It has been a while since we returned from our summer vacation. Finally, I have some quiet time to reflect on what we did and where we have been over the past two months. Instead of traveling as we did in previous years, we decided to stay in one place and experience a more regular way of life. The kids spent most of their time playing in the garden, while Marcus had the opportunity to attend a 4-day soccer camp and a 5-day Circus camp.
During the 4-day Circus camp, the kids participated in various activities such as gymnastics, parkour, walking barefoot on glass, and even extinguishing fires with their hands. Despite sounding challenging and dangerous, my children practiced every day and became quite proficient. In fact, they were so inspired that they even created their own “Dog’s Circus” at home! (Why dogs? Well, because there were always two dogs lying nearby while they were practicing.)
From organizing entrance tickets to arranging seats, designing the program, putting on performances, and managing orders, they took charge of everything on their own. What started as a leisurely summer camp unexpectedly turned into a project-based learning (PBL) experience. The impact of this butterfly effect was far greater than I had imagined!
Every morning from 8-9 am is a sort of free time, as some are still arriving. In our class, more than half of the kids have previous experience or have attended the camp in previous years, so it appears quite professional to me when I see them rolling or doing flips.
The first three mornings are dedicated to “learning time” where kids get to experience a variety of activities, including gymnastics, parkour, wooden stick fighting, and jumping through loops, among others. Afterward, they can choose 2-3 activities to focus on. On the afternoon of the last (5th) day, there is a performance for parents, during which the kids showcase the activities they have chosen.
In the afternoon, when focus is starting to wane, teachers take the kids outdoors to engage in activities like playing with water. Out of curiosity, I asked the teacher, “Does everyone get to choose what they like? Has anyone ever said, ‘NO, I don’t want to do anything!'” Janet, who has extensive experience in the circus-teaching field, responded.
“Of course they can say no! We encourage them to say no! It takes courage to say no to teachers! We respect their opinions because if children can’t learn how to express their feelings, they may end up being bullied and afraid to speak up,” explained teacher Janet.
During our phone interview, Janet shared an experience about a girl who was attending the camp for the first time. She had no friends and seemed disinterested in participating. She would hide in the corner and remain silent regardless of what we did. By chance, I brought my dog to work that week, so I asked the little girl if she wanted to be the pet-sitter for my dog. Finally, she smiled for the first time. And because of the dog, other kids started talking to her, and by the afternoon of the same day, she joined us.
This made me reflect on our society… it seems that children don’t always have the right to express themselves. Whenever they want to voice their desires or dislikes, adults often dismiss them by saying, “Just do as I told you, it’s for your own good!”
In Asian society, it is common for authority figures to give commands rather than gently guiding. The hierarchical approach, from top to bottom, is often favored as it is perceived to be easier and quicker in achieving goals. However, the alternative approach requires absolute respect.
It’s quite easy to determine if a kid likes a subject or not. After picking up my son on the first day, he couldn’t stop telling me about everything he had done throughout the day, and he didn’t stay in bed late the next morning. I can tell, yes, he loves the class!
Inner drive and motivation are indeed key factors in learning. If a person has no interest in what they are learning, it can be quite pointless. Forcing someone to engage in something they have no interest in not only yields no results but can also strain the relationship between parents and children.
During the pick-up time on the second day, my son excitedly told me about his experience of practicing walking barefoot on broken glass the entire day! I was shocked and exclaimed, “OMG~ Shouldn’t they be doing activities like rolling a stick on plates or mastering forward/backward rolls to stand up? How can they walk on broken glass, and to make it even more astonishing, barefoot! Isn’t that dangerous? Won’t it cause injuries?!”
Can preschool children really engage in such dangerous activities? “Yes, we specifically encourage younger children to learn about more dangerous elements, such as standing on broken glass or extinguishing fires with their hands.”
Upon hearing the teacher’s statement, I believe many parents, including myself, would be left wide-eyed in astonishment. However, there is a special purpose behind these activities.
The broken glass used in circus training is typically sourced from empty wine or champagne bottles commonly found in European households. The teacher explains to the children that when a significant amount of broken glass is gathered together, it is actually relatively safe.
This is because each individual point of contact acts as a support point for the applied force. As a result, the collective pressure does not cause harm to our skin. This same principle applies to lying on a bed of nails with numerous spikes; it does not cause injury.
The “playing with fire” project holds great importance for children of all ages, as it helps them recognize and understand fire. In this project, children learn that the outer yellow flame has the highest temperature, while the blue flame core has the lowest temperature, making it the key to skillful fire extinguishing.
