Parents in the School

Whiteman Primary is a great place for kids…and it’s a great place for adults, as well. It is refreshing to see the parent-child, parent-faculty, and parent-parent interactions taking place throughout the school and throughout the day. In a society where “helicopter parent” is a common derogatory phrase, it remains a term not heard within the walls of LWPS.  In fact, parental involvement in every aspect of our school is a big part of our mission.

You might question why a school intent on educating children finds parent participation to be so integral to its day-to-day life. Children everywhere learn more from observing the adults around them than they learn from what the adults tell them. The fact that their parents play a key role at Whiteman Primary teaches our students that education is something their parents value. The civility and kindness with which parents interact with each other and with the children of the school teaches those children how to be a part of a respectful community. The close collaboration between parents and faculty teaches our students the value of teamwork.

Parents play many roles at LWPS, and the importance that is placed upon all of those roles teaches the children to appreciate diversity. We all contribute to the school in different ways, but all of our contributions are important. For the students, this translates into an understanding that while some students bring a strong facility with language to the classroom, others bring great mathematical skills, and still others bring a social-emotional awareness that makes the classroom sing with accomplishment.

Having parents deeply involved in their children’s learning in the school enhances the students’ learning in ways that are both obvious and subtle. This connection between all of the members of the school community, both young and older, is one of the things that resonates throughout the halls and classrooms of our school and transform it into a home away from home. It is one of the ways in which being a part of the LWPS community is very special. It is something that I appreciate every minute of every day, and that I hope all of you have a chance to experience. The fact that our children are immersed in this cooperative environment daily deeply enriches their education.

Musical Presence

            Music soothes the savage beast. It calms us when we are anxious and excites us when we are low. It gives voice to our feelings while transporting our minds to places, both real and imaginary, where our bodies could never go. It helps us understand other cultures and provides a voice to those who are less eloquent in words, while enhancing the eloquence of even the most profound words. Especially in Steamboat, you can’t avoid noticing how music brings us together as it builds in each individual musician an understanding of community and teamwork. The discipline involved in learning music, beginning with the challenges and failures that can be associated with every new piece, teaches a resolve that proves over and over again that practice and dedication will bring success. Learning music is a perfect metaphor for learning anything. Think about how the structures in music can help us apply and understand the beauty of mathematics. For all these reasons and more, music is an integral part of the Whiteman Primary program, and walking into the school today you will be unable to avoid its presence.

            Each day, as we enter the school, we are serenaded by students taking strings lessons in the library. The bookended day, with more lessons happening after school hours, is filled with music classes, practice in the halls, students gathering their instruments and music stands, and perhaps most impressively, students singing and humming the songs they have played in music class. Our mascot Chester has even gotten into the act (stop by, he will be only too happy to demonstrate his unique talent).        

              Music extends outside of the school walls, too, as students share their talents and their love of good music with other members of the Steamboat community. Yesterday, our eighth grade strings group, Five Below, played holiday music at the Tread of the Pioneers museum in a concert for Steamboat’s senior citizens. The magical setting of the museum full of glorious Christmas trees was a perfect backdrop for the eighth graders to bring beautiful music to the community. Another opportunity to enjoy the fruits of LWPS students’ musical accomplishments occurs when a student completes one of the Suzuki books. The tradition of the family hosting a recital is one that brings the community of students, parents, guests, and faculty together to celebrate the musical accomplishments of the child. I’ve had the pleasure of attending two of these recitals so far this year, one just this week. These are very special moments when the warmth of our community is enhanced by the beauty of the students’ performance.

            The entire school is preparing for the Winter Showcase, which will be an opportunity for all Whiteman Primary students to celebrate the holidays through the creation of music, and for the entire LWPS community to be transported into the holiday season. This year, we will hold the Showcase in St. Paul’s Episcopal Church so that members of the wider Steamboat community can join us. LWPS students are fortunate to be a part of a wonderful musical tradition, and it is in the spirit of the holidays that they share the fruits of that good fortune with the community. Please join us on December 16 at 11:00 a.m.

