Peer mentoring is a built-in, powerful tool at The New Century School, arising as a very natural consequence of its philosophy and mission. Classes comprise mixed-age groups quite deliberately, a big difference between TNCS and traditional classrooms, in which each grade level corresponds to a single age. A vital element in TNCS’s approach to education is that older children assist younger ones, and younger children not only learn from their mentors but also develop better social skills through this interaction. The older children also benefit greatly; another key element of TNCS’s approach is consideration for others. Practicing compassion and kindness for their younger classmates teaches the older children how to conduct themselves graciously in any social milieu. Yet another advantage to mixing ages in this way is that students remain with the same teacher and many of the same children for more than just a year, developing trusting, long-term bonds.
Incidentally, the teacher also comes to know each child very well and gains an intimate knowledge of how each child best learns.
Not only does social and emotional learning (SEL) increase from the mentor–mentee relationship, but academic gains are also made. Furthermore, there is scientific evidence to back up the suggestion that mentoring and being mentored provide cognitive advantages that conventional teaching does not. A 2017 study from the Journal of Educational Psychology demonstrates that partnering with higher-achieving peers can have a positive influence on a student’s learning, and students who are older, more capable readers can be these peers for young students.
Reading Buddies at TNCS
That’s where Reading Buddies comes in. This practice pairs different grade-level classrooms for community reading time—an upper-grade homeroom connects with a lower-grade one, and students pair up for time with books.
This cooperative learning method happens all over the campus, in all divisions. In a check-in post from earlier this school year, TNCS Dean of Students/Head of Lower School Alicia Danyali enumerated many of the initiatives she was undertaking for the 2018–2019 school year, including establishing various class partnerships for service learning purposes—read more on that here. And the roots of the school community deepen as classes across campus work and share together. Because of the success of Reading Buddies, in particular, we’re revisiting this lovely tradition in more detail.
“Every second Wednesday, my 4th- and 5th-grade homeroom students go to Ge Laoshi’s K/1st class to participate in service learning by reading to their young friends,” explained TNCS teacher Nameeta Sharma. When asked what he liked about the Reading Buddies program, one of her 4th-grade students replied, “Everything!” “It’s fun to read to the little kids, and they really listen to me while I’m reading,” he continued. “Sometimes the teachers pair us up, and other times we just go read to whoever we want to. We all like to read Dr. Seuss books while we’re there.”
Benefits Abound
Reading Buddies also promotes reading. It allows younger readers to see what being a fluent reader looks like, as they have a peer model demonstrating reading skills. Older students become positive role models as well as develop patience and empathy as they work with their younger buddies. As the year progresses and the skills of the younger readers increase, students take turns reading to each other. In some cases, the mentee goes on to become the mentor of an even younger student. The relationship is thus bidirectional and enormously enriching.
The benefits are profound. Both sets of students get excited about Reading Buddies time because it’s a chance to do something different, visit another classroom, have fun, and make new friends. Even the Middle Schoolers love it!
Strengthening Community
Cooperative learning is also a great way to build community in the school, a primary part of TNCS’s mission. Another benefit of cooperative learning is simply that the Upper Elementary and Middle School students would not have another opportunity to get to know their younger schoolmates without this special time together. The upper and lower classrooms are situated in different buildings, and even lunch and play spaces are kept separate, as appropriate. Thanks to Reading Buddies, though, younger students recognize their role models around campus and can wave hello. It’s so nice to see, and these relationships can extend beyond the reading partnership. They can even have a positive impact on disruptive behavior. Younger children yearn for the respect of their older heroes and tend to comport themselves with more self-awareness in their presence. Older children develop a sense of protectiveness and want to nurture their adorable young friends. It’s easy to imagine how these SEL moments take root and flourish in a child’s character.
The practice of sharing a book is a delightful gift in and of itself; Reading Buddies deepens the enrichment exponentially. Now that’s a happy ending!
A lot happens at The New Century School in the month of March—no brackets needed—but perhaps no event is more anticipated than the annual Science Fair. This year’s projects by TNCS 4th- through 8th-graders were hand’s down the best yet, remarkable for their creativity and all-around innovation.
So, can a human kill a megalodon underwater?
These March-Mad Scientists were clearly inspired by their inventive hypotheses and pursued answers to their problems with tenacity and vim! TNCS Science teacher Nameeta Sharma deemed “the budding scientists with their proud presentations” a success and thanked families for taking out time to attend the event on March 13th.
