The Myth of "Summers Off"

There are several familiar quips about teachers having summers off. I am not going to repeat them here – in part because you've already heard them all – but also because my purpose is to paint a very different picture of how many of our teachers spend their summers.

Yes, it's true that many of us enjoy the change of pace that summer brings, as well as a greater amount of flexibility compared to most people in other professions. Summer offers educators time for much-needed and much-deserved rest and renewal, but it is also a vital time to reflect, learn, and grow professionally. One way that this is accomplished is through extended professional development opportunities that aren't possible during the school year. For example . . .

Teachers Amy and Michelle will spend a week attending the Mindfulness in Education Teacher Training at the Omega Institute in Rhinebeck, NY. Teacher Amy writes, “One of the greatest gifts that we can give our children is the tools to manage their stress and anxiety.” She and Michelle plan to bring what they learn into the guidance curriculum and kindergarten class. Amy also plans to hold parent education nights so that what the children learn in class can be reinforced at home, and for parents to benefit from mindfulness practices as well. Mindfulness sessions for Hickman residents and students together also a possibility.

Teacher Alice is attending a Teaching Proficiency through Reading and Storytelling workshop in Richmond, VA. The program is based on a highly effective method for teaching foreign language to children that utilizes – as the name suggests – the reading, telling, and recitation of stories.

Teacher Henrike is continuing work toward a masters degree in English as a Foreign Language for Young Children. According to Henrike, “EFL learners are very much like preschoolers in the way they acquire language. This masters program has already helped me a great deal to get deeper knowledge in early childhood language acquirement, as well as getting updated with the newest research.”

Teacher Ruth is spending the entire summer volunteering as a teacher of literature and language for children in Istanbul, Turkey. She writes, “It is my intention to study Turkish folklore and contemporary Turkish literature for children, and I look forward to learning from my students and co-workers. I plan, additionally, to study the vast wealth of architecture and archeological sites in the country, all of these elements to be infused into my teaching at WCFS.”

As you can tell, all of these experiences will have a direct impact on our students' learning experiences in the coming year and beyond. And, by the way, all of these experiences are made possible through very generous funding from the PTO. Thank you!

All of the administrators work throughout the summer, tackling special projects and planning for the coming school year. Many teachers are busy working during the summer months, as well. The WCFS Summer Programs are staffed primarily by our own teachers, which accounts for their high quality. At least a couple of our teachers provide tutoring services. A committee of teachers is working with me on our curriculum mapping program, and all of our teachers will spend their own time in the coming months to revise lessons, update curriculum, investigate resources, and plan new units of study . . . especially related to the All-School Unit: Bees!

For many people, the summer is a great time to read. For teachers, that includes professional reading. All members of the faculty and staff have been asked to read at least one of the following three books, and will discuss them together in the fall (the descriptions that follow each title are from Google Books):

Imagine: How Creativity Works

“Shattering the myth of muses, higher powers, even creative “types,” Jonah Lehrer demonstrates that creativity is not a single gift possessed by the lucky few. It's a variety of distinct thought processes that we can all learn to use more effectively.”

Lost at School: WhyOur Kids with Behavioral Challenges are Falling Through the Cracksand How We Can Help Them

Relying on research from the neurosciences, Dr. Ross W. Greene offers a new conceptual framework for understanding the difficulties of kids with behavioral challenges . . . Emphasizing the revolutionarily simple and positive notion that kids do well if they can, he persuasively argues that kids with behavioral challenges are not attention-seeking, manipulative, limit-testing, coercive, or unmotivated, but that they lack the skills to behave adaptively (and) describes how his . . . evidence-based approach -- called Collaborative Problem Solving -- can help challenging kids at school.”

Mindset: The NewPsychology of Success

“Carol Dweck explains why it’s not just our abilities and talent that bring us success–but whether we approach them with a fixed or growth mindset. She makes clear why praising intelligence and ability doesn’t foster self-esteem and lead to accomplishment, but may actually jeopardize success. With the right mindset, we can motivate our kids and help them to raise their grades, as well as reach our own goals–personal and professional.”

