September 29, 2017

What we are learning...

Ms. Shelli Strate, Language & Literature Teacher
What is your favorite book? The list is ENDLESS, but among them: To Kill A Mockingbird, Divine Secrets of the YaYa Sisterhood, A Walk in the Woods, Travels with Charley, and Wicked.
If I hadn't been a teacher, I probably would've been... sad.
Who was your favorite or most influential teacher? Sra. Kleczka because she pushed me past where I thought I could go in Spanish, and Mrs. Hill, my ninth grade English teacher who still read us stories, coached me in Forensics, cried in front of us, and taught me the power of a strong introduction in writing.

Book-ending the MS students’ Language and Literature experience is such an incredible treat. I still remember this year’s current 8th grade class shuffling into my classroom as 6th graders, filled with a mix of excitement and trepidation; hopefully they are still filled with excitement (at least most of the time), but trepidation certainly no longer exists. With our focus on voice this year, we kicked off our public speaking by reading to kindergarteners and are now engaged in a conversation about what creates humor when telling a story. We also dove into our first novel of the year, Absolutely True Diary of a Part-Time Indian, which tells the unforgettable story of Arnold Spirit Junior. Told from Junior’s perspective, it is a master class in voice and humor. As a wise 8th grader observed this week, “I laugh sooooooooo hard, and then I realize he is really describing an amazingly difficult situation - one which wasn’t funny AT ALL - but he relates it in a way that actually is hilarious. He has a really cool way of telling us about his life.” This novel has a lot to teach all of us - about spirit and humor in the face of challenges, about the power within all of us to rise above our circumstances, and about the catalyst moments that can change our lives by propelling us in a direction different than what we ever dreamed. As they cheer on Junior -  as they laugh at his sense of humor, mourn his losses, and admire his courage as he figures out who he wants to be - I hope they feel more connected with their own ability to shape their own lives. Such is the amazing power of books - that we can lose ourselves and find ourselves at the same time. I’m so lucky to teach a class that celebrates books in that way.

Learning about communities in need

In All Schools Chapel this week, we learned about the effects of recent hurricanes on communities in the Caribbean, and we learned about the impact of storms on All Saints Cathedral School in the US Virgin Islands. Each classroom or Advisory throughout the school created a message of support to send to the school. And in Middle School Chapel this week, we welcomed Chung-Wha Hong, Executive Director of Grassroots International, who introduced the idea of food sovereignty and talked about the work that Grassroots does on behalf of local and indigenous communities.

September 22, 2017

What we are learning...

Ms. Clare Wagstaff, Assistant Director of Middle School and Design Teacher

What is your favorite song? Bill Withers, "Lovely Day"
Where did you attend Middle School? Belper, England (a very progressive school where we called all our teachers by their first names).
Who was your favorite or most influential teacher? Magda Barnes. She taught me science all the way through middle school and high school. She awoke a passion in me and made me realize that I could do anything I put my mind to. We are still in touch today.
Any interesting trivia about you? I'm an avid scuba diver (for over 12 years) and mountaineer. My first dive here in the Puget Sound, I was within touching distance of a 6-gilled shark! And I have summited Mt. Rainier and Mr. Baker in the last year. 

As a former science teacher, I never thought I would feel as passionate about another subject as I did about science, but here I am! The Design course in Middle School is purposefully created to develop empathy in our students and delve deeply into creative problem solving through multiple iterations and self-evaluation. I currently teach all three grades and it’s hard to pick a favorite unit right now. However, the Eighth-Grade class has been a joy to teach because of the ATL (Approaches To Learning) skills they have been mastering without even realizing it. Over the last three lessons, the class has been asked to carry out a series of practical tasks to develop competency in some standard design equipment such as the drills, sewing machines, and the Silhouette Cameo. While the practical skills are important and a necessary foundation for future units, it is the collaboration and leadership that also occurs during these lessons that make it the most compelling. Peer mentoring organically takes places, as students help and support each other in learning new skills or refining old ones. Collaboration also ensues to achieve time sensitive goals with limited resources, bringing out the best in this group. It’s truly a pleasure to watch this process and student development that takes place, while also doing some fun and creative practical tasks along the way. Design rocks!

Things to do in the community...

• The Broadway Center for the Performing Arts has announced conservatory fall classes for students ages 4-18! Visit the Broadway Center's site to find more information and to register. 
• Looking for a volunteer opportunity? Volunteer Match, United Way of Pierce County, and Metro Parks Tacoma's sites to find the right opportunity for you and your family.  

Identity

I'm Nobody! Who are you?

Are you - Nobody - too?

Then there's a pair of us! 

Don't tell! they'd advertise - you know!

How dreary - to be - Somebody!

How public - like a Frog - 

To tell one's name - the livelong June - 

To an admiring Bog

Emily Dickinson

One of the major strands in the school's Strategic Plan focuses on diversity. More specifically, we intend to "diversify and enhance access to all programs and will build a community that appropriately represents our region and the world." The language of the strategic plan explicitly points to more external aspects of diversity and inclusion programming, such as ensuring that the demographics of the school reflects the demographics of the region and enhancing access to programming, but in order to attract and retain a diverse population, the first step is on the inside. If our students and teachers do not first start by exploring and understanding their own identities and the cultures that shaped them, they will not be able to effectively engage others' perspectives and fully realize the vision articulated by the strategic plan.

