Second-Annual TNCS Black History Month Celebration Lifts Parent and Student Voices!

More than anything else, the 2020–2021 school year at The New Century School has been a testament to what can happen when a community thrives. In the midst of the many and ongoing upheavals we’ve collectively experienced, the members of the TNCS community at all levels continue to not only surmount would-be obstacles, but turn them into new opportunities to connect and grow. This echoes a sentiment expressed by TNCS Co-Founders and Co-Executive Directors Roberta Faux and Jennifer Lawner a year ago, when they entreated the community to support each other through the crisis we faced, emerge stronger from it, and look back proudly on our conduct. Their steadfast vision of what TNCS can be and do has also grown stronger.

Celebrating Community

That’s why, having debuted a Black History Month Celebration just last year in characteristically stellar fashion, TNCS was not about to forfeit the promise to make this essential sociocultural event an annual occurrence, despite the practical challenges of not being able to gather in person. TNCS finds a way to forge ahead. While last year’s event was a celebration of music and culture and largely composed of student performances, this year’s event took a different tack to grapple with some of the United States’ societal ills—some of the very issues that underpin why Black History Month evolved. (Note that last year’s event certainly also brought its share of gravitas, especially when renowned artist Harold Caudio took the stage.)

To back up a bit, earlier this year, TNCS Head of School Señora Shara Khon Duncan and staff announced their plans to implement the Pollyanna Curriculum throughout school as one way to give TNCS students a way to talk about what they were seeing and hearing about racial and social injustice—the spring and summer of 2020 were socially turbulent not just because of the pandemic. According to their website, “Pollyanna is a national nonprofit helping academic and other institutions achieve their diversity, equity, and inclusion goals.”

Racial Literacy

That brings us to the Black History Month event on Wednesday, February 24th, which featured a talk and Q&A by illustrious Guest Speaker Jessy Molina, currently of Molina Consulting (and a consultant for Pollyanna, among many other institutions and organizations). Ms. Molina founded Molina Consulting in July of 2020 in her Baltimore home after having served as the director of diversity, equity, and social justice at two local independent schools as well as working in nonprofits for the prior 15 years. She describes her path to Molina Consulting this way:

I am an attorney, a mediator, and a facilitator. I decided to move into full-time consulting work because I wanted to support more organizations and institutions to make long-term, sustainable change around equity and justice. I also had an interest in doing more conflict mediation and healing work with people and communities.

This is the best professional decision I have ever made. I am thrilled that I get to support people in healing from racial trauma every day, and in doing so, continue my own healing journey. Our bodies are carrying the weight of racial stress, anxiety, and trauma, and I’m grateful to support people to find more freedom and joy. We have to learn how to talk about race and racism in this country, and to make systemic changes with big impact. I am grateful to be part of that.

Schools are ideal places to start these conversations and to develop “racial literacy.” “Racial literacy,” explains Ms. Molina, “is the ability to understand race and racism in the context of our history, understand race as a social and political construct, understand how racism is institutionalized and perpetuated through systems, and know how how to shift practices, policies and protocols to make systemic change that leads to more equity and justice for more people.” Her presentation, “Talking to Children about Race and Racism,” was designed to help us parents understand our own orientation toward these subjects to better, more productively engage with our children. This starts from the ground up. “Parents are a critical part of helping our children develop healthy racial identities and learn how to stand up for—and build—more racial justice in the world,” she explained. “We can model being open and honest, acknowledging and repairing mistakes, leveraging our privilege for equity, and sharing resources and power. Research suggests that children learn more about racial justice from what we do, not what we say. Our children are watching everything we do—the best way to teach them is to be our best selves.”

After opening remarks by Sra. Duncan, Ms. Molina took the (virtual) stage.

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The event was exceptionally well attended (thank you, zoom!), and Ms. Molina’s presentation generated some very robust audience engagement. It was clear that parents were ready to talk about this. They were also overflowing with gratitude for Ms. Molina’s eye-opening talk and for Sra. Duncan’s efforts to make the event happen.

