For the last year, primary teacher Maria Mosby has hosted special drama workshops for her students at The New Century School. Young children are especially keen for experiences that challenge and inspire them in an interactive way, and theatre provides the ideal arena for such activities. Importantly, being on or behind stage also allows children free rein to be creative and to express themselves.
A Year of Acting Out
So, while she was in teacher training, Ms. Mosby met a drama teacher and actor named John Waldron who also teaches preschool and lower elementary children, and they have remained friends in the succeeding years. Last June, Mr. Waldron offered to come to TNCS and do one of his classes as a fun, end-of-year activity for Ms. Mosby’s students. “It lasted over an hour because they were so intrigued,” said Ms. Mosby. “So we decided to invite him back this year to do quarterly classes with the children.”
For the 2018–2019 school year, the quarterly classes expanded to include all primary students, and their enthusiasm for Mr. Waldron’s drama class has not flagged! Says Ms. Mosby: “The children love it! The warm-ups, improvisational games, and opportunities to not only act out stories but also express their creativity really keeps them involved. There is no need to say, ‘Please sit still and pay attention to the presentation.’ They usually ask for more.”
According to his bio, “[Mr. Waldron] specializes and trains in improvisational theatre. The games and activities he includes in his workshops help promote active listening, creativity, team building, and social interaction.”
Although drama/theatre does not a specific connection to the Montessori method per se, it’s a logical fit. “Dr. Montessori did encourage children to use their own imaginations (once they had a solid foundation in reality) to create,” explained Ms. Mosby. “This is what the children are doing in a way.” She also explained that Dr. Montessori observed that children’s creativity and self-expression seems to blossom around the age of 6 or 7 years. However, it’s clear that even the youngest TNCS primary students were fully engaged in Mr. Waldon’s classes. He does capture an audience! And that’s no surprise, given his background. He earned a BFA in theatre from Virginia Commonwealth University and has been involved in teaching, directing, and performing for over 20 years. He currently teaches drama to lower elementary students at a Montessori school in Falls Church, VA. He also teaches students through high school age as well as adults.
For the culminating class that happened May 28th, Mr. Waldron pulled out all the stops. The students performed a play, sang songs, danced, and “wrote” their own play. Ms. Mosby said she especially enjoyed this one. “This presentation was something new that I hadn’t seen him do before, and I am always impressed with how he captures the children’s attention and cooperation without really any need for assistance from me or any disciplinary tactics,” she said.
The play they performed was “The Sixteen Little Pigs,” and if that sounds familiar, it’s because instead of limiting it to 3, each student got to be one of the house-builders in the classic tale.
Guess who played the wolf, to much audience appreciation?
But they liked him crying even better!
In a plot twist, however, empathy and compassion win the day, and everybody gets their “just desserts.”
Sorry, for this next one we have no words . . .
Why did the wolf get a happy ending, again?
Then it was fun-on-stage time!
In “Emotional Orchestra,” a small group each represented “happy,” “sad,” and “surprised.” When pointed to or called on, the group acted out their emotion.
In the student-created play, the children made up stories by each adding a line, after which Mr. Waldron acted out the story the children put together.
In the near future, Ms. Mosby reports that Mr. Waldron may soon be directing Maria Montessori, the Musical. We won’t want to miss that—hopefully it’s a traveling show!
For TNCS specifically, Ms. Mosby approached the upper elementary and middle school teachers about possibly doing some Latin and Shakespearean plays next year. Mr. Waldron also holds regular classes at the Little Theatre of Alexandria as well summer camps for 3rd- through 8th-graders. This year’s lineup in include Skits A Rama, Heroes and Villains, Mystery Improv: WhoDunnit?!, Improv-alooza, Screen to Stage, and Mythological Madness.
On Monday, May 20th, middle schoolers at The New Century School took a very special jaunt to Washington, D.C.—they went on a Chinese field trip! The trip was organized and led by TNCS Chinese teacher Wei Li (“Li Laoshi”), and middle school student whisperer Adriana DuPrau also accompanied the group.
