initiative and learn to communicate what they truly believe.
7. Mentors will have more success if they have a paradigm of valuing the strengths of each individual rather than making comparisons among students.
8. The mentor is willing and able to put in the time to develop a relationship of trust with each student. If students can’t trust you emotionally, they will not be able to trust you academically.