Ms. Molina is obviously committed to her work, and the world will be a better place for it (Molina Consulting’s fitting tagline is “Training to Change the World). “The most important part for me was connecting to my purpose,” she says. “Who am I and what I am here to do? Serving as a mediator, facilitator, and trainer helps me get closer to my purpose of building connection and community among people and supporting people to live full, free, and whole lives.” In addition, she gets more family time, which many of us are also experiencing. “I’m thankful that I get to work at home with my children. It’s a joy to help them with their homework, sneak in a favorite episode, or make cookies after lunch. It’s certainly difficult to balance on some days, but overall, I am loving the extra time we have together.”

What TNCS Students Had to Say

And let’s not forget, all that extra “together time” translates to time spent modeling an open, honest, and compassionate way to be in this world. Something is paying off, if these student presentations that followed Ms. Molina’s talk are any indication. At the behest of ELA teacher Jalynn Harris, students could read a Black History Month–themed poem (some in tanka form) they recently wrote for class or present research on a world-changing Black figure (or both in the case of one enterprising 8th grader!).

The evening ended in just about the most perfect way possible, with a beautiful rendition of Lift Every Voice and Sing by high school students in Tallahassee, Florida. The audience was moved beyond description and came away brimming with thoughts and feelings about the event that could very well lead to important changes.


Resources from “Talking to Children about Race and Racism”:

Valentine’s Day at TNCS is about Caring for Our Community!

For upcoming Valentine’s Day 2021, students at The New Century School are making a “wholehearted” push to spread some love to the Baltimore community. Compassion and service are two core values at TNCS and, along with respect and courage, are part of the day-to-day “invisible” curriculum. Finding new ways to demonstrate these values has been an ongoing goal of the 2020–2021 school year. This winter, students in all divisions have come together and overcome the practical challenges of partial remote learning to put these values to work in meaningful ways. TNCS students are showing our community within and beyond the campus walls what’s in their hearts.

Due to the changes this pandemic year has brought, service initiatives have largely come from the TNCS Parent Council and its committees, with the support of Señora Duncan and the TNCS administration. Continuing to emphasize service has been important to the TNCS community, who understand why this kind of engagement is so beneficial to children’s social, academic, and emotional development. And, according to research by Edutopia, “A schoolwide focus on cultivating traits like self-discipline, courage, and perseverance helps students meet high expectations.” This focus also stretches beyond the classroom, preparing students to contribute to the world as adults.

Hygiene Kits for Beans and Bread

So, classrooms in all divisions are collaborating on hygiene kits for Baltimore’s homeless population to provide basic supplies that are heartbreakingly out of reach for some. The timing is critical. Not only is it nice to show some love during “heart month,” but after the end-of-year holidays pass and the new year has begun, charitable donations taper off, which sadly coincides with the time of year those in need most require support and warmth.

Explore the Issue

Larger themes underlie this initiative as well, and the PC Community Engagement committee member and TNCS mom Mary Kay Page, who organized it and has kept it running so smoothly, was careful to make sure those themes became part of the process:

It’s important to me that service projects further compassion and empathy. I believe one way to accomplish that is to more deeply understand the people and the issues you support. To that end, I wanted to help ensure this was a service-learning opportunity by providing some resources for both the service and the learning aspects.

Ms. Page also credits her contact at Beans and Bread, Evan Gough, Senior Volunteer Coordinator for his help along the way.

An age-appropriate video was included with the resources distributed among the TNCS community that demonstrates economic inequality with Legos. “Brookings Fellow Richard Reeves shows the chances that the poorest fifth of Americans have to rise to the top, based on their race, the marital status of their mothers, and their level of education.”

In addition, a Fact Sheet for Kindergarteners through 2nd-graders is another way to start meaningful conversations with children and de-stigmatize homelessness, which is vital now more so than ever with the pandemic-related economic catastrophe affecting so many.

For older students, a game called PlaySpent simulates the choices that go into how to make ends meet after losing a job (“It’s just stuff until you don’t have it”).

Stories about local people provide a powerful reality check about how the pandemic has wrought such havoc in the lives of our neighbors.

Other informative resources were also included for adults, such as links to National Coalition for the Homeless and Homelessness in Baltimore | Healthcare for the Homeless.