Culture (and Communication) Club
“I really want students at our school to know more about Chinese culture as well as practice their Chinese in an authentic environment,” said Li Laoshi, and so off to D.C. they went! They first toured the Freer|Sackler Gallery of Asian art and then strolled through Chinatown and had lunch at a Chinese restaurant. Li Laoshi’s twofold objectives of culture and communication were thus perpetually being met.
And with very good reason. If the point of teaching Mandarin Chinese to non-native students is for them to learn and use the language, those are two big factors in achieving proficiency. According to the American Council on the Teaching of Foreign Languages (ACTFL), The five goal areas of the World-Readiness Standards for Learning Languages establish an inextricable link between communication and culture, which is applied in making connections and comparisons and in using this competence to be part of local and global communities.” The five goal areas are also known as the “5 Cs“; download them here.)
ACTFL characterizes communication as, “. . . at the heart of second language study, whether the communication takes place face-to-face, in writing, or across centuries through the reading of literature.” At TNCS, Li Laoshi has always made sure that communication occurs in “real-life” situations to emphasize what students can do with language rather than what they know about a language, such as how many vocabulary words.
As for culture, ACTFL says, “Through the study of other languages, students gain a knowledge and understanding of the cultures that use that language and, in fact, cannot truly master the language until they have also mastered the cultural contexts in which the language occurs.” It’s knowledge. It’s not just a cultural event—it’s a connection between the language and another subject. TNCS students regularly engage in everything from Chinese cooking (dumplings, noodles, pancakes) to learning how to use an abacus, to practicing calligraphy. The field trip for middle schoolers brought a lot of these experiences home.
As the national museums of Asian art at the Smithsonian Institute, “the Freer Gallery of Art and the Arthur M. Sackler Gallery preserve, exhibit, and interpret Asian art in ways that deepen our understanding of Asia, America, and the world.” TNCS students were treated to a private tour of the exhibit Empresses of China’s Forbidden City, 1644–1912, which “provides an insightful look into the public and private lives of imperial women during the Qing dynasty. This first-ever, in-depth exhibition focuses on five empresses to reveal their long-overlooked influence on the arts, religion, politics, and diplomacy of China.”
The tour was extremely well constructed for students. The guides provided supplemental objects that students could actually touch. The girls in the group got a big kick out of being able to try on the long, gold, talon-like fingernail guards that the empresses used to wear—telling the world that they were far too imperial to work. Boys and girls alike were astonished by the slight size of a pair of silk shoes worn by wealthy Chinese woman who practiced foot-binding, and were equally relieved to learn that the Manchu women of the Qing dynasty did not partake in that cruel custom.
Guides also provided interactive activities at regular intervals. For example, after viewing the empresses’ splendid and very elaborate wedding gowns, students were asked to design their own, incorporating some of the important symbols and colors that they had just learned about: Dragons represent imperial authority, fish represent fertility, and the lotus flower represents purity, to name a few. The phoenix was the most recurring symbol, as it represents empress, or queen. Likewise, the color yellow is the imperial color. Symbols like those shown above were also carved into frames and objets d’art.
There were even clever riddles to solve!
1. What has the claws of a hawk
the horns of a deer
the eyes of a rabbit
the teeth of a tiger
the neck of a snake
the belly of a frog
the head of a camel
the scales of a fish?
Hint: The answer is also the symbol of imperial authority.
“The exhibition was awesome. The tour was very educational, and the tour guide was very knowledgeable,” said Li Laoshi.
2. What has the head of a golden pheasant
the body of a mandarin duck
the tail of a peacock
the legs of a crane
the mouth of a parrot
the wings of a swallow?
Hint: The answer is also the symbol for empress.
After a wonderful time at the museum, TNCS students got to walk around Chinatown a bit in the warm, pre-summer afternoon. So warm, in fact, that the Chinese Rita’s was all anyone could talk about!