Do we teachers enjoy the summer? Of course we do! (In fact, I'm looking forward to a family camping trip in the coming week.) But we do not idly while the days away. For educators – and perhaps for you as well – summer is a time to pursue unique and varied experiences, to consider new ideas, and grow professionally.

Unity in Diversity

Unity in Diversity

I first heard this seemingly contradictory phrase during the first meeting of West Chester Friends School's new Diversity Group this past fall. It is a translation of the national motto of Indonesia, Bhinneka Tunggal Ika, which is taken from a fourteenth century Javanese tale of a Buddha-Prince that is notable for its promotion of tolerance between Hindus (Shivaites) and Buddhists:

It is said that the well-known Buddha and Shiva are two different substances.

They are indeed different, yet how is it possible to recognize their difference in a glance, since the truth of Jina (Buddha) and the truth of Shiva is one?

They are indeed different, but they are of the same kind, as there is no duality in Truth.

– Sutasoma, translation by Soewito Santoso

The parents who introduced this motto to the group (she is Indonesian) explained its significance in that it describes the unity of the Indonesian people despite their very diverse ethnic and cultural backgrounds. The members of the Diversity Group felt that the motto describes our vision for the WCFS community and adopted it as the title of the group's mission statement.

The Diversity Group is comprised of dedicated parents, board members and faculty members and has accomplished some very meaningful work in only the first nine months of its existence. Its first goal is to ensure that every family feels welcome and is taking actions that include updating and formalizing the Buddy Family program, writing a booklet that answers many oft-asked questions, and translating the Parent Handbook into Spanish.

There are also special initiatives in the areas of education and outreach, one of which is taking place this week. West Chester Friends School is sponsoring the ChesterCounty Historical Society's screening of “Brother Outsider: TheLife of Bayard Rustin,” followed by a panel discussion, this Saturday, 1:00-4:00 at CCHS. I encourage all interested to join me there. (Please note: this event is not for children.)  A follow-up discussion will be held here at school on Tuesday evening at 7:00. You are welcome to join the conversation whether or not you are able to attend on Saturday.

The film along with the Historical Society's exhibit, “Bayard Rustin's Local Roots,” are in recognition of the 100^th anniversary of Rustin's birth. Best remembered for organizing the 1963 March on Washington, Rustin was an African American born in West Chester and raised by his grandmother, Julia Davis Rustin, who attended our school in the late 1800's (when it was the first and only integrated school in the area). Rustin credited his grandmother with instilling in him the Quaker values that led to his lifelong human rights activism.  I imagine they both would be encouraged to know that our fourth and fifth graders will be viewing portions of the film, learning about Rustin's West Chester roots and the March on Washington from his partner and the archivist of his estate, and visiting the exhibit.*

Another event influenced by the Diversity Group's efforts occurred last week when the annual Family Dance took on an international flair. School families shared their heritage through exciting displays of mementos, photos, maps, family trees, and delicious food. A highlight of the evening was the performance of traditional dances by members of the IndonesianCultural Club. This was among the very best of the Family Dances in my years at WCFS, precisely because it was a celebration of the many cultures that enrich our school community.

In what many consider to be our school song, there is a line that says the “Circle of Friends” is “a circle that never ends.” The song usually evokes in me an image of children and adults linked in a circle, always making room for more. The lyric applies as well to diversity work, which is ongoing and will always be before us. By pursuing this work with energy and integrity, we can ensure that WCFS remains a school community that celebrates Unity in Diversity.

* [For more on Rustin, check out this piece, produced by alum parent Kimberly Haas, that aired on the March 12 edition of WHYY's Radio Times.  The CCHS exhibit runs through the summer, and it is well worth visiting.]

