Method

1. The teaching method takes into consideration on the part of the teacher the origins and development over the centuries of the variations and concepts of humanistic education.

2. With regards to the entire student-centered method of humanistic education, there are differences regarding the total student self-assessment approach as to what is attainment and success with absolutely no grades, testing, examination or even rules on the one hand, and my middle course of combining humanism and student centered methodology with aspects of goal setting, stages and levels etc by the teacher. This is perhaps mainly because my education is currently not practiced in or for large groups of students but for the individual or the small group. This means that there is the need on the part of the student to attain specific skills for job search or what the individual wants to do achieve. No good self-assessing unless reference in conjunction with teacher and role in society.

3. Why my education is perhaps different?:

i.) This is not a general education system of the age range 11 to 18.

ii) It is not part of the state educational system and is not geared to offering qualifications. This is because the students choose to individually and privately come to the Trust to overcome particular barriers or problems, or seek specific skills, or enhance and hone performance in work and daily life or requirements for career.

iii.) It is not designed for classes as in schools but for individuals and small groups (although workshops etc are sometimes given for large groups).

iv) It is voluntary education/learning.

v.) Practice-based education: site/garden function requirements, then for example how to achieve flowering display, skills needed, sequential tasks to attain skills to achieve display.

vi) Team work, trust, sharing, respect, communication, interdependence.

vii) Before deciding to come to work/study with the Trust, it is explained clearly to the student:

(a) the ethos of the Trust, its standards, ethics etc.

(b) the teaching method in theory and practice.

The student then decides whether he feels able to align and happily embrace these with regards to his own requirements and reasons for study with us.

If he agrees then he will be taken on.

viii) The teaching method seeks to encourage discovery, curiosity, and investigation. And a natural almost playful inventiveness or delight in understanding reality and the environment as well as society and one's own responses to it.

ix) All teaching proceeds from the basis of practical demonstration by the teacher and an explanation re (v) above. The student then repeats the activity himself in front of the teacher asking questions and also requesting further demonstration if required. The student is then left to do it alone. The teacher visits the student from time to time to see if any help is needed.

x) On completion of a task the student will inform the teacher who will then look at the task undertaken and ask the student how he felt he did, what were the problems encountered, how he solved any difficulties and how he felt his work and solutions attained the goals which have been explained.

xi) The student is encouraged to devise his own solutions and methods providing the goals and standard of the completed task is attained.

xii) The student is encouraged to keep a record of his own progress, skills and techniques learnt, and how what he has done fits into the overall strategy of maintaining and developing the project or the garden.

xiii) It is important that the student feels a real pride and sense of achievement in what he has done. Also of how he has overcome initial set-backs or hesitation or even fear to working and learning.

xiv) Contextual information re what the subject is, how it works in the environment, in society, what it is to us as individuals.

xv) The teaching will seek to enable the student to attain a stake in society, self-mastery, self-appraisal, public service.