While in Chinatown, the group stopped at Full Kee Restaurant for lunch. This was their chance to speak Mandarin in a real-life situation, and the middle schoolers were instructed that they had to at least order in Chinese as well as try to use as much additional conversational Chinese as they could. They did great, and even tried some new dishes. “I was very proud and touched when I watch my students use Chinesefor ordering food in the Chinese restaurant,” said Li Laoshi. She had one other request—that her students attempt to eat with chopsticks. Here is her tutorial in Mandarin:
Warning: Do not watch the slideshow below on an empty stomach! Delicious food photos ahead!
Everyone had a wonderful experience, and it was a lovely way to close out the 2018–2019 school year and bid farewell to the graduating 8th-graders (sniff). To them, we say:
Wait—what? You still don’t know the answers to the riddles??? Okay, okay—here you go: 1. Lóng (龙) 2. Fènghuáng (凤凰). Happy now?
How to raise healthy, happy older children in downtown Baltimore is foremost on the minds of many city parents, however, if the turnout at Downtown Baltimore Family Alliance (DBFA)’s recent “Meet the Big Kids” event is any indication. On Wednesday, May 15th,DBFA hosted their annual presentation in a new format. For 2019, the event was held at Mother’s FedHill Grille, and DBFA provided food for parents and kids as they socialized prior to the joint presentation by the Fund for Educational Excellence (FFEE) and Heather Stone, Assistant Principal at Afya Public Charter School on navigating school choice for middle and high school. Staff from Baltimore City Public Schools (BCPS) was also on hand to answer questions during the presentation. While the presentation was happening, the “Big Kids” helped out by interacting with the younger students, answering their questions and being their heroes. Families were encouraged to stick around afterward to socialize and ask questions of the older students. Said Tony Stephens, DBFA’s Executive Director, “[Younger children] will have the chance to meet other children who have gone ahead of them, while parents will also learn what important steps they can take toward preparing for and navigating the selection process to middle and high school.”
So, if you weren’t in attendance but are curious (or even stressed) about how high school choice happens in Baltimore, not to mention how downtown parents manage “without yards, two-car garages, and shopping malls,” read on—Immersed breaks it all down! (Note that the focus will be on public high school options.)
What School Choice Means
To start with, Baltimore is unique in “matching” students to schools much like is done for medical students looking for a residency hospital. There are few neighborhood-zoned schools remaining. All 8th-graders pick five schools and rank them according to preference, then make their choice among those that awarded acceptance based on application, portfolio, or audition. It’s a bit complicated, but it means that your child goes to school where he or she wants to, which must make a dramatic difference in the overall high school experience. A few schools do offer a lottery-based acceptance.
You’re probably asking yourself the logical next question: If my student has to apply and is competing for a limited number of spots at a given school, what are our chances of success? According to FFEE, for the last 5 years, students have been placed in their first- or second-choice school 70%–76% of the time. Encouraging, yes, but just how is that possible? As one dad explained it, the available spots in the top schools are enough to ensure that kids in the upper quartiles of eligibility will land one. “The fact that you’re here, concerned about your child’s education,” he continued, “says your child stands a pretty good chance.” Don’t worry—we will go over just what goes into eligibility.
Getting Ready: Managing the Timeline
Managing the preparation timeline is important, because key dates cannot be missed. BCPS advises starting to plan for high school in 7th grade, so here’s what to keep on your radar. No later than October of your child’s 8th-grade year, begin researching schools and attending open houses and shadow days. You probably know by now who your high school liaison is at your child’s middle school, but find out if not. As mentioned, that ministering angel at TNCS is Mrs. DuPrau. Make an appointment with the liaison to discuss options and get help with registering for open houses and shadow days.
The difference? Open houses provide an opportunity to see the school and meet staff, often when school is not in session. Shadow days, on the other hand, allow students to experience the school first hand by going through a typical school day along with a currently enrolled student.
Given your child’s individual talents and strengths will help you find the right school. Use DBFA’s handout to start evaluating and narrowing choices. Choosing a school is based on academic as well as many nonacademic aspects, and you and your child will make the choice based on what’s right for you and your circumstances. The number one piece of advise here is: Make sure your #1 choice is truly your #1 choice, and so on down through the ranks.
