Acton Academy Seeks to Reinvent Education

By using a combination of the Socratic teaching method and the Montessori method, Acton Academy seeks to turn children into autonomous learners prepared for the challenges of the 21st-century.

A positive side of the pandemic is that during the quarantine, many families have become more involved in the education and learning process of their children, which led many to realize that the traditional educational model is not always the best option. By questioning traditional methods, alternative methodologies and schools have emerged worldwide. Such as the Waldorf system, which has more than a thousand schools, the Reggio Emilia schools with more than five thousand, or the Montessori Method, which is also present in many countries.

One of the alternative schools with hundreds of affiliates worldwide is Acton Academy, which Jeff and Laura Sandefer created in 2008 in Austin, Texas, because they were not happy with their children’s education. To learn more about the institution, the model they follow, and its perspective on what is currently happening in school due to the pandemic, the Observatory interviewed Mirtha de la Garza, co-founder of Acton Academy in Monterrey, Nuevo León, México.

This conversation was translated from the original Spanish version and edited for length and clarity.

Observatory: What is Acton Academy, and how did it come about?

Mirtha de la Garza: Acton Academy is a micro-school and learning community where children are on their Hero’s Journey and are truly discovering who they are, what interests they have, and what unique talents they bring to the world. Guides or mentors accompany them on this learning journey, but they direct and manage themselves. On this path, they acquire knowledge and discover themselves. We refer to them as learners or Heroes. We remove the student concept because the goal is to empower them on this learning path. And this is one of the ways to do it.

Acton Academy was founded a few years ago in Austin, Texas, by two parents. Laura is an educator, and Jeff is an entrepreneur. He already had gone through an alternative MBA program called the Acton MBA, where business practices are taught through the Socratic method. They were looking for an educational model for their children who were about to leave a Montessori preschool. Seeing that their older daughter was extremely frustrated by the traditional system, they sought an alternative for their younger children, and that’s how Acton started. They consulted the world’s brightest minds in innovative education. They talked to Sal Khan, Seth Godin, and Sugata Mitra. That is how the model began to take form.

Observatory: You mention the Montessori and Socratic methods. Describe these methodologies. What are the differences?

Mirtha: The Montessori method began 100 years ago with Dr. Maria Montessori. She focused on the early age of children, where learning must be concrete so that knowledge truly settles in the child’s absorbent mind, as she calls it. Everything is worked through material that has a margin of error, and this helps children learn autonomously. The Montessori method removes the adult figure instructing them or telling them if they are doing it correctly or adjusting their process. Instead, a guide’s character appears to accompany them in their learning, but not to give them instructions.

And the Socratic method refers to working through curiosity and inquisitiveness. It entails looking at all sides of information, managing to discern what are facts and opinions, and learning how to form a point of view and own it; it also involves listening to others and respecting their opinions. In this way, perhaps you may learn something different or change the other’s opinion because you have already been through it. Both are two complementary methodologies. It is not that one competes with the other or cancels it; they are interconnected.

Observatory: Acton schools have no teachers, exams, or homework assignments. Can you explain how this can be accomplished?

Mirtha:  Well, through the role of the guide. Right now, we don’t have teachers precisely because one of Acton’s areas of interest is to get the adult out of the way [of the learning process]. One of the big questions that Acton proposes is, what if schools’ problem is the teachers? Because teachers have this tendency to interfere and intervene in the learning process. Besides, in the traditional system, the teacher’s figure is there to give instructions, what needs to be done, and how. However, in Acton, this error is eliminated. The role of a guide is created, a guide who is there specifically to accompany them but allowing children to manage themselves so that they achieve the processes of reflection and self-knowledge. Our learners finally discover that they can acquire the knowledge they decide they need and get answers to whatever questions. They don’t need an adult telling them “no,” but rather, they can do it themselves.

In Acton, all work is done inside the school; therefore, there are no exams and no homework because children work so much here. They have the afternoon free for themselves to explore their interests. They know that they come here and do their work, but the rest of the time, they are free to continue exploring what impassions them, what motivates them, and what takes away their stress. Eliminating homework means not having that family stress of running to do homework or having to study for exams and running to extracurricular lessons. This pressure alters children’s routines and affects their sleep. It’s a vicious chain. So, we eliminate that part that is causing stress, and the kids work harder, are more motivated, and exert more effort in school. It motivates them a lot to know that here they leave the work and go home and are free.