Over the course of this year, the Middle School will explore the topics of identity, culture, and inclusivity from various perspectives - this is our Division's contribution to the important work of this strand of the Strategic Plan. To get the conversation started, we introduced three key terms: identity, identifiers, and intersectionality. 

"Identity" emerged as a word in English around 1600 CE, and it comes from Medieval Latin roots, meaning "sameness." Today, the word is used to refer to the fact of being who or what a person or thing is or to indicate close similarity or affinity. Interestingly, in Europe the idea found its way into its own word among the late-Medieval/early-Renaissance vocabulary alongside the notion of classification. Apparently, Europeans were not only interested in categorizing the observable world - they were also interested in categorizing the self and the series of relationships that make up society.

In recent years, "identifier" has emerged as a referent that indicates a shared identity. In August, faculty and staff participated in a workshop by Rosetta Lee that focused on developing cultural competence, and she introduced three types of identifiers. Internal identifiers point to the core self of the person - one's ability, age, ethnicity, gender, race, religion, sexual orientation, and socio-economic status. These are identities that people are largely born into and come to understand in relationship with other people and different environments. External identifiers point to those elements of one's identity that can, depending on one's access and privilege (how one's internal identities help or hinder one's navigation of relationships), be attained or adapted, including one's appearance, educational attainment, geographic location, and language. Institutional identifiers point to one's status or affiliation in a group or organization, such as one's grade level in school, one's role at work, one's seniority, and one's membership in teams, clubs, or political parties. Being able to use common identifiers facilitates personal and dialogical reflection and understanding of how people are affected by and effect the shared culture. 

Finally, we introduced the term "intersectionality." No single identifier fully reflects a person's capacities, quirks, and limitations - in short, a person's personality. The term intersectionality refers to the ways that different identities intersect in ways that either enhance privilege or compound disadvantages and oppression. To explore this term a little more, watch this short video from Teaching Tolerance. 

Once we introduced these terms, we asked students to reflect on which parts of their identities they actually thought about, guided by questions from the Social Justice Tool Box. 

1. The part of my identity that I am most aware of on a daily basis is _____.
2. The part of my identity that I am the least aware of on a daily basis is _____.
3. The part of my identity that was most emphasized or important in my family growing up was _____.
4. The part of my identity that I wish I knew more about is _____.
5. The part of my identity that garners me the most privilege is _____.
6. The part of my identity that I believe is the most misunderstood by others is _____.
7. The part of my identity that I feel is difficult to discuss with others who identify differently _____.
8. The part of my identity that makes me feel discriminated against is _____.

Consider reflecting on these questions for yourself! There's no "right answer" - only a starting point for deeper self-understanding and engagement with others.

Technology and Social Media

Our integration and creative application of technology is one of the most visible aspects of our program. It reflects not only our commitment to innovation and state-of-the-art learning but also the independence that our students cultivate - and the trust they earn - during their Middle School years. Our laptop program, access to online resources, and the budding ingenuity of students enhance our already dynamic classrooms, making a walk around the Middle School very stimulating. In the last couple of years, we have made concerted efforts to streamline our policies and training around technology, but attention to the use - and occasional abuse - of technology makes this a topic worth returning to on a regular basis. In this post, I want to draw your attention to two elements of these efforts.

PSA

During the 2015-2016 year, Student Council distilled our tech policies to the initials PSA, reflecting Permission, Supervision, Academic. This applies to all technology, including school-issued (laptops) or personally acquired devices (other laptops, cellphones, tablets, etc.). While on campus, Middle School Students must:

• gain permission from a faculty or staff member to use technology;
• be supervised by a faculty or staff member during the use of technology; 
• be using technology for academic or school-related purposes. 

When it comes to cellphones, we instruct students to keep their phones in lockers or in backpacks. Students should not keep their phones on their person. Some teachers may ask students to use their phones for class activities, but students must wait to be instructed to take out and use those devices. 

Cellphones present a particular challenge for our students. While many are distracted by the easy communication that cellphones provide, most students are able to resist the temptation to text their friends or engage in social media platforms. When a parent or other family member calls or texts during the school day, however, it flings the student into a moral conundrum - if the student responds to the text or call, s/he risks breaking the rules and, more importantly, disengaging from learning or being present to classmates and teachers; but if the student ignores the text or call, s/he risks ignoring a family member. This is not a fair situation to put students in. During the school day, I urge our families to resist texting or calling their students. Logistical information (changes in plans, pickup details, etc.) can always be sent to Mr. Hicks in the 10th Street Office, who will deliver the message. 

Social Media

Sites like Facebook, Instagram, and Snapchat provide really wonderful opportunities for people to connect virtually and globally. However, these platforms are designed for the teenage brain and older. Most social media sites require users to be 13 years of age or older.