Back to that timeline, in November, your child will get his or her first-quarter report card. This is the final grading period that will become part of your child’s composite score. Composite score??? Take a deep breath; it’s actually not as terrifying as it sounds.
Note that for TNCS students, Mrs. DuPrau has an important piece of news: “TNCS will begin using the iReady curriculum in both reading and math next school year, 2019–2020. This will help support our existing curriculum and help better prepare students to take the iReady exam in the fall that will be a part of their composite score,” she said. Also new for the 2019–2020 school year, it will be mandatory for all TNCS middle school students to take the requisite standardized tests. “This will help with practicing taking the test,” explained Mrs. DuPrau, “and some schools actually look at your test scores from 7th and 8th grade.” Current TNCS 8th-graders agree that this practice will be very helpful for the future middle schoolers facing this transition to high school. They also urge their successors to start prepping early!
Attendance in 8th grade may also be factored in but isn’t always. In addition, each school weights aspects of the score differently, depending on the thrust of the school (i.e., science or art driven). Important points to bear in mind about composite scores include:
Composite scores consist of final course grades from 7th grade, standardized test percentile, 1st-quarter grades in 8th grade, 8th grade attendance (sometimes).
There are a total of schools seven that require a composite score: Baltimore Polytechnic Institute, Baltimore City College, Carver Vocational-Techmical High School, Edmondson Westside High School, Mergenthaler Vocational-Technical High School, Paul Laurence Dunbar High School, and Western High School.
Minimum composite scores range from 475 to 610. In 2018, however, Poly’s lowest-scoring admission was 701.4; City’s was 672.6.
The minimum composite score does not guarantee admission. Eligible students are admitted by highest rank.
Citywide Choice Application
A “citywide” school does not have an attendance zone and serves students all over the city. You may choose to apply to schools in or near your neighborhood, or, you may apply farther afield, in which case, free transportation services may be available. This is where the “choice” in citywide choice becomes apparent because you are not limited by city region to what schools are available to your child.
But then again, you do have to apply. This application is where you rank your five choices, again, in order of importance. It can be submitted to the school by the liaison, completed online, or mailed to the Office of Enrollment Choice and Transfers.
Note that some schools do not require a composite score, and admission is determined by lottery if the number of applicants exceeds the number of available spots.
The takeaway message here is to get that application in and verify that it made it on time. What happens if you don’t? Your student will still be able to attend high school, don’t worry, but will face a Round 2 application period. During Round 2, even fewer optimal spots will be available, having already been snatched up in Round 1.
Types of Programs
Baltimore has choices. BCPS advises, “Think about who you are, what interests you, and what motivates you to go to school in the morning.”
Then there’s Poly’s Ingenuity Project, a free, STEM-based, highly accelerated and challenging curriculum. Applying for this program means you’ll be jumping through a few extra hoops: there is an additional application usually due in December of the 8th-grade year, applicants must rank Poly as their #1 choice on the Citywide Choice Schools Application, and they must take the Ingenuity Ability Test in January of their 8th-grade year.
Baltimore is home to many Career & Technology Education (CTE) schools as well as graduating high school with an Associates degree in a P-TECH school, both of which ready graduates for the workforce and easing the transition to it.
Charter schools are yet another option, and these are independently operated. They may, therefore, have different approaches to instruction. Visit each school’s website for details on application requirements. They may hold a lottery if applications exceed spots, but know that neighborhood children will get priority placement.
Key Dates Wrap-Up
7th-Grade school year: Keep those grades up and absences down!
October of 8th-grade year: Attend Open Houses and Shadow Days to start your selection process.
Fall of 8th-grade year: Take applicable standardized tests.
Early December of 8th-grade year: Consider attending the annual Choice Fair at the Baltimore Convention Center.
Mid-December of 8th-grade year: Ingenuity Project application is due (if applicable).
Early-Mid January of 8th-grade year: Take the Ingenuity Ability Test (if applicable).
Late-Mid January of 8th-grade year: School Choice Application is due.
Late January of 8th-grade year: Audition for Baltimore School for the Arts (if applicable).
