Building a strong root system

Just as a towering tree with deep roots withstands fierce storms, students equipped with a sturdy academic foundation stand strong in the face of challenges. Positive mindset, critical thinking skills, and a curiosity for learning act as the sturdy roots that anchor students in the face of struggle, empowering them to persevere in their lifelong pursuit of learning. We've chosen the name Well Rooted Learning because our mission is to nourish students as they build the foundational skills and knowledge that will support and fuel their passions, pursuits, and life's work. We believe:

1. All people are capable of learning rigorous content. That doesn't mean all people learn the same way or in the same time frame. A teacher's job is to discover her students' learning strengths and capitalize on them in order to allow the learning to happen. Rather than simplify content for struggling learners, we work to remove barriers and add supports so that students can access content that is important, meaningful, and complex.
   

2. Students must construct their own meaning in order for the learning to stick. Mimicry and memorization just plain don't work. When teachers provide learning contexts or problems that are just within students' grasp, they serve as guides while students apply what they already know to discover and synthesize new learning. Not only is problem-based, discovery-driven learning more effective, but it's also way more fun.

3. When we believe in ourselves, our minds and bodies function better. Mistakes and struggle are not only okay, but they are also crucial for learning! When students cultivate a belief in their ability to persevere through struggle, they discover their own unending potential for learning and growth. The teacher's job is to set the tone for productive struggle and continually nourish the students' positive identities and self-worth.

These three core beliefs inhabit the soil of our work. When surrounded by this culture of access and rigor, self-reliant meaning-making, and positive struggle, students extract not only the key skills and academic content they need to function productively in school, but also the belief that their capacity for learning is endless.