Where learning means thriving.

Dear Parents and Guardians…

Does this describe your school experience? 

• You sat… a LOT.
• You tried to stay awake as your teacher talked at you.
• You daydreamed to pass the time.
• You only spoke when called upon.
• You tried to blend in… unless you were the class clown.
• You did busy work that had no relevance, just to check that next box.
• You waited for class to be over so you could get on with what
  really mattered to you.

Maybe, just maybe, you think that this is simply what school has always been and therefore should be. Dare To Be Me operates under the premise that school does not have to be that way.

Dare To Be Me turns traditional education upside down:

• Instead of sitting, students move… A LOT.
• Instead of being talked at by teachers, students and teachers become partners in learning.
• Instead of just trying to get through the class, students immerse themselves deeply in the subject matter while learning to listen to others and to their inner selves.
• Instead of staring at classroom walls, students are in Nature where they take in the world using all of their senses and grow their awareness.
• Instead of waiting to be acknowledged, students find and learn to strengthen their own voices so they can engage in respectful, meaningful and courageous conversations.
• Instead of blending in, students are seen, heard and celebrated for who they are.
• Instead of doing busy work, students become curious, confident, and intrinsically motivated to learn.
• Instead of waiting for the bell to ring, students are fully engaged and joyful.

As the name implies, Dare To Be Me challenges students and teachers to be courageous (Dare), adopt a growth mindset (T0), develop a sense of belonging (Be), and nurture their self-expression (Me). The DTBM curriculum and all activities associated with the class are designed to foster development in each of these areas.

Class activities include, but are not limited to 

• daily journal writing
• silent and sensory walks
• cooperative and collaborative games
• walk & talks
• self-directed exploratory time in Nature called “Awe-time”
• poetry reading and writing
• planning, cooking, and sharing meals together
• spontaneous teachable moments which we call “Stop, Drop, & Learn”
• a student-driven, self-selected curiosity project called “The Big Journey”
• gratitude circles
• class discussions and presentations
• community service projects

This holistic approach to education allows students and teachers within the DTBM class to create a safe and collaborative learning community where everyone can thrive.

Here are what parents of
DTBM students say:

DTBM gave my son the opportunity to learn about himself and his place with other students and staff on a level that made it possible for him to feel a connection to others during a time when we were all staying far apart. He was allowed the freedom and support he needed to express himself in ways that he would not have without DTBM. At a time in his life where he was unsure about who he was, and his place in the world, DTBM was a safe place for him to work hard to build his own sense of identity and all the parts of himself that he has to share with the world. He will continue to use what he gained through his time with DTBM as he grows into the confident and secure young man he was shown that he can be. — Samantha Friend

Our daughter really enjoyed Dare to Be Me. She benefited from relationships built with students from multiple grade levels and with caring, qualified and dedicated adults. I noticed that even after all the outdoor time during school she still wanted to spend time outside. She had fun and grew emotionally, physically and academically. I could tell that her voice really mattered. — Alana Considine

DTBM has been a great resource and community for our child. Being able to work outdoors with a supportive group of peers and teachers was an incredible opportunity for him. He felt comfortable pushing himself and making mistakes. Ms. Pfeffer does a wonderful job honoring who each kid is and what they need. — Jennifer Fliegelman

While my daughter sat waiting for her turn to speak to a school board full of strangers, I also sat, just a couple seats behind her. Believing her to be shy and soft spoken, I fought through anxious worry, praying for her to pull off her 1st public speaking appearance with grace. When she stood and spoke with natural confidence and a strong voice, my fear was fast replaced with overwhelming pride. She gave me a great surprise, but it was just one of many that I fully accredit to her participation in DTBM and the uplifting, empowering connections she made there. If DTBM was an option in all schools, we’d no doubt see the best versions of everyone involved shine through in the same way. — Peter Cane