Invitational Education by Nancy Roehm
	“Human potential, though not always apparent, is there waiting to be discovered and invited forth.” This statement conveys the spirit of the Alliance for Invitational Education, a network of leading educators in North America who are supporting the creation of schools, programs, and policies which invite optimal human development. Over the years, the Stelle Learning Center has developed many qualities which, we believe, make it a model of invitational education. A pleasing physical environment is one of the keys to invitational education. Fresh flowers on a desk, live plants, soft music, and attractive bulletin board displays greet the students who walk into the Stelle Learning Center. Art prints and photographs of natural beauty grace the walls. Spacious desks and tables, carpeted floors, and air-conditioned comfort in the summertime lend their inviting attributes. Stelle students spend many after-school hours at school, due in part to our two computers, piano, and reading nook with current magazines, books, and large cushions, all of which say, “Come in, help yourself, stay awhile!” Even more important to invitational education than physical amenities is a caring, encouraging atmosphere which can be easily sensed in the Stelle Learning Center. Negative comments, cutting remarks, and other THERE ISA DEFINITE AWARENESS IN THE SCHOOL THAT PEOPLE CARE ABOUT ONE ANOTHER Put-downs are not permitted by teachers or students. Students learn respect for one another’s feelings by expressing “I-messages” and responding with “reflective listening.” When disagreements occur, they find ways to resolve the problem in a cooperative manner. Teachers encourage students by acknowledging effort and improvement, and by adding a light touch of humor or understanding to a difficult task. Student-teacher relationships are warm and friendly. There is a definite awareness in the school that people care about one another. We believe that a positive learning environment, where everyone feels safe, where everyone’s self-esteem is nurtured and strengthened, is an essential key to the awakening of human potential. The educational policies and programs of the Learning Center also encourage excellence without negative pressure. Instead of issuing grades to label how well or poorly a student has performed, we use a system of mastery learning whereby the student demonstrates understanding or mastery of a particular skill or concept before going on to a more difficult one. This builds a student’s self-esteem, as he comes to realize that he can succeed at any given task, that it is impossible to fail! Competition and comparison of student abilities is minimized; in most subjects, students work individually at their own optimal pace. To encourage love of learning, Stelle students are given broad exposure to many fields of interest and endeavor. Teachers share their own enthusiasm for learning and seek to elicit each student’s natural curiosity about the world. Creating an environment of tempting educational experiences, similar to Leo Buscaglia’s image of “education as a feast,” is a personal goal and on-going challenge for our teachers. At a seminar entitled “Schools for the 21st Century,” led by Dr. William Purkey, Professor of Education at the University of North Carolina and co-founder of the Alliance for Invitational Education, I was pleased to learn that many of the qualities attributed to schools of the future already exist at the Stelle Learning Center. We invite parents and educators to visit our school and learn more about the ways we awaken and invite forth the human potential of our students. ∆
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