“At Acton, all work is done inside the school. There are no exams and no homework because children work so much here. They have the afternoon free for themselves to explore their interests.”

This stress is unnecessary. What you want is that children enjoy their childhood, have adventures and experiences. Thus children are more motivated, happier, and glad to come to school, which does not commonly happen in the traditional system.

Observatory: What does a day look like in your school?

Mirtha: When the child arrives, the first item on the list is Free Play. They have half an hour for playing, chatting, and sharing what they did the day before. So, they arrive very excitedly because they know that will be the first thing, socializing. After this half-hour, they begin their plan of the day. This starts with Morning Greetings, where they check-in and express whether they feel thumbs up, thumbs in the middle, or thumbs down and why. That opens a space for them to discuss some concern or joy, something that excites them. It also opens an area where they can be vulnerable, practice empathy, connect, and talk about genuinely essential things. Often, this takes a weight off their shoulders when they arrive with a concern, for example, and they come and talk about it.

So, number one, they are venting, and, number two, they reach out to their companions, who are attentive to them, ask them some questions afterward, and show signs of support. After this session children feel lighter, as they have been liberated, to start their day and concentrate. If they arrive super-excited about something, it can make them a little distracted. When they have this space to talk, they let go. Now they can more easily concentrate.

After this, they begin a Socratic discussion where a topic of interest or a relevant issue is suggested, and the debate gets underway. Each thinks about his or her position and shares it. This is to create a space where they practice the ability to listen to others and respect others’ opinions. What happens when they disagree with a person very close to them, and opinions are expressed? How do they approach those scenarios? They can say, “No, what you are saying is what you think, but it is not a fact.” These discussions allow children to practice and to exercise critical thinking, respect, empathy, and connection.

“The Socratic method refers to working through curiosity and inquisitiveness. It entails looking at all sides of information, managing to discern what are facts and opinions, and learning how to form a point of view and own it.”

After they close the Socratic discussion, they spend their morning working on Core Skills. Here they do math, reading, writing, and languages for an hour and a half a day. Those children who are aged 4 to 7 work with Montessori materials, where they practice mathematics, literacy, and practical life. Older children, ages 8 to 12, work with adaptive software that measures what academic level they are at and then presents them appropriate academic challenges for them to resolve at their pace. If a child is responsive to everything, and his or her learning is triggered, there is no one to limit him or force him to wait for the group to be able to continue.

For example, we have a nine-year-old boy who came to us from the traditional third-grade system, and, right now, he is in the middle of the fifth-grade math level. So, he’s super happy because he says, “They always used to hold me back; there, I had to wait for my teammates, but here, I realized that I could move forward as I want.”

After the period of Core Skills, they go to a lunch break, and then they go to Free Play. It is a time to play, run, chat, to clear themselves, because, when it ends, they return to a second discussion of the day. Free Play is to energize the second part of the workday. After this break, they enter into a debate about a topic that interests them or is passionate about it. The purpose is to get them engaged as they come in from recreation. They start their discussion, and when they finish, they move on to work on projects that can give an outlet to all the knowledge they are acquiring practically. As they are working, they can see how all the things they learn are applied in practice, making sense to them. They can understand the reason and the why behind everything they are seeing and learning.

They also have writing sessions in various workshops where, for example, they encounter different literary genres. They have space to do Art as well, then the disciplines alternate. They work on projects, and then they alternate the creative discipline they will work on for a day. They have time to do workshop maintenance and clean up because a central characteristic of the Acton culture is that this is their space, and it is a sacred space. So, they have to take care of it and maintain it. For the cleaning, they are assigned duties in turns: someone has to take out the trash, another must clean the bathroom, and another has to sweep. Someone cleans the windows, someone waters the plants, and then they alternate roles. After they finish that, children return to a small circle to close the day, either re-addressing a topic of interest or discussing current projects.