After hearing the teacher’s explanation, I realized that children come to the circus to learn much more than just juggling or gymnastics. They also acquire various physical concepts invisibly.
Truly, knowledge is power!
On the last day, the closing ceremony takes place, and every parent eagerly anticipates their children’s performances. A handwritten program table is displayed on the right-hand wall facing the performance venue. The children wear uniforms of different colors based on their age groups. Our brother is participating for the first time and is also one of the youngest.
The gymnastics routine begins with the more experienced older children showcasing their excellent sense of balance. It reminded me that many children around me were enrolled in sensory integration courses. Engaging in more contact sports during early stages may eliminate the need for catch-up later on in school. Following the gymnastics routine, there are performances in parkour, samurai sticks, and more.
What truly amazes me is not just the children’s impressive skills, but the fact that this group of children, who have only known each other for five days, can execute all the performances in an organized manner without the constant guidance of a teacher. Between each segment, props need to be replaced, and performers may also change or be substituted. However, the teacher doesn’t take the initiative to direct the entire one-hour show. Instead, all the children coordinate and remind themselves, ensuring a seamless flow of the performance.
The preview of the show takes place on the fourth day, while the other three days are dedicated to individual exercises. This means that these children have memorized nine programs in less than a day.
The smoothness of their performances truly surprises me. In many scenes I’ve witnessed in China, teachers are often seen exerting great effort on stage while the children watch with skeptical expressions on their faces. This led me to ask Mrs. Janet about the teaching approach and her tricks behind it.
With a smile, the teacher shared two key points with me:
1. Individual ability: Each child knows their own actions and positions. The teacher names and breaks down each action within the group activities, ensuring that everyone is aware of their role. Naturally, there may be one or two individuals in each group who are more nervous. In such cases, other group members take the initiative to help and provide prompts. Since the children have chosen their own projects, they are more dedicated and serious during practice, and they naturally hold themselves accountable during performances.
2. Teamwork: The teacher integrates themselves into the background of the performance. Despite appearing as an audience member, I always felt that the teacher wasn’t giving commands. However, the teacher still plays the role of providing prompts. They seamlessly blend in with the overall activity, standing alongside the children. On stage, everyone is part of the performance, and the teacher doesn’t stand in front, pointing fingers and acting as a separate entity. This aspect is crucial for the children because the teacher is with them, and it emphasizes the collaborative effort of the team. These two points may not seem groundbreaking, but achieving harmony where everyone shines as a team is truly challenging.
The circus project has become a regular annual event in many primary schools in Germany, often occurring at least once every four years. German school principals repeatedly invite circus teachers to their schools for a compelling reason: they witness the profound impact on children’s self-confidence through this activity.
As children grow up, they are constantly exposed to various competitions, both big and small. They face exams in academics and comparisons in sports. However, the circus project offers a refreshing departure from this competitive environment. Instead of pitting children against each other, it provides a range of categories for children to choose from based on their preferences and skills. Each child can select an activity that suits them without the pressure of comparison.
From the very beginning, the circus project allows children to explore and make choices for themselves, which is a form of respect for their individuality. This autonomy fosters intrinsic motivation and a wholehearted commitment to learning and performing their best.
The role of the teacher is to integrate each individual’s contributions, creating a cohesive and harmonious performance. Throughout this process, children develop a strong sense of self-confidence. They witness their own ability to tackle challenging tasks and believe in their own capabilities. Additionally, they acquire vital social skills required for effective teamwork and collaboration.
The circus project not only nurtures self-confidence but also provides a platform for children to discover their abilities and strengths. It celebrates their individuality while fostering a supportive and encouraging environment. The repeated invitations from German school principals highlight the transformative impact this experience has on children’s personal growth and development.
The teacher also shared a short story with me, revealing that apart from regular schools, circus teachers are often invited to special schools for events. This is because it holds even greater significance for children in those settings.
Children with physical disabilities can easily be influenced by external pressures, leading to a lack of self-confidence. However, through circus training, these children discover that their bodies are capable of accomplishing remarkable feats. Each child is encouraged to challenge themselves, fostering a significant boost in their self-confidence.
During my summer vacation in Germany, witnessing the experience of walking on the knife mountain and extinguishing fire with bare hands, I came to understand the core and essence of German education:
Firstly, respecting children’s choices and decisions, even if they go against adult expectations.
Secondly, pushing individual development to its utmost potential while still adhering to group norms.
Lastly, recognizing that self-confidence is the foundation of all learning. Only when children possess confidence can they believe that anything is possible.
These principles highlight the importance of nurturing children’s autonomy, fostering their personal growth, and instilling in them a profound sense of self-confidence.