Folktale Festival - Day Three

The final day of our Folktale Festival began this morning in Meeting for Worship with a reading of Old Turtle, by Douglas Wood. In Quaker practice, Meeting for Worship can often begin with an opening exercise or the reciting of a query in order to focus our thoughts on a particular theme. I chose to read Old Turtle in part because, while it is not a folktale, it has elements of a folktales that address questions such as how the world began. It also contains an important message about taking care of the earth, which goes along perfectly with this month's focus on the testimony of stewardship.

Out of the silence that followed the reading of the tale, several students spoke about how important it is not to pollute. Some messages came from fourth graders, recently returned from their overnight at Echo Hill Outdoor School. A third grader, reflecting the question from Old Turtle of what and where God is said, "I think the most powerful force in the world is love, and God is love."

In the library, T. Ruth has been introducing students to folktales from around the world throughout the year. In case you have not yet done so, take a look at her description of one of the most recent experiences: Yiddish tales from Nobel Prize winner Isaac Bashevis Singer.

This afternoon the final Festival events included, fittingly, presentations by both our youngest and oldest students, as well as rich exchanges among them.

In the cottage, the preschool children presented The Ugly Duckling to their parents, followed by a group singing of Circle of Friends and The More We Get Together. They then headed outside for the fun of an Easter egg hunt.

At the same time, the rest of the school gathered in the meeting house for two treats. First, we enjoyed watching the video of the pre-kindergarten class acting out Kumak's Fish.




The fifth grade then gave an interactive presentation based on their study of Tibet and Buddhism. They first explained how Tibet's location and isolation influences Tibetan's need to work together, as well as Buddhist beliefs. They then performed two puppet shows (with handmade puppets crafted with T. Caroline) based on Jataka tales: The Banyan and Three Friends in a Forest. After each show, two fifth graders asked the audience if they had seen examples of Buddhism in the play, and if they could tell which character was the Buddha. The knowledge and composure displayed by our oldest students and the accurate responses from even our youngest students were impressive.

In reflecting upon the past three days, it has been gratifying to see all that the students have learned as well as the joy they had in sharing with schoolmates, teachers, and parents -- which are, in the end, among the major reasons for the All-School Unit at West Chester Friends School. The teachers will soon be turning their attention to choosing next year's theme. Until then . . .

Folktale Festival - Day Two

Yesterday, the students were both the storytellers and the listeners (see yesterday's post about Folktale Festival - Day One). Today, the students enjoyed listening to and learning from someone who makes storytelling his profession.

Robin Moore is an author and storyteller who grew up in the mountains of central Pennsylvania. He entertained all of us this morning with "true" tales from his childhood that stretched the truth just a bit -- like the one about the day that was so hot the corn popped itself. Students could hear in his stories characteristics similar to those found in the folktales and legends from around the world they have been learning in class. Some lucky volunteers got to try on authentically made Native American and Early American clothing.

Following the morning assembly, Robin conducted writing workshops for the upper grades and introduced them to his Four Secrets of Writing. The first is to "see the pictures of the story in your mind." Robin helped the students to do this by leading them through a guided meditation, accompanied by soothing music played on his Celtic harp. The second step is to write using your inner eye (imagination) and your outer eye (paper and pencil). The third and fourth steps are to rewrite and read your story out loud -- advice that I know matches what their teachers instruct them to do every day. Robin also described his work as a published author, including working with editors, illustrators, and translators.

Meanwhile, over in the gym . . . students acted out tales narrated by T. Amy. After listening to The Crane's Walk, an Aesop's fable retold by Brishti Bandyopadhyay, they practiced their crab walking skills. Rabbit Plays Tug-of-War, a Native American legend retold by S. E. Schlosser, led to -- you guessed it -- a good old fashioned tug-of-war.

The day ended back in the meeting house with a second assembly. As in the workshops, Robin led the audience through a visualization exercise. Ask your child to tell you about their imagined trip inside their family tree and the symbol for their family that they found there. For the grand finale, Robin had students join him on stage for a rousing audience-participation story about how the rabbit lost its tail.