Assemble the Kits

Kit collection was originally supposed to end on February 12th for distribution around Valentine’s Day, but the initiative is gaining momentum, and the original goal of 150 total kits for men, women, and children lovingly assembled by TNCS students seems well within reach with another few days tacked on. The initiative will now run through Friday, February 19th.

With clear instructions provided in English and Spanish, TNCS students and their families got to work.

Here’s how TNCS Parent Council Director Tilly Gurman describes her experience with her two children:

[My son] and I watched the video with the legos to talk about poverty in the United States. Then, I worked with [him] to help calculate how many of each item we would need, before we went to the store. I then took [my son] with me to the store, and he helped me count the number of the items we needed. I picked a store where I could get all the items I needed in one place, in order to save time. The next day, [my son], [my daughter] and I worked together to create the bags. We made it a fun activity for everyone.

Other TNCS moms also got impressively strategic with their approaches. Haleigh Forbes plans to donate 54 kits in the coming days. How did she manage to assemble a full third of TNCS’s overall goal?

We went out and bought the stuff for 10 kits at the Dollar Store, and I thought why not crowd sourse this! It was just such an easy and inexpensive way to help someone meet their basic needs. So we raised $430 from posting it on Instagram, and I bought all the items and packaged them all up.

I’ve also encouraged everyone to make 3 and always have them in your car so you can give them out while driving.

Ms. Forbes suggestion of having three in the car to distribute while driving is a great one and is what many TNCS classrooms encouraged families to do last year. This allows students to see first hand the difference their efforts can make in someone’s day.

(Note the socks, which are one of the most needed and least frequently donated items for individuals experiencing homelessness.)

At the inception of the TNCS Hygiene Kit Drive, 150 kits was acknowledged as quite an ambitious goal. With the way the TNCS community has joined forces since then, that goal is on track to be surpassed by dozens, translating to helping that many more individuals maintain some dignity in the face of extreme hardship. What a testament to and an embodiment of the values we share 💚💛🤍.

Editor’s Note: Ultimately, 173 Hygiene Kits were delivered to Beans and Bread on Monday, March 1st.


Although February is a big month for showing that you care—in fact, on the heels of Valentine’s Day comes Random Acts of Kindness Day on Monday, February 17th—it’s not the only time this year that the TNCS community has come together to show love to those who need food or clothing or even just a pick-me-up. Throughout the year, families and students have showered teachers with tokens of appreciation, and food and clothing drives got the most donations ever this year.

“If you want happiness for an hour, take a nap. If you want happiness for a day, go fishing. If you want happiness for a year, inherit a fortune. If you want happiness for a lifetime, help somebody.”

Chinese Proverb

Jalynn Harris Writes a New Chapter for TNCS 5th- through 8th-Graders!

At The New Century School, farewells usually also mean hellos! That’s why, when former TNCS middle school homeroom teacher Daphnée Hope went on maternity leave unexpectedly early, Jalynn Harris was ready to step in. “Ms. Lynn” as she prefers to be called, began acclimating to TNCS in October, learning the ropes alongside Mrs. Hope to ensure a smooth transition for students. But, as you’ll see, her joining the TNCS community seems almost destined.

Prologue

Before becoming the 6th- through 8th-grade homeroom teacher and English Language Arts (ELA) and Global Studies teacher for the 5th through 8th grades, this west Baltimore native was immersing herself in her craft—writing. She studied Linguistics as an undergraduate at the University of North Carolina at Chapel Hill. After her years as a Tar Heel, though, she felt called back home and pursued a Master’s of Fine Art at the University of Baltimore in poetry and book design. “I really learned a lot and enjoyed my studies,” she said. She also began teaching Writing Composition to undergraduates during her time at UB and graduated in the spring of this year. “I’m finally out of school,” she joked.

But she never really left the classroom. Earlier this fall, she taught a book-making class for the Baltimore Youth Film Arts Program, an affiliate program of the Krieger School of Arts and Sciences at Johns Hopkins University. They wrote, took photos, and designed their own books. “It’s a really great program that starts at age 16 through high school,” explained Ms. Lynn. “I encourage kids to enroll. They even give you a stipend for your work.”

