FAQ

Children are natural learners. Like every creature of nature. Research has proven this is not only the case for animals, but that even plants can learn. So, learning is not something we need to artificially acquire. But rather, a skill that we should cultivate in order not to lose it.

However, every child learns differently; with different rhythms, methodologies and interests. No child is uninterested across the board. But clearly, if we give the same task to an entire class, the probability is very high that this task will only suit a select few children (if any at all!).

Instead, if we give a child the structure and opportunity to delve into the areas that naturally trigger their interest, not only does learning become easy, but it becomes fun. Every child can learn. And every child wants to learn.

Our job is to understand the child so well that we meet them where their own intrinsic interest lies. It seems clear that every child will choose a different path. Kids may indeed learn the same things, but with completely different approaches. If we create an environment where every child can learn through play, each child will create their own path and go so much further than they ever could within a rigid and enforced structure.

Children are always ready to perform if they are allowed to perform within the right context. When playing a game, children already want to jump further, run faster, build a higher tower.... all this without us adults having to set the bar where WE want it to be. Therefore, it is still best if a child enjoys the freedom to motivate oneself. This is exactly why a certain structure is needed. To make sure good learning possibilities are available, but also to ensure safety and hence an environment of trust.

Learning - which is very different from "conditioning" - rarely happens under pressure and is often more efficient and easier when discipline is not the main focus. From a neuroscientific perspective, learning cannot occur during a "state of fear" or a state similar to fear - the brain goes into "survival mode" and all non-vital functions will be reduced or shut down. This happens for learning too. For this reason, it is extremely important and beneficial that children can move in a fear-free space - this is how they learn fastest.

For children who struggle with self-motivation, our educators and mentors will of course help to set up a child-friendly, committment-based structure with clear rules. It is not that children don't want or don't tolerate rules (every game has them and would not work without them). But often we set rules that imply discipline and obedience instead of enabling fun, learning and creativity.

Our method is based on the scientific findings of recent years and the principle that learning is almost always happens faster and more naturally when there is genuine interest and a component of fun. For this reason, our teachers take on the role of mentors in order to build a relationship with every child and to understand him or her on a personal level. Based on this, we ensure that each child can pursue projects and interests that are of their own interest (intrinsically motivated).

In addition, the teachers ensure that the necessary school material is weaved into the individual learning paths and thus fulfill the Lehrplan21, with all the necessary skills (and many more). Children often do not even notice that they are learning, because learning is not associated with "effort" but rather with "fun". If we can instill this new definition of learning early on, it will remain as part of the personality far into adult life.

To make such a generalized claim would be wrong and unfair. However, the public school system (there are exceptions thanks to very good teachers who enforce their own system!) is often rather inefficient, unfair and covers only a small part of the necessary child-development. It's a one-size-fits all (which is definitely not a "fit" for "all", not even for "most") which keeps building on previous knowledge; meaning, if you missed something or did not understand a particular topic, you end up dragging this knowledge gap along for years. It's a system that has been designed to fill-up on theoretical knowledge and promotes obedience through reward and punishment. Instead, we want to build on intrinsic motivation and self-efficacy.

Learning goals should not be more important than personal development. Hobbies, joy and fun should not be condemned to gap between school and homework or reserved for weekends. Learning should not simply imply memorization and performance. But rather it should involve fun, active questioning, and finding solutions confidently and independently. This will directly carry on into adulthood and will define not only careers, but also relationships, meaning, and fulfillment as a whole.

While this is not strictly a question, it is indeed a valid thought. We humans usually find paths, solutions and opportunities, even if the circumstances are not ideal. But why should we make it harder than it needs to be? This isn't about public school ruining our kids (which, sadly, is becoming more and more the case - if we just look at how many kids need extra instruction, psychological care, and tutoring from a very young age...!). Rather, it's about what's possible these days.

We want to create a structure of possibility, of creativity, of invention. Humans used to do machine-like labor. But today we are a bad substitute for a machine. Today, robots and AI's are replacing us humans in many areas. So we need to evolve and shift toward becoming "thinking humans". If we lose our cognitive ability, we become comparable to a machine - and that's where our cards are stacked against us. That is why we have to innovate ourselves and our school! The world is changing faster than ever and only if we follow suit - if we challenge our thinking and grow with it - only then we can create and shape our future, and thus truly enjoy the benefits that come with it. That's why we need to make space for creativity and free thinking - without unnecessary pressure and constant assessments. Unfortunately, this type of environment is still an absolute exception in the field of public education.

As humans, we often tend to look for a term or a reason for everything that does not fit into the "norm". At SOT we are convinced that EVERY child is different! We are also convinced that a child-centred school should adapt to the child and not force every child through a predefined and blanket system. In this sense, we welcome children as they are. Some are more active, some are more relaxed, some ask a lot of questions, some observe a lot, some are interested in everything, some have specific interests.... No matter where your child stands and how he or she may have been "diagnosed", we do our best every day to create the most ideal environment possible for this child, this unique individual, and to develop a personalised curriculum. Your child deserves this!