The Folktale Festival wraps up tomorrow. More to come . . .

Folktale Festival - Day One

Today is the first of our three-day Folktale Festival, a celebration of this year's All-School Unit, "Folktales and Legends." Since the beginning of the year, students have been learning about this theme through special lessons and activities with their classroom teachers and in many of the special area subjects. These festival days provide an opportunity for students throughout the school to share what they have learned and accomplished with each other, and to celebrate the art of story telling.

At the conclusion of this morning's very first performance (kindergarten's puppet show for the fifth grade) I smiled at the realization that the festival was already meeting one of it's major goals. It was gratifying to hear our oldest students offer very specific and thoughtful words of affirmation and commendation to their younger buddies. Similar interactions happened throughout the day as children of various ages asked questions and appreciated each others' work.

Some of the events were designed specifically for a student audience, while others lent themselves to include parents. I have the great privilege of taking in all of the festival performances, displays, and activities. am glad to share the following images from the day . . . with more to come tomorrow!

Day One

Kindergarten's puppet show, "Tales of Kindergarten," explained various parts of their day (morning message, math, science, music, etc.) to their fifth grade meeting buddies.




First grade presented two shadow puppet shows: The Rumor, A Jataka Tale from India (taken from the book by Jan Thornhill) and The Rooster's Antlers, A Story of the Chines Zodiac, as retold by Eric A. Kimmel. Fifth graders recognized characteristics of the Indian story from their own study of Jataka tales.

Pre-kindergarten acted out the story of Kumak's Fish, A Tall Tale from the Far North, by Michael Bania, as narrated by T. Annmarie. Their performance was recorded in order to spare them the pressure of a live performance. Parents got to see the video today, and the rest of the school will view it on Thursday.


Second graders hosted visitors to their "Fairy Tale Gallery," where original fairy tales and illustrations were on display, as well as castles created through cooperative teamwork. Visitors enjoyed snacks of ogre eggs and troll stew!

In art class, second graders glazed their ceramic dragons.







Third graders, divided into small groups, shared The Story of Jumping Mouse, a Native American tale from the Plains region, with first grade audiences.






Fourth grade told The Groundhog Wars, a Pennsylvania folktale by Robin Moore, using expressive narration and handmade illustrations (including a homemade version of a "tunnel tickler").


Robin Moore will be our visiting artist tomorrow. Until then . . .

Listen!

Last month I wrote about story telling. Recently I’ve been thinking quite a bit about the flip side of story telling: namely, listening.

Active listening is as important a skill as the ability to create, write, and tell stories. If stories (as I wrote last month) help to weave the fabric of our society, bind us together, and are integral to the human experience, then it should go without saying that intentional and focused listening is also right up there on the hierarchy of essential skills.

The encouragement and development of listening skills occurs at West Chester Friends School from the earliest moments of each day. During morning meetings (an integral part of Responsive Classroom), students and teachers first greet each other while making eye contact and using names, taking turns to speak and listen to each other - a simple task that is at the heart of good communication. Morning meetings also include sharing when, again, as much emphasis is placed on listening and asking questions as on whatever is being shared.

Listening is essential to learning experiences throughout the day and is particularly important during special events. When, for example, the fifth grade opened the doors to the Native American museum they created last week, younger students were instructed before entering to be a good audience for the oldest students’ presentations - and they were! Tomorrow, during Grandparents and Special Friends Day, many students will spend time hearing about what school and life in general were like for their elder friends. Such inter-generational conversations are invaluable.

Meeting for Worship is the centerpiece of our week. While some may say that it is simply “sitting in silence,” it can be a much deeper experience. Many Quakers describe meeting as sitting “in expectant waiting,” listening for the “still small voice” that is in each one of us. While the “success” of a meeting does not depend upon whether anyone speaks, it is encouraging when students do rise to share a message - what Quakers call “vocal ministry.” The act of listening to these messages, and taking them with us, play an equal role in the vitality of a meeting.