The Story Begins

And now here she is! She says that she saw the listing on Indeed for a daily substitute, and something clicked:

I was thinking I felt ready to teach but hadn’t been applying for teaching positions yet. When I saw that listing, I knew it was time to do what I knew I wanted to do. Prior, I was feeling kind of shy about it, and then, of course the pandemic made me question whether this was the right time. But I really knew I want to be in the classroom. So I applied and spoke with Señora Duncan. When I learned that Mrs. Hope taught ELA and Global Studies, it was like serendipity—my major was Linguistics, and my minor was Geography. I was like, wow, my two favorite subjects—it was obvious alignment!

Although hybrid teaching (simultaneously virtual and in-person) might seem especially daunting to any new teacher, Ms. Lynn has adapted beautifully, probably largely due to her approach that will sound familiar to anyone among the TNCS community. “This is totally new, so I’m making mistakes and learning as I go,” she said. Being willing to try something new and challenging is just the resilience that we need right now, and it’s a great attitude to model for TNCS students. On top of the special demands placed on educators this crazy year, this is also her first experience teaching this age group. Nevertheless, she is particularly well suited for this new role she has adopted:

I’m very passionate about certain aspects of ELA. I’ve had two incredible writing teachers in my life who basically inspired me to write and to teach. The model is one of toughness combined with nurturing. They were always pushing me to pursue my curiosities and my work. That’s the kind of teacher I am—I really am very excited about student work. I encourage them to do their best and find their voice because I really believe writing is so powerful and potentially life-saving. Reading and writing saved my life, and I want kids to be able to engage with that and express themselves. Being able to express yourself is the most important thing. I also really hope to reach students who aren’t super excited about ELA as a subject. I hope to figure out what is interesting and see if I can pull that out.

Ms. Lynn credits Mrs. Hope for setting expectations. ELA requires rigor, but it pays off in so many ways. She describes her students as very independent. “I’m very impressed with how independent they are at such a young age. They are a mix of types of learners, so I’m still learning how to get to everyone, but I’ve encouraged them to explore EdTech tools, little add-ons, to try to engage them differently.”

Although her writing has had to take a bit of a back seat currently as she’s teaching full time, she is still writing. As a creative writer, she writes poetry: “I self-published my thesis, which was my poetry debut,” she said, “and I had a few poems published this year.” Of late, she says her writing has taken more of an editorial, journalistic turn. As these pieces published in BmoreArt show, Ms. Lynn is a fan of the late Lucille Clifton, who lived in Baltimore for many years and was the Poet Laureate of Maryland. In fact, Ms. Lynn says Clifton is her inspiration.

A Writers Workshop is Coming to Lucille Clifton’s Baltimore Home

This update just published earlier this month.

Baltimore Residency Space The Clifton House to Launch February 2021 

And she also recently published a piece in the archival journal Black Archives.

This dovetails nicely with what her students are working on—personal narratives followed by expository writing. For the reading component, the theme this semester is historical nonfiction:

  • A Long Walk to Water, by Linda Sue Park: 5th grade
  • Path to the Stars, by Sylvia Acevedo: 6th grade
  • Every Falling Star, by Sungju Lee: 7th grade
  • Night, by Eli Wiesel: 8th grade

In class, they hold literature circles, do peer review workshops on each other’s writing, and enjoy the occasional pep talk from Ms. Lynn about doing their best on quizzes and tests. She has students write about their writing strengths and weaknesses as well as make a plan for improvement. She also meets one-on-one with each student to get to know them better.

“I am very excited to be a part of this community and learn from the students,” said Ms. Lynn. “Teaching has taught me so much, and I’ve learned something from my students every class. I don’t know if they realize how much I’ve learned from them.” Another important thing she wants the TNCS community to know is how much she wants to get to know everyone:

I’m excited to meet everyone’s parents. I’m disappointed that with this coronavirus year there will be some people I won’t ever meet in person or won’t for a long time. I wish I could have more of a relationship with both students and parent, but it’s just not what’s going to happen. I’m very much still open to talk, though! If parents want to reach out and just say hello, I would love that. Parent communication is very important here, so I’ll make sure I keep everyone in the loop and don’t exclude anyone.

Jalynn Harris at the beach in Cape Town earlier this year, a favorite spot of hers. She studied abroad there during her undergraduate friends and made a lot of friends. “I go back almost every year to soak up the sun and chill with my friends,” she said.

