Let's get this shit done.

So sitting in Guatemala for the last couple of months, far removed from the world of education, I seemed to be at peace with myself. I had a couple of very intense years, and I gladly took to sitting on my ass with little to do. About six months before I got to Guatemala, I decided that since I did not have a job, I was going to learn to trade for a living. Famous last words, right. I hoped not. So I learned as much as I could, I practiced, and then jumped in. Of course, I lost gobs of money at the outset. But, I didn’t want to get discouraged. So I kept at it, learning more, and eventually, by the time in got to Guatemala, I was becoming more confident. I had finally raised my account above the break-even point, and everything after that was great. Eventually, with weeks of practice, I started to even expect to make money everyday. Good stuff. I hope I keep it up.

So enter Carl. As he sees potential for his own monetary growth, he and I begin to devise plans where we can play the system a little so we can get some (hopefully) health returns.

All of a sudden, it hits. This stuff is not that hard. It takes basic skills, a grasp of some concepts, fluency with mathematics, and a drive to succeed. That’s basically it. It also provides a practice arena for using and strengthening many, MANY aspects of “conventional education” in a totally real-world setting. Oh, and by the way, you make money doing it.

So Carl and I suddenly say, in almost the same instant, holy shit, we can make a school out of this. People spend weeks, months, years, trying to think of a way to take this traditional model of education and tweak it, change it, streamline it, and reformat it to try to reach different students. Some models work. Most, sadly, do not. Some try to teach them skills that they will need in the real world, like trades or interview skills. Others prepare students for college, helping them with the application process and showing them how to pad their “resume.” All worthwhile endeavors, and the teachers and staff have my respect.

But here’s an idea. How about we run a school essentially as a business. No, we don’t use a business “model.” No, we don’t teach classes on business practices. We actually run a business. Run it essentially as a co-op, where the teachers, staff, and students are the owners. The idea started when Carl and I realized that if we could teach the students how to learn from and gain from the stock market, we could run a school that would pay for itself. Inherent to the stock market are fundamental aspects of math, science, and literacy without which nothing makes sense. At the same instant these students are learning specific concepts in math, they can look over to their big brother/sister (their peer leader in an upper level) and see how they can use the very concept in studying graphs, trendlines, historical data, or whatever else to help THEM make money. As soon as they reach a level of literacy, they could “intern” with their peer leader and analyze and report on articles and reviews of certain commodities/equities that would be part of the peer leaders portfolio. Oh, and these peer leaders. They would be part of the actual money-making arm of the school. Seniors, or otherwise determined upper-class students would be doing what would essentially amount to an apprenticeship in-school. Each would have their own computer, a mini-office, and they would be in the business of trading/investing with the goal of getting the highest return possible.
If there is one thing I’ve learned from every student I’ve taught, it’s that the possibility of being able to make some money is a driving factor unlike many others. I can tell a student until my soft palette is nothing but a bloody mess that what he/she is learning is good for them in the long run. But if I can SHOW that student how it will benefit him/her right then and there, I have that student in the palm of my hand.

In addition, and most importantly, we are teaching students skills that are invaluable for the rest of their life. And what is even more compelling, the students will KNOW that. It’s easy to say that learning to be a proficient reader is crucial for progress after high school. But now I can SHOW the student how literacy is going to make him/her more money, and increase his/her skill level for the future. These students could be ready for careers in business, they could go onto college with potential scholarships, or they could start their own business right out of school. They WILL have the skills. They will be proficient in technology, money management, literacy, computer skills, and a host of other things that cannot be replaced. They will have a leg up on many, many of their peers. They will be natural leaders, b/c they would have already practiced leading their underclassman interns. Each one would have already had a year (maybe more?) running his/her own business right from their desk.

So some very basic, first-brainstorm ideas:

1.

Senior (or whatever benchmark we use to determine upper level proficiency) leaders will be in the “board room.” They will be working with actual money in the market. They will need to master certain standards before getting to board-room status, but once in, they get their own computer, their own desk, where they will be working on their own trading. They will be assigned underclassmen that will be their interns. As each underclassman reaches a certain point in their studies, they will be required to complete tasks handed to them by their peer leader. The unit will comprise a team. Portfolios will be self-guided with analysis of progress, research background, etc…

2.

Underclassmen will be taught standards across disciplines with a heavy focus on business, specifically trading and investing equities. (Other things might come later). They will work on regular project assigned by teachers and advisors as well as the work required by their peer leader. Progress will be based on the Diploma Plus competency model, not a standard time-in-seat/ABCDF model. Portfolios will reflect projects designed by the team, and teachers/advisors.

3.

The possibility exists for other forms of business, such as creating a shop with a business running out of it with a similar setup as above. Although we’re more focused on technology, but who knows, this is the effing first brainstorm.

4.

All of the money made will be used to improve the school and provide things that grants/government cannot provide.

Now of course, this is just the first brainstorm. Issues remain about how to make it more of a complete picture. The students still need to learn and master content that perhaps will not be immediately relevant. But it’s going to happen. It’s too important to not happen.