An important part of Science Fair at TNCS is that students must present their projects to any interested party who approaches. They must demonstrate a thorough understanding of the science underpinning the project as well as the process that got them to their conclusions—the Scientific Method.
Parents and family members were invited to join as well as Kindergarteners and TNCS faculty and administrators! Head of School Shara Khon Duncan said, “I loved the enthusiasm with which the students shared their projects with their parents and visitors. You could tell that they were proud of their work!” Mrs. Sharma also remarked on the enthusiasm she saw in her students.
As the ice melted, the balls bounced, the mixtures mixed, in addition to following the tenets of the Scientific Method, students also had to evaluate their work to determine how they could eliminate any confounders next time around.
Fan Favorites
Of course all students worked diligently on their projects (and, thanks, TNCS—all work was done during school hours so they had no excuse not to!), but some projects stood out, whether for the idea itself, the artful presentation, or the enthusiasm of the budding scientist. Mrs. Sharma, who invoked Neil Degrasse Tyson, saying “The good thing about science is that it’s true whether or not you believe in it,” as the spirit of this year’s Science Fair, found these lines of inquiry to be quite interesting:
Does the rate of electrolysis increase with table salt or baking soda?
What is the specific heat of different liquids?
Which salt works best in melting snow (or ice)?
Which compound/salt would work well in an ice pack?
Which basketball (indoor or outdoor) bounces highest?
How does anxiety affect memory at different ages?
Does age of children affect the bacteria found in their hands?
Does music help in the growth of plants?
Does activated charcoal help in water filtration?
Which soap extracts the most DNA from a strawberry and a tomato?
Which vinegar dissolves eggshell fastest?
Topics ran the gamut of scientific disciplines, from chemistry, biochemistry, physics, and biology to psychology, ecology, and economics, to robotics and engineering. Immersed presents the visual highlights here, in alphabetical order.
As a key part of its identity, The New Century School embraces progressive education. It was a natural fit, then for TNCS Dean of Students and Head of Lower School Alicia Danyali to attend City Neighbors Progressive Education Summit here in Baltimore at the end of January. According to its website, “The Progressive Education Summit brings together hundreds of educators from around the region and the country to share best practices, work with great educational thinkers and practitioners, connect with other educators, and work to bring alive the child-centered, democratic ideals of progressive education.” Attendant schools were an equal mix of public and independent, and about 550 educators from across the country participated.
The 2019 summit, the eighth annual, featured master classes, the first summit storytelling event by 10 to 15 storytellers, over 30 workshops, a Baltimore resource fair, and abundant networking opportunities. In addition, this year, David Sobel was the Keynote Speaker. The author of Place-Based Education: Connecting Classrooms and Community, Sobel is a leading national voice in place-based education. He was recognized as one of the Daring Dozen educational leaders in the United States in 2007 by Edutopia magazine.
Mrs. Danyali had much to say about her experience at the summit, all glowingly affirmative. “I loved everything about it,” she said. “There were a lot of opportunities to attend workshops and hear speakers throughout the day—more than any single person could actually attend.” The conference was divided into categories: Educator Reflection and Care, Arts Integration, Place-Based Education, Leadership, Learning Disabilities, Health, Trauma, Cultural Relevance, Development, Social Justice, and Progressive Education. “When I heard that David Sobel was the Keynote, I was really excited. I am a big fan of his.” She absorbed quite a lot from the presentations and will bring her perspectives to bear at TNCS. She started by describing the overall spirit of the conference then discussed the presentations that stood out most to her.
Progressive Education Talks
“The conference started off with some Baltimore high school students speaking, and I thought that set the tone so beautifully. The speeches were very uplifting,” said Mrs. Danyali. One was from City Neighbors and spoke about how a teacher changed his life, believed in him and supported him, despite the odds being very heavily stacked against this student just because of growing up in what is considered quite a dangerous part of the city. Another, from Digital Harbor, immigrated here 2 years ago speaking no English and is now fully English proficient. She spoke about all of the opportunities the school has afforded her in pursuing her dream of becoming a pilot. “Both of these demonstrated right from the start of the conference that educators should not label students. Even when we feel defeated by a set of circumstances, there are a lot of resources that we can solicit. We can network with other schools, for example. No matter how well funded a school is, there will always be social challenges to deal with. So just knowing that support is out there is helpful,” explained Mrs. Danyali.
The purpose of the conference was about how progressive education looks in different settings. One of the main themes was storytelling, and how an educator’s story can shape how he or she guides students. “What I really was interested in was how there can be different takes on various philosophies, like civic engagement or helping people with trauma, and how that can be embedded in the curriculum and not so stand alone,” said Mrs. Danyali.