Epilogue

“This community is so awesome, I love how small the school is, the greenhouse . . . there are so many aspects of the school that are unique. I felt really invited and welcomed,” said Ms. Lynn.

We are so glad you are here, Ms. Lynn, and are excited to see how you help our children find their voices, as you have so wonderfully found yours!

Check-In with TNCS Curriculum Coordinator Adriana DuPrau: The 2020 Edition!

Through all of the pandemic-associated upheaval we’ve seen in 2020, The New Century School has stayed true to its mission to challenge students to realize their richest individual potential through progressive, multilingual education and meaningful participation in the world community.

That has been no small feat. TNCS administration, staff, and faculty rallied together and found innovative ways to keep TNCS open and its students flourishing. Many of those ways happen behind the scenes but are no less vital to TNCS’s success. One of these behind-the-scenes heroes is TNCS Curriculum Coordinator Adriana DuPrau, who has held this position since 2017. Although a lot has changed since then and also since we last checked in with her in early 2019, Mrs. DuPrau still describes her primary role as two-fold: teacher-facing and student-facing. However, this year she has also taken on a bit more of a parent-facing role as well.

Curriculum Coordinating: Teacher-Facing

Mrs. DuPrau acts as a communication liaison between TNCS teachers and Head of School Señora Duncan, filtering teacher requests and untangles snags they might be experiencing to allow them to focus on their day-to-day teaching. “The majority of my time is still working one-on-one with teachers, either coaching them, or figuring how to make their schedules work, or setting up virtual classrooms,” she explained. Speaking of the virtual classrooms, that’s obviously one of the biggest changes this year. “Teachers are working both virtually and in person, which is stressful for them. I can provide an outlet for them to talk it out.” She validates their feelings but also keeps the conversations constructive by steering them toward finding solutions.

She spent the beginning of the year making sure teachers had the curriculum that they need. She researches all of the offerings out there and tries them out to see if a certain program is a good fit. One example is Word Voyage Vocabulary Builder that is designed to help students in Grades 4 and up build and strengthen their vocabulary. Another is Discovery Education, that enhances global studies and science lessons. In past years, watching the webinars and speaking to the company representatives was something of a shared task between Mrs. DuPrau and the teachers, whereas this year, she took on the responsibility of onboarding these new programs to save teachers’ some time. For their part, they were happy to let Mrs. DuPrau make those decisions this year, even though normally their input is such an important part of the process.

Even with all of the advance vetting she does, adopting something new can still be difficult for teachers. “I’m learning that teachers are already so stretched this year that tacking on new information almost seems like dumping. I’m finding that it’s just a different year in general.”

Another new aspect of the curriculum this year is the social justice component, which everyone is excited about. “I’m finding resources to use and organizing them. I’m taking a really fun course to keep my teaching certification up-to-date, where I’m actually able to learn about these new tools and figure out ways to help the teachers without overwhelming them,” said Mrs. DuPrau.

“I also still try to be in the classrooms,” she said. “Not as frequently as I have in the past because I’m trying not to mix in too much with the cohorts, but I’ll jump in on a zoom meeting or be there in the classroom. We have some new teachers, and I want to be present to see in person what’s happening. In this new learning environment, if I want to be able to make suggestions and advocate for teachers, I actually need to see the difficulties, not just hear about them.”

Curriculum Coordinating: Student-Facing

TNCS students, too, are feeling the stress inherent in pandemic-influenced academic life. By and large, though, those resilient youngsters have adapted remarkably well to all of the changes thrown at them. After some initial student hiccups at the beginning of the year, such as with technology, Mrs. DuPrau has lately been able to concentrate on her real passion–working with students who need extra support. “Whether it be giving them more work or figuring out how to help them keep up, I try to help with all dimensions of student life. How can we work with these kids to make sure they are getting what they need?”

One way she has always helped outgoing 8th-graders is by researching schools—going to information nights or signing up for admissions tests—and ensuring that students make all of the associated deadlines. She also spearheaded creating a virtual hangout for them to share their experiences of applying to high school.

