Taking Chances

            Last night, I took a chance. But mine pales in comparison with the chances our children take every day at school. I decided to try to do something I had never done before, something that I had no expectation of being able to accomplish. Our children are faced with this day after day at school, as they take on new challenges, ones they’ve never tried before, and for which they have no experience telling them they’ll be any good at all. For those of us who have been pretty successful at life, it’s hard to remember what that feels like, and it’s a good reminder to give it a try every now and them.

            Our children come to school each day to face wondrous challenges, which can also be daunting. Whether it’s analyzing a new poetic structure, thinking about a new letter and all the ways it is used, balancing a chemical equation, learning how to play a new song in strings, or any number of other frighteningly exciting new experiences, we expect our children to stand tall and conquer. As the adults in their lives, I wonder how often we have that same experience. We’ve spent a lifetime of building a sense of ourselves and our competencies and, for the most part, we live quite comfortably in a world that doesn’t ask us to do something we are not sure we can do.

            So, what was it that put me in the frame of mind to think about how our children face new challenges, ones they are unsure they can meet, every day?  It was Pilates. If you give me a task that involves my mind, I’m pretty sure I’ll succeed. But if you give me a physical challenge, I’m much less certain. This means that I tend toward the cerebral in life, and sometimes avoid the physical. But having met with parents to discuss the book, The Genius in Children, this afternoon, a book that focuses on helping children bring out their true selves, I felt I needed to experience some of the scariness that our children face every day. For me, that meant something physical.

            You’ll be glad to know that I survived the experience and, in fact, felt somewhat successful. My instructor didn’t try to gloss over my mistakes to make me feel a sense of self-esteem, but rather clearly articulated where I was lacking and what I needed to do to improve. She reminded me that I was going to feel so much better once I really “got it.” She praised the things I did right while not being shy about letting me know what the next step was. This seemed to me to be a fantastic metaphor for what happens in a classroom. The teacher helps the child see both what (s)he is doing right and what (s)he needs to work on.

            My advice to parents who want to help their children is to take on something they don’t know they’ll be successful at. Let your children know you are challenging yourself. Let them know how unsure of yourself you are (will others laugh at you because you aren’t as good as them, will you have the right clothes, will you even be able to do the whole task, etc?). And if you don’t succeed the first time, share that, too. But most importantly, share how you stuck with it (you will stick with it, right?) until you “got it.” Let them know that they are not alone as they conquer new tasks or ideas. And who knows, you may expand your own horizons in the process!

Thinking Mathematically

           This has happened to me so many times…has it happened to you?  I’m at a party and the conversation moves to finance in one of its many manifestations. Some people are intensely engaged while other eyes are glazing over. Someone with the glazed eyes says something like, “I was never very good at math.” And heads nod, and folks agree, and the conversation moves to other areas. Somehow it’s acceptable to admit that you never really “got” math. Would the same thing happen with reading?  Can you imagine a party where some folks are sharing their love for literature, and someone says, “I was never very good at reading?” Why is it OK to say this about math, but not about reading?

            When Whiteman Primary’s mission statement refers to an emphasis on academics, we don’t just mean reading…we mean math, too. Yesterday’s Navajo family math program is just one example of how we reach outside of the classroom to instill that passion for learning all subjects, including math. When I meet with our Lower Primary math teacher, Jen Freund, she often tells me about how much she loves sharing her passion for mathematics with the youngest children in the school. That passion was evident yesterday as children and parents, with her guidance, played a variety of math games that help build strong mathematical sense. Whether our kindergarteners are playing “Monster Squeeze,” both demonstrating and building their knowledge of the relative size of numbers, or our first graders are using coins to play a penny-nickel-dime exchange game, students are building a deep understanding of the relationship between numbers that will serve them well when they move, in future years, to an abstract understanding of algebra. It was fantastic to see so many parents take advantage of the opportunity to “do math” with their children. And I’m sure that these parents will never say to their children, “I’m no good at math.” They proved yesterday how much they value mathematical understanding.

