The school year is well under way and chilly fall weather is definitely here, so it may seem odd to be writing about “what I did last summer.” But I do want to share the three books that faculty members had as their summer reading assignments. While the reading happened over the summer, the impact of what we read together is ongoing.
The Boy on the Beach, by Vivian Gussin Paley
Through her career of more than 50 years, most of it as a kindergarten teacher at the University of Chicago’s Laboratory School, Vivian Paley has been an advocate for learning from the children we teach by truly listening to and observing them at play. In The Boy on the Beach, she follows two children through their kindergarten year. Through detailed descriptions, Paley demonstrates how the children in the class establish all-inclusive communities in which children listen to each others’ stories and find their roles- all through the magic of fantasy play.
The teachers who read this book had a rich discussion about the importance of play for all ages; the fact that there never seems to be enough time; and the balance between free play and setting boundaries. We enjoyed Paley’s observation that children can find the good in everyone: “When someone is growling and wolfish, you have to act nicer to that person.” And we came away affirmed in the importance that we place on play in our school day, especially in light of the reduction of time for play in other school settings.
The Homework Myth, by Alfie Kohn
The role of homework is an oft-debated topic, both in our schools and around our dinner tables. Advocates state that homework promotes academic achievement, reinforces learning, teaches time-management and study skills, and builds responsibility. Those who question the relative value of homework cite the stress, conflict and exhaustion that can result, as well as the limits it places on opportunities for free play (see above!). In The Homework Myth, Alfie Kohn examines the usual defenses of homework, concluding that none of them pass the test of research or experience. He then goes on to examine why, if this is true, homework plays such an important role, and then provides encouragement and guidance for changing the status quo.
The homework policy at WCFS is based upon principles that we have long held to be developmentally appropriate. No homework is given through first grade. Homework is introduced gradually in second grade with expectations growing each year through fifth. Our handbook emphasizes the development of responsibility, which is an important part of being prepared for middle school.
As we move forward in discussing this book, there is interest among the faculty in reviewing our homework policy and practices. I invite you to share your thoughts on the subject by replying to this post on the blog.
Schooled in Diversity: Readings on Racial Diversity in 
Friends Schools, edited by Pat Macpherson, Irene McHenry and Sarah Sweeney-Denham, published by Friends Council on Education
Many independent schools strive to be diverse learning communities, particularly in terms of the racial make-up of their student body and faculty, in order to enhance the educational experience. In Friends schools, this goal also has a spiritual basis in the Quaker belief that there is “that of God” in each individual. West Chester Friends School is a diverse community in several ways, with nearly a third of our students representing a variety of racial and ethnic backgrounds, a socio-economic range among our families, and a mixture of experiences, points of view and learning styles. While we value the diversity that exists, we also know that diversity work in schools is an ongoing process.
For that reason, our faculty’s third summer reading option was Schooled in Diversity, a collection of essays, research examples, case studies, and queries, exploring and urging the continuing work toward multicultural change in Friends schools. Some of the most compelling pieces in this collection are the stories drawn from other schools’ experiences in becoming more diverse, including the issues they encountered along the way and the questions they continue to ask themselves.
Here at WCFS, we have some work to do in articulating our diversity goals, assessing how well we welcome and engage all students and their families, and identifying ways in which we need to improve our practices in order to be a truly inclusive community.
I welcome your thoughts on any or all of these topics either in person or by posting a reply to this post.
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