As part of what she calls “student life,” the school store is also up and running, and Mrs. DuPrau says she felt that getting more Spirit Days on the calendar would be a boost for students. (TNCS has t-shirts and accessories on sale for our students, teachers, and families at this link!) Such community events are wonderful ways to maintain student engagement, as are the invitations for safe, on-campus activities for virtual learners to optionally participate in and spend some time in person with their cohort.

Another brand-new initiative Mrs. DuPrau just launched is the K–8 Community Classroom, where all sorts of fun things will take place (via the Google Classroom platform), including a Thanksgiving recipe exchange. The recipes shared here may even be compiled in a TNCS cookbook—stay tuned for more updates on that.

The recipe exchange is intended to bring some holiday fun for students to share with their families, but the forum will offer ongoing community-building activities designed to engage all students.

Curriculum Coordinating: Parent-Facing

As mentioned, somewhat of a new role Mrs. DuPrau has adopted this year is acting as a messenger between parents and teachers, sitting in on meetings, for example, and again always trying to be solution based.

“Parents are also feeling stressed and that stress comes in to play in the way they are feeling about how everything’s going,” said Mrs. DuPrau. Normally trivial problems like a technical glitch can bother us to a different degree. “So, in general, I try to keep everybody positive and looking for the good and making sure everyone’s flexible.”

Bringing It Home

With all of the work Mrs. DuPrau does to support TNCS teachers, students, and families, it’s easy to forget that she, too, has a life! This school year has presented challenges for her also. “I think the biggest challenge for me honestly has just been trying to keep everybody’s morale up,” she said. She finds little ways to provide “pick-me-ups” like passing out Halloween candy to teachers (shhhh . . . our little secret) or offering to cover classes. Having been a teacher for many years, she can certainly sympathize with the difficulties they face during this year of hybrid teaching, but she strongly believes that a solution-based attitude is necessary. Again, though, that’s in itself pressure. “My biggest challenge this year has been trying to keep everybody’s spirits up.” Mrs. DuPrau says her husband and dark chocolate provide the pick-me-ups she needs. A “good morning” would also do wonders to start her day off on the right foot!

Mrs. DuPrau sees the education-during-a-pandemic situation from multiple perspectives. She is sympathetic to teachers (some of whom are understandably concerned about returning to school after the Thanksgiving holiday, when students may have traveled or been exposed to more people than usual), as mentioned, but she also thinks TNCS is overall very lucky to be open. Her husband, who is a teacher, would love to be seeing his students in person, but is instead teaching from home and has a 3rd-grader simultaneously learning form home. Here again, she is also extremely sympathetic to overworked parents in similar situations.

“We’re all on the same team,” said Mrs. DuPrau. “We continue to find new ways to celebrate the TNCS community as we look to the future.”

Meet the Teacher: Rob Brosius Joins TNCS Elementary/Middle School!

A brand-new school year brings changes, including welcoming new members to The New Century School community. It’s no exaggeration to say that this year brought more changes than normal, but it’s also true that TNCS has made sure these changes are the good kind.

Enter Robert Brosius, who teaches English Language Arts (ELA) and Global Studies to 3rd- and 4th-graders and Science to 3rd- through 8th-graders.

Meet Rob Brosius!

Mr. Brosius hails from Queens in New York City, from a storied neighborhood called Middle Village, which he describes as originally being built on a swamp that was later drained and turned into park areas. He came to Baltimore in 2008 to attend Loyola University then moved here permanently in 2012 after graduation. “I enjoy being in Baltimore more than being in New York,” he says. “Although New York has its flair and chaos, Baltimore allows me to slow down and process what’s going on around me. It’s a more community-oriented town.”

At Loyola, Mr. Brosius studied Biology and was a pre-med student for a while (he changed course a bit to go into more of the research side of things). He also minored in Chemistry as well as Italian Studies. This “Renaissance Man” is, in fact, half Italian (and German) and spent 4 months living in Rome in a Study Abroad program. He says his reason for pursuing this experience was to connect with his family roots and—of course—the food. “Who can argue with basil and tomato sauce?” he joked.

Road to Teaching

“My path to becoming an educator was interesting to say the least,” said Mr. Brosius. His first experience was at Loyola helping to set up and stock the teaching labs there and supervising and advising 15 work/study students. (He also liked taking care of the lab plants and animals.)

