As an art teacher, I felt an unspoken pressure—my child’s float had to stand out. So, while she chose the book Scaredy Squirrel, the rest became my project. I took over the design and execution. My daughter’s role was limited to handing me materials, gluing a few pieces, and cutting out some paper leaves. When “we” finished, the float was stunning. She was happy—but what had she learned? What had I taught her?  

At the time, I thought I was helping. I wanted her to succeed. Like many “helicopter parents,” my intentions were good. I didn’t want her to struggle or feel disappointed. But by stepping in, I took away an opportunity for her to think independently, solve problems, and take pride in her own work.  

The truth is that I was helicopter parenting, and though well-meaning, I was limiting my daughter’s growth. I was limiting my child’s ability to make decisions, learn from mistakes, and build confidence. When we do the work for them, we send the message that we don’t believe they can do it themselves.   

More importantly, I was missing the opportunity to truly be my child’s primary educator!  

An American Classical Leadership Education®

At John Adams Academy, our model of education nurtures independent thinkers by emphasizing logic, reasoning, and critical thinking. Through structured study, Socratic dialogue, and engagement with great works of literature and philosophy, scholars learn not just what to think, but how to think.  

In JAA classrooms, scholars:  

• Practice the Socratic Method, engaging in thoughtful discussions and exploring multiple perspectives.
• Study formal and informal logic, learning how to construct, critique, and refine arguments.  
• Develop skills in rhetoric, speaking and writing persuasively and clearly.  
• Examine timeless texts that have shaped civilization, gaining insight into the moral and intellectual traditions that inform our world.  
• Are guided in the development of virtue and character, learning to lead with integrity and reason.  

This unique model of classical education challenges scholars to take ownership of their learning.    

As my child's primary educator, I could have embraced these practices at home.  By coming alongside my daughter to read the book with her, I could have asked her great questions about what she got out of the story. What were her favorite characters? What was the moral of the story, or what lesson did it teach us?  I could have shared my thoughts with her and how it related to our family values. I could have created a deep, lasting bonding moment with my daughter grounded in virtue and our love of reading, all while sharing my passion for the Arts. 

Instead of trying to check a box that would make us look good, we could have shared our passion as servant leaders together.  

Though we delighted in the fanfare of the parade, she could have used the lesson to transform herself as a leader, in our home and in our community.  

Looking back, I wish I had understood this sooner. Fortunately, I learned from that “Scaredy Squirrel” float. My younger children created their own Book Parade displays—with minimal help from me. They weren’t as polished, but they were theirs. They felt proud. They learned and watched me model my love for learning. Today, we share a deep love of literature,  

I now have the joy of teaching in a model that values parents as the primary educators of my children and models how we can support our scholars not by doing the work for them, but by guiding them as they discover what they’re capable of.