Place-Based Education
Although place-based education was one of the categories/presentations of the conference, it informed everything. Said Mrs. Danyali:
The philosophy is very much in line with TNCS’s approach. You use what’s in your neighborhood, and you use what’s in your surroundings as part of developing curiosity and an open-ended inquiry-based curriculum. For me, it was great because [Sobel] had so many inspiring, real-life examples in his presentation from not only high school but also all the way down to preschool, where this should start. I was really impressed with the examples he shared from around the country of students exemplifying place-based learning in all age groups. Creative City, right here in Baltimore, is one school implementing the approach.
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Mrs. Danyali explains that all three preprimary classes this spring will follow Sobel’s teaching prescriptively, which is essentially student driven. “All of the preprimary students seem to be really interested right now in fire trucks and the fire brigade, so we’re looking to connect with a local fire department to get them to come and do a presentation. This will also help to take away that fear of hearing the siren by knowing they are here to help,” she said. “We’ll make that connection right here in their own community and do more investigation.”
As noted, place-based education is for all age levels; in fact, it is inherently a developmentally appropriate approach because it is authentically student driven. “As I drive to work in the morning, I’m always thinking about what Baltimore offers for place-based education,” said Mrs. Danyali. “This happens to be Black History month, and we have Frederick Douglass, the Underground Railroad, and so on. We make connections with local businesses, such as Greedy Reads Bookstore. We’ll get to know the Post Office around the corner. This gives students a sense of identity in the community and less fear, because Baltimore sometimes gets a bad rap. Also, understanding the cultures that make up the community is vital—inclusivity and diversity.”
Importantly, place-based education integrates all subject areas, including service into the unit of focus. Students learn all of the other disciplines as well, but rather than having the idea that doing math, for example, is all drudgery, they develop the mindset that they can use math to find answers to something they have gotten curious about in their community surroundings. They start to grasp that learning is not for learning’s sake but is useful and meaningful and a way of navigating the world. They are empowered—they see that their intellects make an impact on that world; they become problem-solvers. “It’s a concept called ‘firsthandness,’ explained Mrs. Danyali.” Firsthandness sort of speaks for itself, but, essentially, it’s experiencing the world as it is, where it is, rather than how it’s packaged and presented inside a classroom.
Service Learning
Another important value at TNCS is Service, and TNCS students in all divisions pursue regular service-oriented activities around the campus (e.g., taking out the trash, helping escort younger students into the building at morning drop-off, beautifying the grounds) and in the wider community (e.g., blanket-making, stenciling storm drains with environmental awareness messages—the list is too long to reproduce here!).
So, sitting in on a service-learning talk appealed very much to Mrs. Danyali.
With my role in service for the school, I learned about service-related programs for students going into high school that are happening right here in Baltimore. One is a 5-week community garden project that they apply for that happens once a week starting in April in a community that is currently a food desert. I shared this with Mrs. DuPrau as a possible area to explore for some of our students to help them get that experience, because they will have a service commitment in high school to fulfill in order to graduate. So, this could be a jumping-off point if they’re interested in being outside and meeting other students. It’s almost like a camp in that way. This volunteering might even lead to part-time paid work. The programs also have a lot of community support.
Positive Schools
Mrs. Danyali was also very moved by a presentation by Shantay M. McKinily, Director of the Positive Schools Center, University of Maryland School of Social Work.
The presentation was on the Maryland Commission on the School-to-Prison Pipeline and Restorative Practices, a statewide campaign on training teachers on how to implement and teach restorative practices, which is a passion of Mrs. Danyali’s. Ms. McKinily covered new and emerging research out of Harvard on cutting the “school-to-prison pipeline,” the unfortunate trend of so-called “problem students” coming out of schools and going right into the criminal justice system. “Something that is really shocking to me and has been occupying my thoughts is that, as prisons are privatized, they are somehow able to get data from schools on detentions and other disciplinary measures taking place in 4th grade and using that information to project where to build prisons and where prisons will be needed,” said Mrs. Danyali.
This idea leads her right back to a truth she holds dear—that we need to attend to the social and emotional needs of our youngest students:
This is game-changing in the sense that, although we put a lot of thought and energy and time into the middle and high school years about where our children will end up, in reality, our society has allowed the prison system to get information on percentages of younger children who are chronically absent or chronic behavior problems and use those numbers. It defeats the purpose of all of these research-based grass roots efforts. As hard as people are working to tell their real story, the narrative already in place—that if they are in this position by 4th grade, they’re doomed—comes from a much bigger system working against them.