Early March of 8th-grade year: Look for a letter from BCPS telling you what high schools you were placed in.
Late April of 8th-grade year: Submit your Statement to Decline High School Choice Placement of the schools you opt out of (probably because you got your #1 choice!).
Reeling from all of this info? DBFA plans to host the Meet the Big Kids program again in the fall. Also, BCPS has created a handy guide to school choice that you can download here. Ultimately, said presenter Ms. Stone, “if you have a student in 4th grade or younger, focus on getting good the best education possible. In 5th grade on, really focus on grades and readiness for standardized assessment. After you get through 7th grade, it’s time to start homing in on your high school choice. If you chunk it up that way, it becomes a little bit more manageable.”
In the past couple of weeks at The New Century School, 4th- through 8th-graders explored a very special new mini-unit in science—robotics. Robotics is the interdisciplinary branch of technology involving the design, construction, operation, and application of automatons (you know, robots). It integrates mechanical, electronic, and information engineering as well as computer science for the development of ‘bots in addition to the computer systems that control them, captures their sensory feedback, and processes the information they gather.
Benefits of Robotics Class
Cool, right? Even cooler in school, right? You bet your motherboard. Robotics in education is one way that schools can prepare this generation for a (near) future in which technology is ubiquitous and, frankly, has already changed the way we do almost everything, almost everywhere. (“Siri, look up the history of robotics.” “Alexa, play some background techno.”) Students are going to need to be prepared in adult life with the programming and other skills required to . . . pilot a spacecraft to Mars, say.
Much more importantly, though, is how robotics gets students really thinking creatively—from designing their ‘bot to building it—this baby is all theirs, and the level of concentration they bring to executing their ideas is a testament to how engaged they are. Speaking of concentration, research shows that hands-on learning activities (like robotics) actually enhance concentration and attention levels. And then there’s the perseverance that robotics demands. Problem-solving and trouble-shooting through any obstacles along the way helps students develop determination. There’s a built-in payoff after all—if they work through their frustration and maintain a mindset of try, try again, they get a working robot out of the deal!
Depending on the particular activity, collaboration and teamwork—two more super buzzwords—might also come into play.
That’s where TNCS dad Travis Hardaway enters the picture. “I’ve been building a robotic lawnmower since last fall because we have a very steep and dangerous hill to mow,” he explained. “Last summer I rolled my John Deer and decided I’d see if I could come up with a different approach to cutting the grass. Both of my children have taken an interest in watching my progress, and we’ve gone to several classes at The Foundry (which has sadly closed down) in 3D printing, laser carving, and other things.”
So, he brought his ideas to Mrs. Sharma’s middle school science class to see what the 6th-, 7th-, and 8th-graders would do when handed a soldering iron! “Robotics is an important and growing field and will play an increasingly bigger part in our lives in day-to-day interactions, and other unseen ways,” said Mr. Hardaway. “I believe that robotics now is in a similar state to computers in the 80s and early 90s, and kids who get involved early on will be in a position to help shape the field. Robotics is also great for kids because they get to make physical things and learn about fundamental electronic principals.”
DFRobot, the company who makes the kits Mr. Hardaway used says this of its product:
Meet Mr. NEON, the light chaser beam robot that can help kids or novice electronic enthusiasts learn about things like soldering and simple knowledge of circuit. Mr NEON is designed to look like a three-leg monster whose eyes or tentacles glow in accordance with ambient light level. The stronger the light is, the faster it moves. There is no programming involved and all soldering is intuitive and rookie-friendly. So it is perfect for novice electronic enthusiast. Also you can give Mr. NEON different face through changing the expression stickers.
The middle school session was such a huge success that Mr. Hardaway returned to do a session with the 4th- and 5th-graders. This time, though, he says, “I thought I might solder the transistors in place beforehand to save time and give the younger students a greater chance of success.”