There is also an opportunity to do what we call character callouts, where students name a classmate whom they saw struggling during the day with something or facing a challenge. They saw how their classmate solved it or went forward or asked another of his teammates to fix it. This also provides an opportunity to give each other credit. Finally, they prepare themselves for departure, and, again, they are in free time while waiting for someone to come to pick them up.

Observatory: You mentioned creative disciplines; could you explain what they are?

Mirtha: These vary because, in our sessions, we work in sprints of between five and seven weeks, and after this work ends, there is a week off. A subject or topic governs the sprints. For example, we have worked on Community Garden, and we have seen Athens. Learners did a session about Athens and past cultures, where they lived or worked. They did family legacy, where they all conducted family research, their genealogical tree, and family traditions.

Then the central themes are alternated so that there is a variety; one is focused on science, another on biology, others on art, and history and civilization. In the writing discipline, learners go through various genres; if one session is poetry, the next meeting will be fiction, and in the subsequent course, they will make a pitch. They have to practice different styles of writing.

In Art, they work with different artistic techniques in their projects. In Music, they work with music software to create a melody or a score. They have even brought their instruments to school, and, together, they make a song. They’ve made music videos. As long as it is something creative, they can contribute to the central theme; there is room for them to do it.

Observatory: With the pandemic and lockdowns, how is the methodology adjusted for home teaching?

Mirtha: For the 8-to-12-year-old group, it was a natural transition because they are already accustomed to working with various software. What they have missed is the human connection. How do we solve this? With twice-daily sessions with their guide and the whole group to stay connected and continue to address the topics, to keep having the Socratic discussions.

Also, the model assigns running partners within the studies, as when you go for a run with a buddy. The purpose is to make a commitment to someone and have each other’s back. It is the same here. The running partner classmate varies from session to session, so they get to know each other and have a different experience with each one. We also kept that [during the quarantine] they connect at other times, apart from the group, to find out, “How is it going, what are you stuck in, what did you finish, how can I help you?” Then they give feedback. This is another chance for them to connect.

For the little ones, we sent material home. For the older children, we send material home, too, but for the little ones, we sent materials thought out and designed so that they could keep working all the objectives of the Montessori method so that they continue working on mathematics, literacy, and life practice from home. They also connect twice a day with their guide and with the group. With their guide, they joined one-on-one for 20 minutes. These sessions allow them to have a closer, more intimate connection with their guide. It was an excellent way for the guide to see how things were going with the child and be able to offer solutions. It’s harder for the little ones to have interaction through the screen. For example, their guide would propose different creative games, where she accompanied them through the screen while they played.

Observatory: What has been your experience following a methodology other than the traditional one? Especially with students who come from traditional schools.

Mirtha: The truth is, my experience has been super inspiring because seeing these children so eager, with such motivation, and, also talking to their parents, they tell you about the transformation they have seen in their children themselves. For example, we have a child who came from the traditional system. His family said to us that when he first came in with us, he was a shy child, reserved, had just a few friends at his school before. He arrives in Acton and pulls out a side to him that even his family did not know he had.

What was going on here? He became the timekeeper. In Acton, we do not have alarm bells that indicate when the classes change. They know that at 11 a.m. everything is put away because it is lunchtime, and they know that at 11:45 a.m., they go into the afternoon circle. But guides do not remind kids to return, “Hey, it’s time to go back;” that is their responsibility. So, this child became the timekeeper and started bringing watches to keep an eye on the time and tell his classmates that they were five minutes away from entering. His mom told us, “I can’t believe it because I didn’t know all these aspects of him.”

That was a lovely transformation, and the child began to take leadership roles within the workshops. For example, we do what we call exhibitions of learning, which happen at the end of each work sprint, and that is the equivalent of an exam in the traditional system. It is a time when the children invite their families to come to Acton, and they present to them with all the work they have done during the session.

“We have a nine-year-old boy who came to us from the traditional third-grade system, and, right now, he is in the middle of the fifth-grade math level. So, he’s super happy because he says, “They always used to hold me back; there, I had to wait for my teammates, but here, I realized that I could move forward as I want.”