Ms. Mckinily gave lots of examples, some from personal experience, such as the need to build more schools and have smaller class sizes so that teachers are not having to contend with such large numbers of students, upward of 30 a class. She explained that the prevailing classroom management principle at her school was to divide the class into three groups. Imagine a hypothetical top group, who is more or less left to their own because they can work independently. and score well. The hypothetical middle group might show promise but needs help, and, although it can be difficult to determine exactly what they need, they will likely get tutoring and other support. The lower group needs lots of catching up and are treated almost like a lost cause.
Ms. McKinily felt that she may have contributed to the prison pipeline when she was an educator because that hypothetical lower group never got what they needed. This is partly because her school was counting on her to get as many students as possible to that high group so the school would receive better government funding. In addition to being academically behind, the lower group might have many other social challenges to contend with, and so their host of problems was just too overwhelming to deal with, and school resources would go to students who had a chance to make it to the higher-achieving group. The lower group, of course, became the group identified as a problem—fodder for the prison pipeline. Ms. McKinily felt strongly that she needed to get the word out there: That lower group needs the biggest focus to avoid the devastating and lifelong repercussions of being identified as a societal problem and put away.
“Her goal was to change the narrative, to get the support that they need for student wholeness, for literacy, and for staff leadership,” explained Mrs. Danyali. “The Positive Schools Center works with schools in Baltimore City, such as Wolfe Street Academy and Benjamin Franklin High School. These are ‘big small steps’ for change, but the success stories are amazing.”
Onward and Upward
“It was a great experience and definitely relative to many aspects of the mission at TNCS,” concluded Mrs. Danyali, about the summit. As a result of her attendance, Mrs. Danyali will have the chance to take her expertise into the wider educational sphere. She was asked to join two D.C. groups geared toward early childhood education—one is on progressive education and another is for more specifically preschool immersion educators who are also doing place-based curricula. “We network through workshops, emails, and newsletters and focus on developmentally appropriate curriculum and how to bring school out into the community . . . being flexible and more student-driven. You can cultivate that in preschool and build on it.”
February marked Black History Month, also known as National African American History Month, the annual celebration of notable achievements by African Americans as well as a time to reflect on their critical role in the history of the United States. This period of recognition dates back to 1915, 50 years post-emancipation, when historian Carter G. Woodson and minister Jesse E. Moorland founded the Association for the Study of African American Life and History (ASALH), formerly the ASNLH. This organization went on to sponsor a week dedicated to Americans of African descent during the second week of February, which coincides with the birthdays of two of the most important figures in all of U.S. history, Abraham Lincoln and Frederick Douglass.
Since 1976, that week has expanded to embrace the whole month of February, and each year the sitting ASALH has established a different theme for Black History Month. For 2019, that theme was “Black Migration.” According to their website:
The theme Black Migrations equally lends itself to the exploration of the century’s later decades from spatial and social perspectives, with attention to “new” African Americans because of the burgeoning African and Caribbean population in the United States; Northern African Americans’ return to the South; racial suburbanization; inner-city hyperghettoization; health and environment; civil rights and protest activism; electoral politics; mass incarceration; and dynamic cultural production.
Elementary and middle school students at The New Century School learned last month just how Baltimore figures into this theme in very important ways. Although Maryland upheld the constitutionality of slave-holding from 1715 through 1864, the city of Baltimore was a hybrid of northern and southern proclivities. Being so close to the Mason-Dixon line, it was a stopover point for escaping slaves headed north to abolitionist states or Canada. It was also home to many freed former slaves, one of whom was Frederick Douglass himself.
TNCS Head of School Alicia first gave some preparatory social/emotional learning lessons tailored to first one cohort of 4th- through 8th-graders and, later, a second cohort of 2nd- and 3rd-graders.
TNCS students would explore some big questions prior, during, and after their visit: “How can one man own another?” for example. They would also consider the Underground Railroad and how so much of a runaway slave’s chance of successful escape was completely out of their own control— how much uncertainty and difficulty a slave would likely encounter.
The students were completely captivated by the interactive exhibits. They will not soon forget their encounter with Frederick Douglass or with what it was like to follow the North Star with the fervent hope of reaching a better place.
This idea leads her right back to a truth she holds dear—that we need to attend to the social and emotional needs of our youngest students:
