Eileen Wheeler, a co-founder and special education teacher at Genesis, Wilton Public Schools’ 7th-12th grade alternative school, sat down with GMW‘s Lesley Kirschner one Tuesday at Schenck’s Island for conversation and some clouds in their coffee. For more information about the Genesis program, email Wheeler.
1. What has being a part of the Wilton community (and school district) taught you, and what advice would you give to newcomers — maybe something you wish you had known as a parent when your own kids were in middle and high school?
Wheeler: Coming to Wilton from another school district not that far away has definitely been a positive experience. I found that working in Wilton, the community is really tight — people really do look out for each other. There’s always opportunities to volunteer or do community service. Parents are really involved in making sure they’re getting what they need for their kids.
And what advice would I give to parents? I guess it would be to just trust the school system. The teachers really try to get to know the kids and do right by them. And if they see something that’s not right, they’re going to go and get them the help that they need. So I really feel like if you’re coming to Wilton for the schools, you’re making a good choice because there are schools that are not as supportive out there and our schools really are.
2. For people who don’t know about Genesis, can you explain in layman’s terms what project-based learning is and what it isn’t? What are some silver linings beyond curriculum that parents considering Genesis may not be aware of, specifically when it comes to the social/emotional piece?
Wheeler: Project-based learning is just a type of learning. You can take away the table, the desk and chairs; and you can take away the lectures, rote answers and memorization and exchange that for hands-on experiences.
Getting your hands dirty, going outside, going to the Norwalk River — learning science in more of a real-world fashion. They’re learning math and not just learning it, we’re not just teaching it. They’re going out and learning that skill, maybe even in nature, like the Ambler Farm Maple Sugaring Program… creative ways to get kids interested in academic concepts.
And we have found that by doing projects and hands-on experiences, the kids retain the information better. They learn it because they’re experiencing it. They’re not forgetting it after the test is over.
But the best part about Genesis is the teachers make a commitment to every student who comes in to get to know them, to bond with them and they make those connections that they may not have ever made before with teachers. They get comfortable with us, comfortable to ask questions and if they have concerns, they are comfortable raising them.
3. Kids today are busy, often hurried and sometimes over-scheduled. What is your personal stance on homework and what place does it have, if any, at Genesis?
Wheeler: We do not have homework at Genesis for that exact reason. We feel that the students come to school and they have a full day of learning — all of the learning that they need — in those six hours. And when they leave us, they can go do their sports, their clubs, their activities; go be with their family. Dinner isn’t interrupted by homework assignments and studying. Kids need to be kids. They have the freedom to follow their interests or work at after-school jobs [for] the older students. Those are skills you’re going to have with you for life. The younger kids are joining clubs and they’re making the most of their afternoon without feeling the stress and pressure of getting their homework done. We just don’t put a big emphasis on homework.
4. What is your position on the new cellphone policy laid out by the district? Can you relate to anything parents are saying with regard to safety issues?
Wheeler: At Genesis, we decided to start that [cellphone-free school day] on the first day of school instead of waiting until October. We did that primarily because we thought maybe some of our students would have a difficult time giving up the phone and it would give us some leeway leading up to October. Since the first day of school, these kids have put their phones up. They’re not hiding them. They’re not doing workarounds. And for the first time, they’re playing chess, they’re playing UNO. They’re outside running around and interacting, socializing in a way that I haven’t seen before. It’s all positive.
They’re getting creative. They’re drawing. They’re laughing. And they’re really making new friends authentically instead of always being stuck with a phone in their hands. It was stressful for a lot of kids.
In terms of safety, we all have safety concerns in this day and age, but we’re always being trained and we feel confident that we wouldn’t do anything differently. As a matter of fact, if the kids did have the phones in an emergency, it could send panic and nobody needs to be in a panic state when an emergency is going on. So I understand it’s a curve for the parents as well as the students, but at the end of the day, the benefits really outweigh the negatives.
5. In the words of Carly Simon, “I had some dreams; they were clouds in my coffee,” in my alternate universe, I’m married to Justin Hartley and own a laundromat (we’re very clean people). What are your clouds or dreams still unfinished for the Genesis program?
Wheeler: That’s easy. I’m not done. This is the best job I’ve ever had. Teachers play this game in their career and they get together and they say, ‘If we could just start our own school, what would it be like?’ And then I did. We did [start our own school]. And it’s my dream job and I’m not anywhere near done. I would love to see it grow. I would love to see Genesis for the younger grades. I just want it to grow and make it available and an authentic safe space for students who just want a non-traditional place to learn. We want students to be independent when they leave us. We want them to have healthy minds and healthy mindsets. We want them to be ready.