It is a small event that they manage themselves. They agree on what they’re going to present, who will say what, what dynamics the parents are doing, and how they’re going to receive them. They plan everything, and they love it. They are excited to know that this week is the exhibition and that they will coordinate and what they are going to do.

At Acton, we take children out of an overly saturated, rigid environment with many people, many stimuli, which is stiffer and bring them here, where their true selves come out. My experience has been super inspiring, seeing all these transformations in the children.

Observatorio: How are the families involved in this model compared to the traditional model?

Mirtha: What happens is that being in Acton is not a family event, and it is not a child event as a pupil or student. The experience is integral, and the philosophy at home must be aligned with the school’s philosophy so that this is genuinely something that empowers children and pushes them.

So, starting from that concept, parents become more involved and have a chance to come once a month to a parent’s coffee. They come in the morning and can be at children’s workshops to see the Socratic discussions and listen to them. It is another way to see the progress, see the development of their children, and see what kinds of topics they are discussing in the workshops. It is a way for the parents to connect with the other parents in the community.

In the end, we are a small community, so we must be all in tune. Then come to the exhibitions of learning to see the whole process our learners have undergone and all their progress
. It is a more involved way and a more tangible way for the parents to see their children’s development. This says much more than a number on a report card. On all these occasions, the parents can interact with the other parents, their children, and their children’s classmates. Acton is also very partisan to family events where we invite the whole family to come and experience and continue strengthening the community and the bonds among them.

Observatorio: And speaking of parents, now with homeschooling and home office as our “new reality,” what advice do you have for them?

Mirtha: It’s a funny duality because Acton parents are always involved in these kinds of aspects. The purpose is for them to get involved in these opportunities, so the rest of the time, they leave the children alone to confront their challenges and solve their problems by themselves.

During this period, parents can also imitate what the guides do in the workshops, which is to take a step back and observe the children and not interfere or intervene unless their safety concerns. That is the philosophy of our lives, that they are here as observers and are not going to interfere unless someone is in danger. Parents and families model this. These meeting opportunities are good for strengthening bonds and seeing that all the trust being put in their children, and this educational model is because it genuinely functions.

It gives families opportunities to get out of the play. What you ask me about now, whether in the pandemic the parents become a little bit of a guide, depends somewhat. In the traditional model, I see that this is happening: Every day I talk to families who are interested in the Acton model because they realize how the schools function, how the children work within the schools, what the subject material they present to the children is like, and there they are starting to see these discrepancies. Maybe the way the traditional schools are approaching learning is not compatible with the way their children learn, so they are already beginning to notice these shocks. And many of these families, especially the moms, are the ones who are frustrated now that they have acquired the role of being the teacher, and it should not be this way.

Also, moms right now have the mindset that they are homeschooling now, and this is not the case either, because this homeschooling is an entirely different concept. It is not what the schools are proposing to the families. There is a bit of misinformation there, because the schools themselves are promoting this term, and it is incorrect.

“What happens if your child is academically behind? He will catch up when he has to catch up; the first thing is for the children to be safe.”

What do we promote at Acton? For the little ones of 4 to 7 years old, the mothers should present the material as their guide would do in the workshop and prepare the environment, which is part of the Montessori method. If the child has a prepared mind and everything at his fingertips, everything visible and in order, the child will know what he has to do and how to do it.

For the older ones, ages 8 to 12, the proposal is the same, as if they were working at Acton. If they face a problem or get stuck on something, they know they have a connection to the group and the guide. They also have their moments with running partners, where they can check things with each other. They have Google Search as a tool, and they can grab the phone and talk to someone, a grandparent, an uncle, anyone. There are many ways to solve a problem, and this is the proposal that still in the pandemic, parents can take part and be successful because they also have jobs too.

Observatory: Do you believe that this time of adaptation, or de-schooling, is necessary, more now, because of the pandemic? What does this process look like?

Mirtha: It is necessary to allow this adjustment because, otherwise, there is too much family pressure; of course, this causes stress on the children and their parents. We must be kinder and have compassion for ourselves and permit these processes.

