Progressive schools think a lot about community, and Summers-Knoll is no exception. How do we connect our children with each other, the school as a whole, the local population and social structure, and the world at large? Teachers think and talk about these things constantly, discussing with each other and the children, and modeling collaborative thinking as they do so.
We intentionally introduce students to concepts and engage them in developing skills that build collaboration, inclusion, and service to others. A safe, strong, supportive community is an essential platform for learning, and the students are an integral part of building it. This creates a dynamic where they learn more, as learning to value the differences others bring teaches them to look at things from different perspectives, question assumptions, collaborate better, and be more confident about the things that make them unique.
How do we do it? We design many of our activities as exercises in team-building, so that the children are consistently practicing collaborative skills. Reading and discussing, cooking together, building mini-golf courses, trying to make interesting cubby doors that match up, attacking a group math problem - all these things demonstrate to the children how to take on roles in group work to further the progress of the whole, how to compromise, how to support each other. In Chris's blog last week, for example, he talked about explicit roles for readers. The teachers watch for opportunities to bring conflict resolution, inclusion, and discussions about individual differences, respect, and friendship into the foreground. Some teachers spend dedicated time on this as a part of the curriculum, and all of them engage their classes in this kind of work on a daily basis, through group discussions and activities. Support for social and emotional development is a core part of every day in every classroom.
The classrooms themselves are set up as collaborative and inclusive spaces. There are areas for relaxed, comfortable, community building activities. There are areas for group work. There are circles and soft shapes. It would be a rare moment to see desks set up in rows, and only for a specific activity or purpose at a particular time.
Students participate in authentic jobs to benefit the classroom and the entire school. We foster a sense of responsibility and community through opportunities such as lunch clean-up - each of the 3rd-8th homeroom classes takes a turn each week at cleaning up the lunch room as a service to all. 1st and 2nd graders take on different "Environmental Superhero" tasks such as making environmentally friendly cleaning solutions and making the school sparkle. 7th and 8th graders participate in work crews, rotating through different supportive activities throughout the year, from assisting in younger classrooms to weeding to library duty. This leads naturally into all the classrooms taking part in service to others beyond the school. Susan's group is about to embark on "Read to Feed," just such a service opportunity to benefit the work of Heifer International. Karl's recent trip into Detroit with his students to work at Earthworks Farm gives another example. These service learning projects are integrated into the academic goals of the class, and also provide students with a way to make a difference, to know that they have the power to work towards good change.
Events that bring groups of students together, such as performances (music and art cafés, plays) and middle school game nights, or annual events such as the EcoFair/Halloween Parade, or project-sharing days like theme celebrations (last year we had the Magic Show, this year we have several such celebratory days in mind) and middle school exhibitions provide opportunities for students (and their families) to enjoy, grow, and celebrate together. Cross-classroom projects and partnerships also lead to the building of relationships and community throughout the school. Morning meetings offer a time for students to share moments of learning and joy with everyone in the school.
Summers-Knoll is an intentionally diverse community. We work hard at it, and do our level best to support the growth of a student body that hails from multiple walks of life. We support a third of our families with varying levels of financial aid, to ensure that it is not only the well-to-do that can afford to benefit from the kind of education we provide. This is a crucial service to all the children - everyone is richer and better for a community where value is not determined by wealth, and differences of all kinds are accepted and expected.
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