            The deep conceptualization of mathematical relationships is equally clear with our Upper Primary students. As I watched a Lakota class of fifth and sixth graders, I observed students working on a variety of application problems (aka, “real-life problems” or “word problems”). The students’ textbook had a clear, at least to me, approach it expected the children to take to solve the problems. However, as students worked using their own strategies and knowledge, their math teacher, Cindy Ruzicka, asked important questions like, “How do you know that’s a reasonable answer?” and “Do you really need to do the detailed division, or is an estimate close enough for this problem?” “What is the meaning of the remainder in this problem?” A student who used an “out of the box” strategy was recognized and his approach celebrated, and he was able to answer a peer’s question about how long it took him to use that creative strategy. Students listened to one another as they explained their thinking. All of this builds an appreciation for solving problems, which is really what math is all about.

            This week, on the same afternoon, I had two students ask me, “Do you like math?” My answer was an emphatic “YES!” I know that our teachers would answer in the affirmative, as well. I hope that your answer will be the same when your children ask you that question. Modeling is the strongest motivator, and sharing math with your children just as you share reading is exceptionally important. As you continue to explore mathematics with your child, know that Jen, Cindy, and I would all love the opportunity to talk about all the various aspects of the subject with you.

Sharon G. Mensing

Head of School

Perfection

“Perfect!” “That was a perfect answer!” “This is the perfect chair for my room!” “She’s a perfect angel!” “Practice makes perfect!” “Nobody’s perfect.” Or even, “A Perfect Storm.” What do we mean when we use phrases like this, and is perfection to be desired, or even possible? In a school, where evaluation is taking place all the time, the little imperfections that make us human can be the cause of a great deal of anxiety.

As we’ve reached the time for mid-trimester reports, and faculty have begun sharing what they have observed as children’s strengths and areas for improvement, I’ve been thinking a great deal about how we, as a school community, can help children become the best “themselves” they can be. I’m convinced that it’s not by holding up a standard of perfection and pointing out the ways that they fall short. Rather, we can help each child identify the things that (s)he does particularly well, believe that those things are important and valued, and use those things to bypass weaker areas. Working from our strengths is what helps us learn and grow. We are all works in progress, and this is especially true while we are in school. A report card is never an assessment of who we are; it is an assessment of where we are along the path toward becoming ourselves. Mid-trimester reports are one of those stepping stones; they help both children and the adults who care for them understand a bit of how the journey is going and whether there is a need to take a turn at the next crossroad. They help teachers be mindful of the mode of instruction that best supports each child’s journey, as well.

Walk into a Whiteman Primary classroom and look for the many different things that are going on at the same time. Some students may be listening to specific instructions from the teacher. Others might be reading those same instructions (or different instructions if they are working at different levels). Still others might be practicing their skills on the computer, while another group is writing a response. Those who have finished an assignment may be taking a quiz or test. Some students are working individually, while others are collaborating. Some are working on presentations of their knowledge in a graphic format, while others are writing reports or preparing for speeches. Still others are sitting on the floor playing a knowledge-based game. Not every child will find that writing is the “perfect” way to share his knowledge; nor will every child be able to express herself creatively, but each child finds something that honors his or her way of thinking and learning in the mix of teaching modalities, assessment opportunities, and social interactions that make up the classroom

When we remember that we are all different with different strengths, we can read a report card that celebrates those strengths as well as reminding us of relative weakness, as a bit of a roadmap rather than a statement of judgment. We can think about how we can shore up weaker areas by using our stronger ones. As Anna Quindlen once said, “The thing that is really hard, and really amazing, is giving up on being perfect and beginning the work of becoming yourself.” And at Whiteman Primary, we might amend that to read, “…becoming your best self.”

Philanthropy and Morality

Last weekend, I had the pleasure of joining over a hundred Heads of School and Board Chairs of top independent schools from throughout the country to discuss societal trends that affect our schools as well as recent research on how to raise moral children. The former will provide topics for future discussions, but I did not want to delay in sharing with you the important insights of one of speakers, Richard Weissbourd, the author of The Parents We Mean to Be. His talk was geared toward his audience of those invested in educating our children, rather than parents, but it was clear that his research supports the partnership between parents and faculty that is such a key part of Whiteman Primary.