There is a lot of fear right now in parents that their children will fall behind academically. Our invitation is that parents can free themselves from this idea because there is the well-being of children, their well-being as parents, and the home’s well-being. So, freeing them from this concept, what does happen if their child is academically delayed? They’re going to catch up when they have to catch up; the first thing is that the children are safe.

There is also a lot of stress caused by the schools imposing on the children to complete their homework, tasks, and assignments. They also must do the worksheets that they are sent and fill out the surveys and send evidence of their work. That is a load of stress, and it shouldn’t be so. It is quite the crisis that we live right now; it is pretty drastic the isolation, everything suddenly changed. And although we already have months like this, inevitably, the stress lies there latent.

“Two of the great myths about the Montessori Method are that it is for children who need special education and do what they want.”

Besides, these requirements lead nowhere. From our Acton perspective, we propose that parents allow children to explore their interests in this period. Learning is everywhere; it is not exclusive to a classroom or a school. Children can learn a tremendous amount about math, reading, writing, drawing, science, and mechanics from everywhere. If you see that your child has a penchant for exploring nature and likes bugs and insects, let her do it, leave her alone, and spend hours observing in the garden. Invite her to find an outlet to express all that she is watching and learning. There are many things that kids can find aligned to their tastes. They will be things for them to enjoy, and they will learn a lot of things.

For Acton, it is more valuable to find these processes that enrich the child’s well-being that allows learning to occur than to be completing math or writing exercises. These are all the Montessori method basics, follow the child, observe, have a prepared environment, and follow a routine.

There is a myth about the Montessori method that Montessori is, number one, for children who need special education and, number 2 is that children in Montessori do what they want. These are misconceptions. Montessori’s bases are pearls of wisdom that if you follow the simple thing of observing your kids, you will discover everything that they can do and everything they are learning. If children develop their interests, they acquire a lot of knowledge and learning without feeling pressured.

Observatory: Many think that homeschooling or letting kids own their learning will mean they do not learn specific topics because these don’t interest them, and they will spend their day sleeping, playing videogames, or doing anything else. How can educators and parents ensure that children learn or are interested in different topics and receive a comprehensive education?

Mirtha: Number one is to pay attention to children’s ages to know the stage of development they are in. According to their development stage, there are milestones that children have to meet to reach that expected goal and continue to move forward. We have to be attentive to these milestones and say, “Let’s see, my son is already at this stage of development, so he must be meeting these goals.” What happens when the child does not like certain subjects or concepts? That is also the guide’s role, the adult’s role in finding how to engage the child and capture his attention, so he learns those things because he needs them. It is part of the charm of being a guide, and a lot is derived from observation.

Maybe you will encounter a little girl who tells you she doesn’t like numbers, and she’s reluctant to learn math, but she’s a girl who loves bracelets and necklaces. So, what do you do? You give her a complete kit to make bracelets and tell her that some bracelets have five blue beads and others five purple ones, and so on, but in the end, there must be a certain number of bracelets made. You are getting her to start exercising numbers and math. Then, math becomes a subject she’s going to love because she will also have a result that she likes. This is part of the challenge, but it’s also part of the beauty to be attentive to their needs and to figure out how to make the knowledge that they must acquire compatible with the things that attract them.

Observatory: What skills do you think children should develop to succeed in the future?

Mirtha: Creativity. [A skill] that we notice is not in the priorities of the traditional system for some reason. Creativity is something that needs to be strengthened and that children must be allowed to develop. Critical thinking, it is essential that the little ones also start exercising the vital muscle of thinking from the earliest ages. Teamwork, negotiation, mental flexibility, adaptability, resilience, what else? These are the top skills; from these, many others are derived. Empathy has to be up there, and this is also something we see lacking in the schools. Connection with others, bonding with living things, with people, plants, animals. I would say that these soft skills are the most important and urgent ones that the children should develop.

Observatory: Do you think these skills are more important now due to the pandemic or have they changed?