Much of what is attractive about social media is the immediacy of communication and dissemination of ideas and images...and that's exactly what is risky for young users whose brains have not quite fully developed decision-making skills, filters for understanding and contextualizing humor, sarcasm, and irony, and self-control over impulsivity and rash decisions. Comments, images, and conversations on these platforms can be easily misunderstood - and it is far to easy to post something intended as humorous or mean-spirited. Once it's posted and viewed, it cannot be unviewed by the person being targeted, the person whose image is being used (with or without permission), or by friends and strangers. In short - the potential harm is never worth it.

When Annie Wright Students behave poorly or make poor decisions on social media, it does have a direct effect on our community, and students may face in-school consequences because of their online choices. That said, if your student is uncomfortable with a conversation or other activity on social media, s/he should say something - to you, to a teacher, to Mrs. Dicks, to Mr. Hulseman...to someone. If you are aware of another child being put at risk or in any other way vulnerable, I encourage you to reach out to that other child's parents immediately to inform them. Basically, if you see something, say something. Most importantly I ask you to open a conversation with your student about social media, and I strongly recommend restricting use of these platforms during the Middle School years, or at the very least until your student is 13.

Tech Orientation Slides

Last year, we began the MS Tech Orientation sessions, required for all MS students before they have access to laptops and our tech resources. If you'd like a refresher on that Orientation, visit the MS Tech Orientation Slides that guide these sessions. In particular, consider the questions posed to families to shape a family agreement about using technology at home.

• When should laptop be in use?
• Where can they use the laptop?
• Who can your child communicate with digitally?
• When can they use the laptop for non-schoolwork related activities (ex. Chatting with friends, watching online videos, gaming)
• How many hours a day can they use the laptops?
• What are acceptable activities?
• What are consequences for violating rules?

Common Sense Media

Finally, I want to promote Common Sense Media. In addition to the basics of navigating the variety of media that students have access to, CSM crafts tailored guides to understand social media and shape the ongoing conversation about technology with your family. If you come across any particularly helpful resources on CSM or any other side, please feel free to share it with us!

MS Orientation

At Annie Wright, Middle School begins with three very unusual days. Opening Day, the formal launch of the school day, is a busy one - a chaotic start, lots of new faces, squeezing into Chapel with the entire school community, finding your Advisory, moving into lockers, meeting teachers, finding classrooms...and on day two, we load the buses and head to Millersylvania for 24 hours of activities, reflection, and time to connect with classmates and friends. To the cynic, this schedule may appear to be a bit fluffy, but these days serve an important cognitive function. Our Orientation programming allows students to begin to build (or rebuild) relationships and feel connected - a key component in developing self-esteem and optimal learning. Kids need to feel safe, grounded, purposeful, and, in a very strong way, known to build a strong foundation for learning and facing intellectual and personal challenges.

So our Orientation trip takes students away to get to know each other first as people, and second as fellow students or as teachers. Reducing the distractions of the family routine, of laptops and cellphones and TV, Orientation invites students to focus on each other and on themselves. At the end of each year, the faculty reflect on the culture and climate of the Middle School, and we look for new inspiration to communicate our values and engage students in the shaping of a positive school culture. This year, we looked to JK Rowling's Harry Potter series for inspiration - not because of the alternate world the author weaves but because of the values communicated through the film. So to reflect on the ways our Orientation sets the tone for the year, let me draw on that series as well.

"Words are, in my not-so-humble opinion, our most inexhaustible source of magic."
At the most basic, Orientation opens direct lines of communication between all members of the Middle School, and our Faculty and Student Council members model what it means to consistently communicate with respect. In addition to giving time for Advisory groups to bond and for students to get to know their teachers, 8th and 7th Grade students wrote short letters welcoming 6th Graders to Middle School and offering advice. In building our community, we do not look to any outside influences or "magic" - we are makers of our community, of its climate, and of the relationships that thrive in it.

"It is our choices, Harry, that show what we truly are, far more than our abilities."
Being part of a community means constant and consistent attention to the choices that each member makes. The variety of activities gave students many choices - whether and how to participate, whether to have fun or to be competitive, whether to help with mundane tasks or to withdraw and let others take the lead...but that variety also gave students the chance to witness, learn from, and emulate each other. The result was avid participation, a lot of joy in collective creativity or games, and setting the bar for expectations - for how we treat, respond to, and support each other - very high.

"If you want to know what a man's like, take a good look at how he treats his inferiors, not his equals."
While much of the Middle School experience occurs within Advisory or Grade Level groups, in different grades have several opportunities to intersect throughout the year. This year, we will be mixing in Family Groups several times - each Family includes one Advisory from each Grade. Already, we have seen our older students welcome younger and newer students with great care. Our warm, inclusive culture is sustained by this alone - by our students modeling warmth, compassion, inclusivity, and enthusiasm for our younger students.  Now the work of the rest of the school year is to discover the ways students can build on this start to shape the experiences of students in the Middle School, throughout AWS, and throughout our region.






For more photos, check the Middle School Orientation album on Vidigami!