He then worked at TALMAR Horticultural Therapy Center, with TALMAR being an acronym for Therapeutic Alternatives Maryland. Their mission is to “. . . offer an innovative, therapeutic environment in which to provide work skills development, and vocational, educational and recreational programming in horticulture and agriculture.” Mr. Brosius explains that grant-funded TALMAR started out as primarily a greenhouse-oriented florist and then got more into horticultural therapy over the years. He taught farming techniques to high-schoolers and college students but was primarily involved in managing vegetable, flower, and egg production. When TALMAR pivoted to programming for adult military veterans, Mr. Brosius realized he preferred working with younger students. “The adults were great, but I felt like I could use my talents more effectively with kids.”

From there, he sought a formal teaching job and wound up with a position at The Wilkes School, where he taught Math for 4 years to 2nd- through 5th-graders and earned his 90-hour teaching certificate along the way. He also helped out with the aftercare program, leading a Dungeons and Dragons–style club and exploring basic game theory. During the summer of 2019, he also ran a program for the Rosemont Community Interfaith Coalition, which he describes as both a very challenging job and one of his greatest learning experiences. “It was difficult to engage 50 kids ranging in age from 4 to 13 all at the same time,” he says. “But it made me really evaluate what education is and how to balance their academic and physical education. I figured out a lot of my classroom management style from that experience.” Some tools he brought to TNCS include call and repeat exercises. “You make a basic rhythm or beat, and you set the expectation that if you produce a beat, such as by clapping, the student will return that beat to you,” he explained. Another trick he picked up was moving groups of students safely from place to place, something that will come in handy on TNCS’s urban campus. “These skills are invaluable in the teacher’s toolbelt!” he said.

After his summer directorship ended, he returned to Wilkes, but COVID-19 came along, and, sadly, the school was forced to close. His boss, though, kindly introduced him to TNCS, after attending an independent schools professional development program and meeting TNCS Co-Executive Directors there.

Welcome to TNCS, Rob!

And that’s how it happened! Mr. Brosius joined TNCS in the summer to help out first with facilities upkeep and then running an art and science camp. “And now we’re moving and grooving!” he said. “I even taught tai chi to my classes today!”

Mr. Brosius can claim a very special first at TNCS—his classes take place on stage, even his 3rd/4th homeroom. He has seven in-person students and another eight participating virtually in his homeroom. He’s very comfortable with the small class size, being something Wilkes had in common with TNCS. He likes to be able to individualize instruction.

“The year is going great,” said Mr. Brosius. “The students are following the social distancing protocols, and the technological aspect has been pretty smooth for the most part. At first there were some difficulties, but I’ve learned to switch between different cameras and when to mute, so that’s going extremely well now.” He also appreciates the curriculum and how organized everything has been. Some aspects remain unknown, such as how to adjust when the weather turns cold. For now, students are comfortable eating lunch outside and otherwise getting lots of outdoor time. “We’ll cross that bridge when we come to it” he says. “I have a lot of confidence in this group of kids. They’re very bright and can rise to the challenge. Some luck wouldn’t hurt, either.”

Form and Function Junction

As mentioned, Mr. Brosius’s specialty is science. As science teacher, his mantra is, “environment equals form; form equals function.” He elaborates:

In any particular environment, you’re most likely going to find things that are suited for that environment, which creates the form. Then the form helps determine what the function is—although it really works both ways. But through the evolutionary process, plants and animals and other organisms exist in the way they do because they were brought up in the environment and evolve in the environment they are best suited for. For the most part, you can learn a lot about an organism’s function based on what it looks like.

His approach in the classroom is not only underpinned by science, it’s also lively and fun. “I try to incorporate music a lot and sing songs. Sometimes I play the piano, and the kids get a kick out of that.”

Is it starting to sound like Mr. Brosius is particularly well-suited for the TNCS environment? “I love teaching. It’s just one of those things that comes naturally to me,” he said. Form equals function, indeed.


Psst—some virtual extracurricular offerings might be forthcoming from his general direction. . . don’t tell the kids, but he might sneak some math and science concepts in. #CouldYouBeOurHealer?