Mirtha: I think they remain. These are the skills that Acton always prioritizes and work on. And now, derived from the pandemic, it is evident and well-known that working and strengthening them is super necessary. What’s going on? Right now, I see that resilience, which has always been there, is something that has exploded. From what I can see, our children have demonstrated why being in this complicated situation and seeing them motivated, working, not let go of that spark, and that desire and that motivation. That speaks of children who are genuinely practicing resilience because they are doing everything to continue. And since they do it in community, infect each other, and when perhaps one of them is a little more down, they all go in a group to lift him. It is where you can see them in action. Those skills, now through the pandemic, we see in action.

Observatory: Thinking of a traditional model, what skills have children learned during quarantine?

Mirtha: I think they have learned adaptability. Maybe some in a better way than others and perhaps some have received it in a better way, but without a doubt, I think that all the children right now are learning adaptability they have no other choice, the joke is in how you receive it.

For me, that would be number one and number two; I think everyone is also working on creativity on how to solve and adjust to this new reality, from creating games or creating songs or creating things to be able to use the masks. It is challenging for kids to use them, but I am beginning to see that they are already motivating themselves to use them in creative ways.

For example, I tell you a personal anecdote. I have two kids. I started [Acton] here in Monterrey, I brought the Austin model for my children because I wouldn’t say I like the city’s educational offer. I brought the school for them to grow in this environment. And they are six and four years old, so we have been at home since March when the contingency began, and they miss their grandparents a lot, miss their cousins, their friends, they find it difficult. What did they do for a few weeks here? They started looking for our neighbors, who are 11 and 14-year old. They began to ring them to invite them to go out to their garage, and they in ours and talk from garage to garage. Before this, they knew each other by sight, and now they have become super friends. It seems to be a very creative way to solve your lack of friends, to connect with someone else in a real, physical form.

Observatory: Now that many children are in the summer break, what advice could you give to families to help their kids be more curious and continue learning from their homes?

Mirtha: Again, it is by following their interests. If your children are interested in, for example, numbers, then bring them educational resources that have to do with math and numbers, like Khan Academy Kids or YouTube and even Netflix. There are several shows that I have already seen that are educational and related to mathematics.

Books! Books are an invaluable resource for children, they work many things: visual coordination, they begin to see letters if they still cannot read, or they begin to spell them little by little, the images, the colors. Many things work with access to books, that would be my advice. Read together.

How to promote curiosity in your children? The easiest thing is: what you already see they like, what interests them, curiosity continues to work out there. Tell them stories, and invent songs. It is also an exercise in creativity.

Observatory: What activities, programs, or resources do you recommend for those interested in turning their children into autonomous learners?

Mirtha: Apps. Right now, our children are already digital natives, so the use of technology, as long as it is with a balance and is used consciously and used to create or learn, there is no need to be afraid of technology.

Technology aversion occurs when it becomes a consumer-only interaction, but if you are using it to create things or learn things, you have to welcome technology. They are on vacation, it’s a pandemic, dads and moms have to work, so it’s okay to use it as a tool. If it works for you as a family, go ahead. I’m not saying that your child is glued to the iPad all day, but I am saying to give him opportunities to access it. There are endless apps to create music, draw, listen to songs, work numbers, and learn to read; there are Montessori apps. It is nothing more than diving back to the interests or stage of development and bringing resources to them there.

Watch Videos. If you go with them and watch videos of how to do anything, whatever they like, they will find many exciting things, ideas of experiments, something that will keep them attentive, hooked, involved. Significantly, they look for “how-to” on any topic.

Again. Books, books, books, books. Some bookstores deliver to your home. Bringing them many books is a great resource. Play materials, open-ended play materials, and this can be anything from Legos, building blocks, or toilet paper tubes; it can be plastic, boat caps, that is, real objects that they can use and let them give you the output they want. Let them invent adventures, build things, draw them, paint them, and turn them into other objects. All open-ended objects are always precious because imagination and creativity are being worked on.

Songs! Makeup songs, make word games, and board games. Board games are also an invaluable learning resource. Not because it is a board game, it means that it is a waste of time; on the contrary, putting together a puzzle is super useful, playing dominoes, playing chopsticks, playing Jenga, lottery, Monopoly. The board game that you like the most, even better if you play it as a family.

All of these are things that families can do at home with their kids during this difficult time.

Translation by Daniel Wetta.

Paulette Delgado

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