Issue link: http://digital.copcomm.com/i/13098
A 18 California Educator | JUNE 2010 A century ago there were more than 200,000 one-room schoolhouses in the Unit- ed States, a number that dwindled to 335 in 2006, according to the National Center for Education Statistics. Only about a dozen now operate in California. Some communities treasure them; others want them closed. In Napa, the state’s oldest single-room school- house, established before the Civil War, is set to close its doors for good at the end of this school year. It’s a casualty of bad economic times. Some leaders in Sacra- mento may consider them archaic and worth pre- serving only as historical landmarks. But those who teach in them believe they should be preserved as a part of our cultural heri- tage. After all, one-room schoolhouses are the foundation of American education. Much has changed in one-roomers. For example, they now have computers — mostly dial-up — and students no longer get their knuckles rapped for bad behavior. Female teachers — once required to be single — have families. As for students, some have dread- locks instead of braids. Things may have changed, but the pioneer spirit and sense of independence and pride that were once a hallmark of these schools can still be found today — in those who teach and those who learn inside these unique environments. Wooden Valley Elementary School Napa is known for its wineries and its bed- and-breakfasts. But it is also the home of Wooden Valley Elementary School, the state’s oldest one-room schoolhouse still in opera- tion. Surrounded by vineyards and ranches, it is far from the main roads and the hustle and bustle of city life. The original building from 1851 stands in ruins behind the current building, constructed in the 1950s. Inside t he co lorful classroom s tudents are learning a bout qu ail. Their te acher, LeeAnn Ohlandt, plays birdcalls for the students. “See how it sounds just like they are saying Chi- cago?” asks Ohlandt, a member of the Napa Val- ley Education Association. The children twit- ter because it sounds indeed like Chicago. “Now you know what a quail call sounds like,” says Ohlandt. “I’m going to add birds. com to your approved website list.” There are 23 children in the school. The K-5 population is diverse in age and ethnici- ty. With the help of Ohlandt and a classroom assistant, they all learn together in one big room and, for the most part, thrive. “We have special-needs kids with physi- cal, emotional and learning disabilities, but if you walk into my classroom, y ou’d never know,” says Ohlandt. “They are all treated the same, and I adapt my teaching to their needs.” While some teachers would be terrified of teaching six grades at once, Ohlandt makes it seem easy after eight years of practice. For English, students have common as- signments, with younger students copying words and sentences and older students writ- ing essays and paragraphs. During math, ev- eryone works at their own pace. “As long as you have the right materials, it doesn’t matter,” she explains. “We don’t refer to grade level. We just say, ‘This is your math level.’ When I pass out math practice, every- one has a different page because they are all working at different levels.” The children work quietly and indepen- dently; if they are talking, they are usually helping one another. Many are working above grade level and score quite high on standard- ized tests, because there is no ceiling on what can be taught. “It’s special and i t’s different,” observes Ohlandt. “We have rules. If someone asks you for help, you say yes. If someone wants to join your group, you say yes. Someone once talked to them about bullying, but some of the kids didn’t know what bullying was. I have very few discipline problems.” The school makes t ime for singing and d ancing e very d ay. Sh e c alls it ABOVE: A view from the old Wooden Valley School, looking out at vineyards. LEFT: Wooden Valley School, a one-room schoolhouse in Napa.