When asked what prompted him to take on such an ambitious project with TNCS students, given that his “real job” is in the field of music, he replied in this way:
I don’t have an education in robotics or electronics, but I’ve been taking things apart and tinkering for my entire life. I got a BigTrak when I was a kid for Christmas and spent hours programming it to drive around our house. In high school, I was interested in both music and computers, and, although I took the AP in computer science and did several summer internships, much to my parents dismay, I chose to pursue a degree and career in music. While I haven’t tried to tie music and robotics together yet, it is appealing. When I was teaching at Hopkins, I did have my students invent their own electronic instruments to perform on, and they came up with some pretty clever ideas.
And his impression of the experience?
It was a lot of fun! The experience at TNCS was fantastic and exhausting. I learned a lot about working with younger kids in the classroom. I was really impressed with how quickly they picked everything up. Some of them didn’t follow the instructions exactly and had to improvise, but they came up with interesting adaptations. Not every robot worked, but there is a lesson in that, too, and they had a great attitude about failure, which is definitely a possibility when you are building something for the first time.
Mrs. Danyali was kind enough to share the highlights of her presentation, “Understanding iGen and How to Forge Acceptance, Accountability, and Agents of Change,” in a sit-down with Immersed as well as her experience attending a presentation at a different but related conference.
Talkin’ ‘Bout Z Generation
“I submitted a proposal last January based on my fascination over the last 5 years with understanding acceptance and accountability, and how we become agents of change. Particularly, I wanted to focus on iGen.” explained Mrs. Danyali. (Henceforth we’ll use the term “Gen Z” instead of “iGen” to describe the demographic born between 1996 and 2009, because, according to some Gen Z-ers themselves, they don’t want their identity tied to the invention of the iPhone, and they also didn’t influence its creation. Also of note, others define the generation as having been born in 2000 and up.)
“Kids these days do not experience a lot of failure,” said Mrs. Danyali. “And, they have internalized this message that, if you do fail, don’t worry, you’ll get bailed out. I wanted to highlight, ‘How can we not get to that point?’ and instead to where we’re cultivating partnerships and trust in the schoolhouse, and we’re providing resources to create a different path,” she said.
Dr. Twenge is considered the expert in the area of generations and how generations vary. She has been conducting studies for more than two decades of what defines a generation and what trends have been changing. She looks at a generation as a 20-year period, and I used her definition in my presentation. She acknowledges that someone born in the first year of a so-called generation will have a very different experience than someone born in the last year of that generation. For example, if you’re a baby boomer, what’s your first memory of NASA (or another life-changing event)? That moment identifies you at a point in time. Whereas, for Gen Z, the defining event is 9/11, which defined the timeframe in pervasive ways, from socioeconomically to socially, as well as in how it affected the parents.
Dr. Twenge also hosts a podcast, “Speaking of Psychology,” and was featured on a recent episode of “Adam Ruins Everything.”
The Coddling of the American Mind was really a game-changer for Mrs. Danyali, and she says that book is how the accountability piece of her thoughts came to be. “What does it look like in the real world to have Gen X’ers being parents and propagating the mentality of ‘everybody gets a trophy’?,” she asked. “How have we adjusted for this new generation? Well, we have the new “safe space,” with videos of puppies playing and bubbles blowing where students retreat to when they feel anxiety.” We have “safetyism,” she continued—the idea that children should be protected from, rather than exposed, to challenges—and the “call-out culture”—the practice of denouncing people on social media who may not even be personally known to the denouncer. “I want to explore how this all came to be and what we can do at the preschool, elementary, high school, and college levels to forge ways to not enable students and create more independence,” she said. Instead of creating a school culture of enabling, create a culture of student empowerment.
Some of this also comes down to my observations, and I want to be clear that I’m not judging or criticizing, but we need to be able to admit, as parents, that sometimes our children are acting out in class, even if they are not necessarily doing so at home, or need extra support with a development milestone. So how can school and family partner to ensure that we’re making the child successful? First admitting, not enabling, then accepting. Instead of passing the buck, let’s just rule it out—it’s so much easier to put interventions in place at the preschool level than it would be at the high school level.
We’re not singling anyone out; we’re not judging. We’re trying to establish a partnership for the best possible outcome. There’s a lot of danger in self versus social rules and perception versus fact. What are the social norms, and why should there be exceptions for one or two individuals? That’s the resistance to partnership.
