Core Phase

As a mentor you:

• understand and utilize principles of A Thomas Jefferson Education in you classroom

• are passionate about your subject and are competent to mentor Practice Scholar phase

• bring inspiration to the presentation of the subject material

• value the strengths of each individual rather than make comparisons between students

• are willing and able to invest in building a relationship of trust with each student – if students don’t trust you emotionally, they will not trust you academically

Students in Practice Scholar phase:

• are typically ages 11-14 and depend on the individual's personal milestones in learning and development

• move back and forth between Love of Learning and Practice Scholar phase

• are developing personal confidence and increasing their attention span while their study hours are growing

• test their initiative and are developing a clearer vision of a their allegiance to God and how it applies to their relationships with country, self, and fellow men

• begin developing their duty to the vision of statesmanship

• are learning how to think and practice expressing what they think both in writing and speaking

• begin making judgements about ideas and how to express these thoughts

• are encouraged to take only a single LEMI course at a time

The class models the lessons of Practice Scholar phase and includes:

• introduction to the 5 skill-based elements of the scholar phase:

  • think like a philosopher

  • computer like a mathematician

  • speak like an orator

  • write like an author

  • read like a lawyer

• developing the habit of writing

• recognizing and defining a classic

• working in a group towards a common goal

• management of personal time and understanding the value of time management

The classroom structure of Practice Scholar phase:

• limits homework to 5-10 hours a week

  • it is recommended that only one LEMI (or other equivalent) scholar class be taken at a time for this reason

• utilizes colloquium and document study

  • class time demonstrates the thinking and dissecting process by studying the language of both poetry and prose through documents and classical literature

  • class structure makes the environment safe and encouraging and the mentor is not afraid to wait in silence for a student to share their thoughts

• utilizes communication both in writing and speaking

  • classroom discussions are highly encouraged as well as open-ended questions to get the students thinking for themselves

  • directed discussions are essential; although, students may be self-conscious or unwilling to express their opinions 

  • verbal expression comes before written expression therefore, it is sometimes helpful to create a bridge by encouraging students to narrate their thoughts to a parent or mentor who will act as a scribe instead of prematurely requiring both the thinking and writing

  • writing forms are encouraged including: journaling; writing their own stories; and opinion papers among other opportunities

  • practice free writing without a lot of rules – rewrites are not encouraged 

  • positive and encouraging feedback on papers as well as spoken words

• utilizes simulations

  • purposeful activities designed to increase understanding and personal epiphanies

  • allow students to recognize their own strengths and weaknesses in a safe environment

  • creates a hand-on learning experience that is especially well-suited for boys

  • always create a clear line between what is real and what is a simulation

  • content should be kept light and fun

  • end each simulation with a debrief so mentors and students may assess what was learned

• utilizes memorization

• gives plenty of opportunities to show what is/was learned via group projects, personal presentations, performance and showcase