There was much discussion throughout the weekend, and particularly during Weissbourd’s presentation, about the conflict that children experience between the desires to be happy, be successful, and do good. As he pointed out, people whose main goal is to be happy or to be successful often do not reach that goal. However, people who spend their lives striving to do good reach that goal, and are more often than not both happy and successful. Raising moral children involves turning their attention away from themselves and their own feelings, toward empathy for others and their feelings. Rather than asking, “How did that make you feel?” asking a child the question of “How do you think your friend felt?” is an important  step. Modeling for children a life of doing good and caring for others is essential, so parents and other adults to whom the child looks for guidance need to make their care for others evident in both action and words. Being part of a family and a school where philanthropy is clearly valued helps a child develop that other-focused mindset that leads to doing good (and, coincidentally, to happiness).

The children of LWPS are extremely fortunate to be a part of just that sort of community. Every day, the children see their parents giving their time and energy to the school. They see their teachers going above and beyond the demands of their jobs to reach out and help students and families, and to help in the community. As an example, this year, Kim shared with the students information and photos from her trip to Romania and her efforts to help a young boy attend school there. Understanding the circumstances that less fortunate children face helps build empathy for others. Our Upper Primary students’ upcoming field trip to experience life in Uganda is just one opportunity LWPS students have to internalize care and concern for others. On a more local level, the students’ involvement in supporting and working for Lift-Up is another such opportunity. Even our upcoming auction allows students to see their parents and the staff working hard to raise money for scholarships so that less financially able students can attend LWPS. Our families and faculty provide an exceptional philanthropic model, giving to others time, energy, and when possible, funds.

I came away from the conference more convinced than ever that the parent participation that is such a key part of the LWPS community is one of our most important attributes. The way that the families and faculty cooperate allows students to experience, on a daily basis, what it means to think of others and to do good. The conference made me appreciate, all the more, what “a special school in a special place,” is doing to nurture moral children.

Passion

At the Lowell Whiteman Primary School, we strive to inspire in each child a passion for learning. This is the first line of our mission statement, and it has informed the structure of the school, its architecture, the people who spend their days here working and learning, and the purposeful interpersonal relationships that take place within and around the school. One of the very special things about LWPS, and one which is key to inspiring that passion for learning, is the fact that we have subject specialists teaching the children in all grades. This is an unusual model for a primary school, but one that embodies our belief that compassionate and intelligent people with a love for a subject are best able to arouse that passion in children.

The faculty, who are members of Colorado and/or national organizations of educators in their fields, have spent time researching best practices, observing other independent school teachers, reading professional literature, and continuing their own learning in those fields. They are driven by the deep thinking that takes place in their classes, and they bolster that with hands-on activities, thoughtful questioning, and a broad range of activities. When students enter the classroom of one of our subject specialists, they are immersed in the content area as the commitment and enthusiasm of the teacher serves to encourage the children to take intellectual risks and find the joy in discovery. Outside of the classroom and behind the scenes, the depth of knowledge that each of our teachers brings to the table allows for authentic collaboration as faculty develop theme-based interdisciplinary learning experiences for the students.

Walking through the halls of LWPS, I find myself listening to the interplay between faculty and students and dropping in to see what’s behind the engaged (and engaging) buzz. As I enter a Chinook science class, students call out to me to take a look at the spleen in their fetal pig dissection. Entering a Navajo math class, I am unnoticed by the students as they are completely engrossed in singing their math fact songs. In each classroom, with each group of students, the faculty are sharing their knowledge and excitement about their subjects. Most primary schools, both public and private, are unable to offer subject specialists to their young students, and instead rely upon self-contained classrooms and generalist teachers. This is the case in larger schools because the connection that a child makes with his or her teacher is so important to the child being comfortable enough to learn. In contrast, our size allows all of our students to be known by all of the staff, so that the sense of care that exists within the classroom in a larger school is able to spread throughout the entire school community at Whiteman Primary. This, combined with Morning Meeting as a grounding experience to start the day, allows our students to benefit from the passion of their accomplished subject-specialized teachers. If you have any questions or thoughts about how this is working for your child, please be sure to let me know.

