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They learned to read and write and do math. They pursued projects based on their interests. They were excited about what they discovered and they shared their learning eagerly. They played and worked in sand, water, dramatic play, clay and woodworking.
"'How does she do that?' This question resonated with other questions I had from my first kindergarten classroom. Over the past 10 years, I have been seeking the answer to the question of how she did it. Every time I went into Louise's classes, I found something new and exciting.
"In Louise's class I saw a vision of what could be. Her philosophy in practice was revolutionary. It changed lives. If other teachers could embrace this way of teaching, we could create and nurture children who could save this wobbly world of ours. We need children who care and are responsible for themselves, each other and their environment.
"We need children who can tackle and solve everyday problems, because then they will be prepared to solve those big world problems that will be their inheritance. We need children who get along with each other, who resolve arguments with words, not force, and who understand consensus," Perlmutter observed.
Burrell taught character education long before the county embraced it, and she employed "feng shui" techniques in her classroom long before it became a popular buzz word in aesthetics, composition and design here.
From day one, Burrell stresses that children need to learn they have control over their environment "that empower them," she found.
Her students helped in planning the daily schedule and organizing their time and work. They made up schedule charts together that helped them tell time and also helped them learn a valuable life lesson in daily planning.
Part of that schedule included clean-up time at the end of each day, another life-training skill. After cleaning came reflections time where students were congratulated on the success of the day. "The last message of the day was positive; everyone left feeling good about something," Perlmutter said.
Each student had a responsibility, whether it was keeping clean water in the hampster's cage or serving as mayor in charge of class council. Her classroom was a community, and what's learned in the classroom community can be transferred to the larger community of life.
Other teachers admired Burrell for not "teaching for the tests." "Louise never feared standardized testing," said one teacher who taught with her at Cullowhee Valley School. "She taught the curriculum required by the state, and her students always did fine on tests, especially reading. They were always above level on reading."
The books Burrell selected to read in her class focused on empathy, respect and caring - traits she fostered in her students. Perlmutter noted, "Louise knew each child's reading level but she also connected to the soul of each child."
Burrell, who believed in nurturing the risk taking, feels "children learn and pursue on their own because they want to, not because they are forced to."
Burrell lived her philosophy in the joy of learning, Perlmutter discovered, "because even after 30 years of teaching, she was still having a good time when she retired."
Since retiring from the public school system, Burrell teaches elementary and early childhood education at Western Carolina University.
If you are a new teacher, or have a deep commitment to developing the whole child in a classroom community, you will appreciate this book. If you want your children to acquire a love of learning and work responsibly, compassionately and to the best of their abilities, you will also appreciate this book.
The authors will sign books at City Lights Bookstore Friday, March 2, from 6 to 8 p.m.
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