Thinking Strategically

            When things are going well, and they most definitely are going well at Whiteman Primary, why does a school need to engage in strategic planning?  From the moment I met the first set of parents, board members, and faculty on the search committee, it was clear to me that the school was well run and staffed by people of integrity who had their heads on their shoulders and who kept the interests of the students at the center of their decisions. The financial state of the school, the strong curriculum, the dedication of the faculty, the gifts of both time and money by parents, board members, and friends of the school…all of these contribute to a very strong school indeed.

            But just as we ask our students to stretch and not rest on the glory of their latest successes, we must do the same as a school if we want to continue to be the wonderful place for children that LWPS has always been. The world is a different place than it was a decade ago, and it is a different place now from what it will be in 10 more years. Our school needs to examine its context and decide how to meet the spirit of our mission in a new and ever-changing environment. The strategic planning committee has given us a framework to build on the strengths of the school while addressing weaknesses and looking for opportunities as we prepare to meet challenges.

            In the spirit of inclusiveness that resonates through the halls of the school, parents, faculty, board members, and members of the wider Steamboat community have all provided input to the process and will continue to be involved as the school sets priorities for the future. I have been so impressed with the way that our community has thought deeply and broadly, and how self-interest has given way to the underlying interests of the school’s children…both those presently in the school and those who will join us in the future.

            If you have not yet had a chance to share your thoughts about Whiteman Primary’s strengths, weaknesses, opportunities, and challenges, please be sure to drop me an email or stop by to talk with me. We are a terrific place for children now but, just as our children do, we can strive for more. Please join us in this journey.

Why K-8?

            As I watch our oldest students, our Chinooks, I see some very adult characteristics shining through, such as confidence, an ease in interpersonal interactions, a comfort with working hard in academic pursuits, a willingness both to share their own skills and to celebrate the achievements of others – all mixed with an infectious social interest that is just exactly right for their ages. This is so different from the way that my peers and I grew up that I find myself wondering what exists in their environment that has allowed these seventh and eighth graders to build that confidence and strong sense of self.

I’m sure there are many of you who remember the middle school or junior high years in much the same way: going to school with hundreds of other seventh and eighth graders. The social traumas and need to be just like everyone else (and especially just like the “popular” kids), meant that all the things that made us special had to be hidden. It was quite a long time after junior high that I began to come into my own and understand that only by being truly myself could I build the kind of life I wanted. It amazes and charms me to see our Chinooks expressing themselves and finding strength in their own characters at what seems such a young age. It also stands out that because they are comfortable with themselves (at least much more so than most middle schoolers), they are willing to take academic risks. Our Upper Primary students are working on math that many don’t even begin to consider until high school.  They are thinking deeply about literature and social justice, and are talking and writing eloquently about these ideas.

So how did this happen? A big part of it is the strong bond that the Whiteman Primary families have with the school. Faculty, parents, administration…we all work closely together, sharing common values as we strive to support the growth of the children in our care. But another piece of the puzzle is actually the structure of the school. When a group of adults has a vision for the kind of children they want to raise, it’s essential that they develop a structure where that vision can be realized. While the fact that they are still early adolescents might inspire our children to hope for a school filled with other children their age, it is the wisdom of the adults in creating an environment that simulates a family that allows our Chinooks to continue to grow toward adulthood. At Whiteman Primary, with the youngest kindergartners and oldest eighth graders sharing the halls, the lunchroom, recess time, clean-up responsibilities, etc., the youngest students look up to the oldest students who look after them. The way that both our oldest and youngest students celebrate each other with awards on Friday is just one example of the close bonds that all students feel to the community/family of the school.

It’s in a family, with its unconditional love and high expectations, that we all thrive best. The K-8 structure of Whiteman Primary is purposeful, for that reason. We are very proud of our Chinooks as they take on new challenges at the same time that they care for the younger members of our community. And we are equally proud of them as they share recess time and games, reminding us that they are actually younger than their accomplishments might suggest. Being a part of our K-8 environment allows them to stretch toward adulthood at the same time that they can still enjoy their unique childhood.

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.”