Last week I had the good fortune to hear Michele Norris, co-host of NPR’s All Things Considered, speak about her new book, The Grace of Silence. In the wake of the 2008 presidential election, she had “set out to write a book exploring America’s hidden conversation about race but changed course when (she) started listening to the hidden conversations in (her) own family.” In several cases, Norris told her audience, she needed to wait patiently for months before some stories were shared. The result of her patience and listening is a compelling memoir, not only of her family, but of a not-so-distant piece of our nation’s story.

From Michele Norris I also learned about the National Day of Listening, which is coming up this Friday. The day was established by StoryCorps as an encouragement to sit and have a meaningful conversation with someone special on the day after Thanksgiving, rather than head to the mall. You may be familiar with StoryCorps’ project to collect audio recordings of interviews as an oral history archive. Trying to accomplish that may be too much for this weekend, but it’s not too much to simply sit with a relative or friend . . . and listen.

This year, the theme for the National Day of Listening is “Thank a teacher,” with the suggestion that we reach out to a favorite teacher - by calling, writing a note, or posting a message on their site - to say, “Thank you for touching my life.”

What better way to show that we were listening?

Will You Tell Me a Story?

“Will you tell me a story?”

These words evoke an image of a young child sitting on a lap or under the covers wishing to hear another tale told by a caring adult – a nostalgic scene that we remember from our childhoods and, if we’re lucky, get to relive in our adulthood as the storytellers.

We all have stories to tell. When we share our experiences by telling and listening to stories, the fabric of our society is woven. Stories bind us together and are integral to the human experience. They inform us about our past and help us make sense of our present. As it turns out, they are also essential to navigating our way in the future. As Daniel Pink explains in his New York Times bestseller, A Whole New Mind, story is one of six right-brained aptitudes that are necessary for success and fulfillment in what he calls the Conceptual Age, and that are often under-emphasized in schools. As we emerge from the Information Age, with facts being “so widely available and instantly accessible, each one becomes less valuable. What begins to matter more,” Pink writes, “is the ability to place these facts in context and to deliver them with emotional impact. And that is the essence of the aptitude of Story – context enriched by emotion . . . a deeper understanding of how we fit in and why that matters.”

Story is a part of our daily lives at WCFS beginning with our youngest students and the earliest minutes of every day. Students begin their day with Morning Meeting which often includes time for children to share what is important to them – their personal stories. Literature is the foundation of everything that we do in the language arts; in order to tell a story, you need to be able to hear and read a story. As students learn to write, they draw first upon personal experiences for subject matter. Third graders learn, record, and pass on their families' stories as part of their study of Immigration. Storytelling is even a part of music classes, where instruments are used to evoke feelings and emotions in the telling of "sound stories." Intergenerational experiences such as Grandparents' Day and visits with our neighbors at The Hickman are reminders that listening is a major (and often overlooked) component of storytelling. This year, the faculty have chosen “Folktales and Legends” to be our all-school theme, placing even greater emphasis on the lessons to be learned from tales of the past.

As members of the WCFS community, we all have stories about our most memorable school experience. One of my favorites is about the birth of our daughter on the first day of school in my first year as Head of School. On the other end of the spectrum, I recently recounted on my blog the story of how, just five days later, we experienced the events of September 11 here at school.

I invite you to share your WCFS stories. In celebration of the school’s 175^th year, we are collecting 175 memories from alumni, alumni parents, current and former faculty and board members, Meeting members, and friends. Any and all memories are welcome from specifics about a particular teacher, activity, subject or event, to something broader (“I loved playing on the lawn.”). Short or lengthy, funny or poignant, we want to hear what you think of when you remember WCFS. The stories will be compiled in a book that will be available for purchase and go in our archive. Some will also be shared on our web site. You may mail your memory to the school, email development@wcfriends.org, or leave a message at 610-696-2820.

Will you tell us a story?