Referring to the recent college admissions scandal, “that’s enabling at the highest degree,” she said.
Mrs. Danyali’s Recommendations
“My goal with the presentation was to bring some valid recommendations to other educators,” she said. “I gave some anecdotal examples of what might be considered enabling and then suggested alternative methods to handle the situation.” You may see some familiar themes!
Guidelines and Strategies to Ensure Relevance, Practicality, and Accountability
1. Assume kids are more capable. Form boundaries of trust—have an internet use agreement at home and school. Create boundaries, not frustrations, and be the first person your child or student can come to with any topic.
2. Avoid enabling at any age. Provide opportunities to take risks, fail, and problem solve. Building confidence and resilience is not always about being “right.”
3. Encourage productive disagreement, and, most importantly, model listening behaviors.
4. Teach mindfulness. Done consistently and with intent, this will lead to being in the present moment and ultimately to less judgment. This can lead to compassion (for self, too), perspective taking, and strengthening emotion regulation.
5. Give people the benefit of doubt. Listen, question, and cultivate intellectual humility.
6. Look into how schools are handling identity politics. Is the curriculum lumping kids into stereotypes of “good” and ”bad,” as opposed to providing them individual experiences that are authentic in nature?
7. Reject the notion that experiencing anxiety is an excuse for poor behavior. No more crutches.
8. Encourage your district school to assign less homework for younger grades, to provide more recess with less supervision, to protect middle school recess (if it happens), and discourage the word “safe” for anything other than physical safety.
9. Believe in a world that is personal device–free in the schoolhouse; place clear boundaries on device time at home; and, most of all, have oversight on and conversations about habits with technology.
10. Lastly, protect your child’s sleep!
All of the ideas and threads Mrs. Danyali had been exploring really came home to roost when she serendipitously attended a presentation (not part of the CRT-L conference) by 17-year-old Josh Miller on defining Gen Z and XYZ University, which is the brainchild of CEO Sarah Sladek. Mr. Miller, the Director of Studies at XYZU, gives talks across the country about how he and his generational cohort should be educated based on their unique Gen Z-ness. Every day, he claims, students should be given time to work on a passion project because the current education model of learning facts has proven inadequate. That claim in and of itself is nothing new (TNCS itself in part grew out of opposition to the idea that learning should be rote; rather it should be inquiry driven and organic), but it is somewhat different to hear it from the perspective of the learner.
Mrs. Danyali shared an interesting irony that another audience member had pointed out, however. That kind of education would not be possible were it not for the support of the adults in the child’s life. It sounds kind of like needing to be coddled in order to reject the coddled life. (This is an oversimplification, of course, but it underscores just how the zeitgeist of one generation can become the catalyst for change in the next, which, meta-ironically, was one of Miller’s points.)
“This was so telling,” said Mrs. Danyali. “It brought all of my presentation together.”
I’m focusing on how much has shifted, but this shift has grown out of the ‘everyone-gets-a-trophy-culture’.” If everyone gets a trophy whether for winning or not, how will anyone learn how to cope with actual failure? Let’s start very early to put tools in place to be able to cope with failure—not for children to compare themselves with others as better or worse—but to cultivate independence so they can take care of themselves rather than having their Gen X parents intervene and fix everything. It’s okay to have negative emotions. And, our self-worth should not be based on the amount of likes we have.
“Mr. Miller was very well-spoken and gave many valid points about how Gen Z is perceived versus the reality,” said Mrs. Danyali. She is going to be reaching out to him to tie in another initiative she may be getting involved with, which is the Elijah Cummings Youth Program (ECYP), a 2-year leadership fellowship in Israel for Baltimore high school students. ECYP’s stated mission is: “Our Fellows lead their generation by gaining first-hand cross-cultural knowledge and skill. Our efforts are infused with the desire to further historic African-American and Jewish bonds.” Mr. Miller would also make a great presenter for next year’s CRT-L, said Mrs. Danyali.