In an informal atmosphere in which each feels good, you can learn well with each other. Eating a vegetarian midday meal together

Children and youth who feel well and secure and are allowed to develop their talents are also able to learn well. This is why the atmosphere in the Sophia Schools »Learn With Me For The Universal Life« is shaped by an informal spirit of fellowship.
In a good community, each one respects and appreciates the others. The children and youth help each other to learn; older pupils help the younger ones and watch over them as “sponsors.” The pupils are concretely included in many decision processes. The effect of this extends into the organization of lessons. Everyone sees to it that the agreements and rules arrived at with each other are also kept. This is easier when they are explained beforehand and everyone understands their purpose.

The atmosphere of informal fellowship is newly awakened early in the morning. The school day does not begin right away with lessons, but with a morning circle followed by a small breakfast, at which every pupil can feel well and consciously “arrive” at the class community.

Not lastly, what is important for a good learning atmosphere is a corresponding style and design of the school, of the classrooms and the hallways. The pupils contribute to this and care for the rooms together. Everything is homey and clean. The desks in the classrooms are designed in such a way that they can be pushed together in larger or smaller circles or in a semicircle. These and many other details of life in school go back to suggestions from Gabriele, the emissary of God.

The Solution of Conflicts

The Golden Rule “Do not do to another what you do not want to have done to you” is totally evident to children and youth. For example, if I don’t want to be insulted, then I don’t do that to others, either. And if I want to have good friends, I am a good friend myself.
However, conflicts do come up now and then in every community. The teachers consider it their task to find a good solution along with the children and youth. This does not mean – as is generally customary in conflict situations – to look for the blame in others: “The other one started it!” Instead, together, they work out what led to the quarrel and who had what part in it. Perhaps the one said a biting remark to the other one – but didn’t the latter perhaps provoke or laugh at the first one beforehand? As soon as each one has recognized his part in a quarrel, it is no longer difficult to approach each other with an honest heart, to apologize, to make amends for one’s behavior and to strive to no longer do this. Reconciliation brings joy to all concerned and is an enrichment for the community. This is the Sermon on the Mount lived in daily life: “First take the beam out of your own eye, and then you will see clearly to take the splinter out of your brother’s eye.”

When the conflict concerns pupils from another class, then the boys and girls go there and knock on the door, and clarify the situation together. In this way, the children and youth learn to put themselves out for a larger community and to contribute something positive to it.