About

The Lead Out Method

— a method for education, instead of production

You want — we all want
all students succeeding.

A young person ready for real life

And you know all students can learn.

They are born naturally driven to create and learn.

Four young children absorbed in colouring together

We need a new system.
You know that now.

(Today’s system cannot be fixed.)

But first:

What is the right problem?

Understanding the right problem is the key.

That is the heart of the Lead Out Method.

Do you recognize the symptoms of the problem?

Too many students aren’t yet able to

  • sit up
  • pay attention
  • take notes
  • ask questions.

Too many get distracted and don’t engage.

And so, it’s difficult for them to learn.

(This is a problem.)

Further, too many students are not able to use freedom— freedom they need to learn— and help each other learnin their own learning zones (for parts of the day).

Instead of using freedom to learn, too many:

  • “goof off”
  • short attention
  • have stress or trauma
  • give up too easily

And so again, it’s difficult for them to learn.

(This is a problem.)

Do you see?

The problem is not learning.

The problem is before the learning.

The problem is here.

Column 1

Too many students don’t have

inside – what they need to succeed

outside – at school, in real life.

Not here.

Column 2

Learning

Reading, writing, arithmetic

And so we have our problem. It’s a Beautiful Problem.

The Schoolio mark: an ‘i’ (inside) within an ‘O’ (outside)

The Beautiful Problem:

How to get studentsinside – what they need to succeedoutside – at school, in real life?

Solving it happens in two columns:

Column 1 — Educating

Use new educating skills+ Inner Educational Exercises

to get students inside what they need to succeed:

  • the wise part within
  • the skill-of-the-will
  • wellness
  • hope

Column 2 — Learning

Students apply themselves with a will

A student failing cheerfully — persisting curiously

Failing cheerfully

Persisting curiously

Students start breaking out of same-pace learning — as their independent abilities grow.

The two beautiful results

Result 1

Each individual student

becomes educated — able to use inner autonomy to apply themselves at school and in real life.

Result 2

The one-and-many

Now, even though there is only:

  • the-one educator in the classroom
  • the-many students can learn — and help each other learn — in their own learning zones (for parts of the day).

Students use new ability for independence to
break out of same-pace learning.

Students working at their own pace

This is a big deal.

With just one educator, the-many students can learn in their own zones (for parts of the day).

The Beautiful Problem has already been solved.

See for yourself.

Portrait of Eva Fugitt
Eva Fugitt 1929–2022
Portrait of Marva Collins
Marva Collins 1936–2015

And the science confirms it.

Fugitt and Collins solved The Beautiful Problem decades before the science existed to explain why it works. Today, neuroscience, positive psychology, and the science of motivation all confirm it. See how the science confirms it →

There is a lot more to the Lead Out Method

  • A way to subsume Deming's Quality Method to assure students are ready for next year's learning.
  • A change in learning priority: reading and writing become preeminent.

What does the Lead Out Method look like in practice?

Let’s look at taking students from disengaged — even defiant — to extremely engaged and helpful.

This is where the new educating skills shine.

A boy of about nine at a bare desk, facing straight out with his chin up, arms folded tight across his chest and one hand clamped on the opposite arm. His brows are drawn down and his mouth is set. He is not hiding; he is refusing.

Let’s also see how this looks in a normal school day.

This is where the inner educational exercises come in.

Let’s start with new educating skills.

New educating skills