We're All Different

This week, my husband and I are in the process of moving from the absolutely wonderful guest home of great friends and supporters of the school; this home has provided beautiful scenery, the bucolic sounds of the ranch, amazing sunsets, the opportunity to experience the dynamic storms of Colorado’s mountains, and much more. We are moving into town, just five blocks from school, and are about to experience what it is like to be able to walk or bike to nearly everything. As I was driving the 20 minutes to school through the beautiful landscape, perhaps for the last time during a morning commute, I found myself reflecting upon the vastly different lifestyle we had been living compared to that which we will now be living, and how those differences could serve as a metaphor for the diversity of Whiteman Primary.

Among us in the school community, we have so many different people. We are all united in the love and care we have for children and in wanting the best for all of the children in our care. But we are all different in how we experience and express our love, and we are different from one another in the sort of lives we live outside of school. However, we each call upon our life experiences, what we know about children and child development, our basic values, and perhaps most importantly, our hearts as we work together to make a world in which our many children, individuals all, can thrive.

Diversity is an interesting concept, one that is frequently operationalized as differences in ethnic background. However, in many places like Steamboat, diversity often refers to differences in socio-economic status and learning styles, rather than ethnicity. At LWPS, we have striven every year to keep tuition low, so that families are not priced out of Whiteman Primary. Our tuition assistance program, which is funded by the annual scholarship auction (the 19th of which is coming up soon on October 15), is a key to making the Whiteman Primary learning experience one that is open to all students, regardless of their families’ abilities to pay tuition. The auction is a time for all of us to come together to show our support for the multi-dimensional nature of LWPS.

The way that all of our students, from all backgrounds, are able to blend so well into a wonderfully inclusive community is noticeable from the moment one enters the door. Some of our students and parents come from ranches at the far outskirts of Steamboat and beyond, while others come from just around the corner, and still others hail from areas between these two. But geographical and socio-economic differences only make each student more interesting to his or her peers and provide the classroom discussions with a depth and breadth that couldn’t exist if all students were from similar backgrounds.

I am honored to be a part of the diverse community that is Whiteman Primary, and I am fortunate to be on a journey that allows me to experience some of the different backgrounds from which our families head off to school each morning.

Social-Emotional Learning

      Have you ever had one of those moments when you were so upset that you couldn’t
think straight? Or conversely, felt as though you were at the top of your mental acuity as
you experienced what Csikszentmihalyi calls Flow? Children in school have both of these
experiences, and the responsibility to minimize the former and maximize the latter is
something that the faculty members at Whiteman Primary take very seriously. Social
emotional learning is as much a part of the school day as is academic learning. Children
learn in a social environment at school and at home, so providing them with a warm and
supportive environment is key to facilitating their attainment of academic excellence.
     Each student at LWPS begins his or her day with an opportunity to connect with
peers in a safe environment created and monitored by faculty. We call that opportunity,
“Morning Meeting.” Here a child’s first contact with the school day is positive, so that even
if the child arrives after a rough morning, there is an opportunity to center, focus, and relax
into the academic day. Throughout the day, students and teachers greet each other by name
and with smiles (and sometimes hugs), providing each child with the feeling of being cared
for and the opportunity to demonstrate his/her care for others. The warmth and support that
are a part of this positive educational environment help each student remain in a state of
mind that is optimal for learning.
     Providing a properly compassionate environment for learning is one aspect of
helping children attain social emotional literacy, but there is another aspect that is a part of
each Whiteman Primary student’s day. During Morning Meeting and throughout the day,
faculty actively teach and model empathy, self-control, proper emotional expression,
understanding of social cues, conflict resolution and problem solving, cooperative behavior,
planning skills, and intellectual flexibility.
     In the past, we may have had an intuitive sense that these things were important to
our children in school, but in recent years we have accumulated a wealth of neurological and
psychological research results supporting the interrelatedness of social emotional and
academic learning. Over 200 scholarly studies since 1990 have produced a preponderance of
data indicating that the sort of purposefully child-centered environment that exists at
Whiteman Primary, combined with a program such as our Morning Meeting which is
designed to enhance students’ social emotional literacy, has the effect of increasing
academic performance and attitudes while decreasing behavior problems and emotional
distress. If you are interested in finding out more about the research in this area, the Society
for Research in Child Development webpage is a good place to start (http://www.srcd.org/).
In the meantime, I invite you to experience the supportive educational and emotional
environment at LWPS first-hand.