Safety

Our visit today from the Ski Patrol to help us all learn about safety in avalanche conditions prompted me to think about the broader issue of safety in our children’s lives. Here in Steamboat, we and our children are very involved in outdoor activities, some of which carry inherent risks. We cannot help but be tuned in to physical safety as we ski, snowshoe, and snowmobile in the winter and as we hike, bike, and swim in the summer. At Whiteman Primary, faculty, parents, and students talk about and engage in safe practices as they hike and swim at the fall camp trip. The Winter Skills trip and our spring trips provide further opportunities for students to learn, share experiences, and teach others about how to be safe in the wild. The newspaper reminds us to pack our cars with winter safety kits, as it shares news about the tragedies that can befall those in treacherous conditions and those who were not prepared.

Keeping ourselves and our children safe extends beyond trips and outside activities to our homes and school. At school we have fire drills, and the students learn directly from the Steamboat Fire Department how to be safe if there is a fire at home. Children take those lessons home and share what they’ve learned with their parents. This same experience of using the lessons from school to make a change at home is something I remember from my own childhood. I vividly recall asking my father to take me to a marine store to buy a very thick rope which we then tied to my bedframe so that I could escape from my second story bedroom in case of a fire —just knowing that rope was there made me feel so much safer. One of our parents recently shared how proud she was of her kindergarten-age daughter for coming home and helping the family plan safe routes from the house. Good job, Tinsley!

But safety extends beyond the physical, and as parents and teachers we are equally concerned with emotional safety. As Maslow’s Hierarchy of Needs reminds us, once our physical needs are met, the need for safety is the most basic (http://www.abraham-maslow.com/m_motivation/Hierarchy_of_Needs.asp). The old adage, “Sticks and stones may break my bones, but words will never hurt me,” resonates with many of us from older generations. But we also remember that even while reciting this, possibly out loud, we were actually hurting inside from other children’s words. At school, we discuss with students how to use their words and actions to bolster others’ feelings, and we help them use the inevitable mistakes they make as learning experiences.

Just as our children will suffer physical hurts and recover, they will suffer emotional pain that if understood well enough will help them grow into strong adults. In the same way that we arm children with skills to avoid and deal with physical harm, we need to explicitly prepare them for the emotional harm they will encounter. Sometimes that harm will be accidental (a fall or an unkind “foot in mouth” word), and sometimes that harm will be intentional (a push or a mean-spirited comment), but in all cases, it is our hope that our children will be resilient, will learn to understand why the hurt happened, and will fully recover. We can help our children take measures to avoid pain, and we can help them use each painful experience they encounter to learn better ways to keep themselves safe. Since we cannot be with our children at every single moment of every day, our teaching them the skills to protect themselves is essential to keeping them safe both physically and emotionally.

A Mission

We’re a bit more than half-way through the first month of January, and it’s a great time to think back to our resolutions and our progress along the way. We’re also nearly half-way through the year for Whiteman Primary. Our Upper Primary students are receiving their mid-trimester reports and thinking about what they’ve accomplished and what progress is still necessary to get them where they want to be at the end of the trimester. The school is finishing its 19^th year and heading into its second decade, and it’s a time for us to review our mission statement to see if it still provides proper guidance for the school’s direction.

We all live with goals, and to the extent that we can keep our “eye on the prize,” we find ourselves able to grow and become the people we want to be. Without goals, we struggle to find a reason to get up each morning. With goals, we find a way to make it through even the hardest day. This is why students start the year with identifying their hopes and dreams for the year, and why they ask themselves each week how they’ve done meeting their own and their teachers’ expectations. Faculty do the same, setting goals at the start of the year, examining their progress toward their goals midway through the year, and reflecting upon their work within the classroom on an ongoing basis.

A school’s goals are embodied in its mission, and Whiteman Primary has spent the first part of this year revisiting its identity to ensure that the goals that are central to the school are best represented in the mission statement. Our new mission statement describes both the love of learning we hope to develop in our students as well as the way we work toward that goal. As you read our new mission statement, you will understand what our school is all about:

“We inspire confidence and a passion for learning through a curriculum that stresses academics, personal accountability, experiential and outdoor education, and responsible local and global citizenship. We provide a creative environment that includes multi-age and socio-economically diverse classrooms, low student-teacher ratios, and active parent participation.”

Each of us should have a mission that gives us purpose, just as each school needs a mission to guide its direction. Our school’s mission guides the school as a whole, our faculty’s goals provide guidance for each classroom, and our students’ hopes and dreams give them motivation. As we move into 2012, what gives you direction and motivates you to follow it?

The Pleasures of a Good Book

          Winter Break gave me some time to do one of my favorite things – read! I hope that all of you were able to take advantage of the holiday season to read some things that you really enjoy. Whether we are students in school or parents at work, we read all the time. It’s a part of what makes us human – that ability to read. I remember as a child reading everything that passed across my eyes. The cereal box in the morning, assembly directions that my dad refused to read, those funny “do not remove under penalty of law” labels on pillows…absolutely anything with words on it. As a parent, I remember the days when my daughter was first learning to read. The wonder on her face as she found that she could read the signs on the walls in the airport while we were waiting for her father to arrive home from a trip brought tears to my eyes. The beauty of reading was, and remains, something very special in my life.

            But I also remember the arguments I had with my daughter when, as a teenager, she insisted upon reading Stephen King above all else. We all have our guilty pleasures (mysteries are mine), but I just could not understand how Rebecca would want to read Stephen King when so many wonderful classics were at her fingertips. It took me a long time before I realized that reading for pleasure requires that it be pleasurable! It seems so self-evident, and yet I struggled with wanting to guide my daughter to “good literature,” refusing somehow to see that reading – reading anything – was building her vocabulary, developing her understanding of syntax, helping her develop the “ear” for how proper language works, and yes, providing pleasure. It was also giving her a common experience to share with other adolescents, even if she shared little in “real life.” She learned how to discuss fiction, and by extension literature, through talking about these fantasy/horror novels.

            As we sit down to read a book or magazine that interests us, it’s like slipping our feet into a set of warm and comfortable slippers. We sit in our living rooms with a good book, and we can be hundreds or thousands of miles away, making contact with environments, cultures, history, science, music, and people we would never otherwise have the opportunity to meet. Our minds are exercised and expanded, our verbal skills become stronger, our ability to concentrate is reinforced, and we find ourselves able to leave our troubles behind. All of this is true regardless of the genre or the literary noteworthiness of our reading material. What matters is that we love what we read.

            I hope that the type of reading material that appeals to you surrounded you during break, and I especially hope that was true for your children. As you look to 2012, talk with your children about the books that appeal to them and then be sure to provide an environment that is rich in that sort of book. At school, your children will have many opportunities to experience new genres and will read things that stretch them beyond their comfort zones. Be sure that at home they have the chance to slip those warm comfortable reading slippers on and relax into a good book. And don’t forget to do the same yourself from time to time.

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.