TNCS Brings It Full Circle with Restorative Practices!

There’s a trend emerging in U.S. schools currently, including here in Baltimore and surrounding counties, to improve school culture by fostering healthy interpersonal and intrapersonal dialogue instead of by using the more traditional punitive approach to deal with problems. Restorative practices (RP) gives students concrete tools with which to resolve conflicts with others as well as internal conflicts that might be preventing a given student from realizing his or her potential. RP, thus, “restores” both the community and the individual to wholeness.

Although RP is sometimes associated with schools in crisis or as a last-resort way to redirect students otherwise headed for the criminal justice system, it is more accurately applied much more broadly. RP is useful in any social setting because its primary goal is to promote relationships.

Restorative Practices at TNCS

That’s why The New Century School‘s Head of School Alicia Danyali has begun using RP at TNCS. “Restorative practices has been my focus for the whole year,” she said, “because I think it’s beneficial for any relationship. It has been around for about 30 years as a reaction to chronic poor student behavior. Although we do not have that problem at TNCS, I am very interested in giving TNCS students this tool to take ownership of their words and actions—that’s where the ‘restorative’ comes in.”

IMG_2283During the 2016–2017 school year, Ms. Danyali attended three professional development sessions with the International Institute for Restorative Practices (IIRP) to ultimately become a “Trainer of Trainers,” meaning that she is now certified to teach TNCS staff (or anyone else) how to implement RP within their classrooms. She also attended sessions in Social-Emotional Learning (SEL) and Character Development (CD) at the University of MD, put on by like-minded educators from Rutgers’ School of Social-Emotional Learning (SEL) and Character Development (CD) in Schools and After-School Programs. She became familiar with RP through her colleague Barbara Sugarman Grochal, Director of School Conflict Resolution Education Programs, Center for Dispute Resolution at the University of Maryland Francis King Carey School of Law. Said Ms. Danyali:

I’m a longtime believer in restorative practices in education as well as private industries. I read the books; it was life-changing. Hearing [Ms. Grochal] speak is the reason I got so interested in restorative practices. It fits with so many of the other things I was interested in like mindfulness and strong, supportive emotional and social character development. These disciplines all send a similar message but use different tools and strategies to effect their outcomes.

She even brought Ms. Grochal to TNCS as an independent consultant to talk about RP to staff during TNCS’s first professional development day back in October. They learned about the RP ethos and got a “crash course” on how to use RP strategies. Since then, Ms. Danyali has undertaken subsequent trainings, working in small groups as needs are identified to present possible activities that teachers can use. She sometimes works within the classroom herself and other times models an approach for the classroom teacher to start from. Her goal is to have everyone ready to use RP as needed for the next school year as part of an overall increased emphasis on social and emotional learning (SEL):

What can teachers do to keep this message of teaching the whole child going? We want our children to be emotionally competent. They are facing things that previous generations haven’t necessarily had to deal with socially. They don’t have that much face-to-face contact, and I think that’s a component that’s missing, to ensure accountability. We live in a society where everybody has a platform to speak their mind. I also want students to know that if they send a message for example on SnapChat airing a certain opinion, they still need to take accountability for that. There is a unifying theme to all of these things I’ve been exploring that I hope will support teaching the whole student. I professionally see equal value in SE/CD for student growth as in the academic portion.

A facet of the “trial run” she has been doing lately is in figuring out how to implement RP in age-appropriate ways. “The research shows that you can plant these seeds very young.” said Ms. Danyali, “If we plant conflict resolution tools even in students as young as age 2, those are not only part of our pillars of what makes a TNCS learner—compassion, courage, service, and respect—but also vital skills that they can use to navigate challenging times in their lives. We’re currently working out how to make it age-appropriate and differentiated, such as with how much time is needed among the various age groups.” Sixth-graders can handle lengthy discussions, but 2-year-olds need a modified approach, such as gauging the pulse of the class during the morning meeting and modeling empathy.

Restorative Practices in the Classroom

Exactly how RP works in application comes down to one essential premise: that we are not responsible for anyone else’s thoughts or feelings, but we can work as a community to raise up a community member in need of support. “We all come from our own personal stories, we take a lot of baggage, but restorative practices reminds us that we’re conditioned to react in a certain way to what goes on around us, while allowing the facts to evolve without the emotion. You may have experienced trauma in one of any number of forms, but that doesn’t excuse treating other people badly. Taking accountability, repairing–it can be as simple as something that happened on the playground when unkind words were used,” explained Ms. Danyali.

Thus, RP can undo the negative stories students might be telling themselves. “It makes us more aware that ‘I’m not only responsible for myself, but when I’m in a community setting, there’s an expectation of how I treat others’,” she said.

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To reinforce the concept of community, RP generally happens in a circle formation. Circles convey inclusion and equality. Said Ms. Danyali:

Circling is probably my favorite tool among the arsenal because you can see everybody. Everybody is exposed, and everybody’s voice is heard. It forces the issue of really listening to others and reminds us that everybody’s voice is important. There are so many valuable concepts that go along with this, and a lot of it is intuitive, but the most important part to me is that there is trust. What we say here in our community is okay, because we care about our community and everyone in it. Restorative speaks to working with students instead of doing something for them or even to them. I’d rather do with because when we’re working together toward the same goal, we’re making real progress. There’s also the sense that my teacher trusts me, or I’m not just here to please others.

For the last quarter of the school year, Ms. Danyali has been regularly visiting elementary classrooms and circling the students for discussions on a wide range of topics and with varying goals. For example, Señora Cabrera felt that the 2nd- and 3rd-graders were not focusing as the end of the year draws near, and in-class work was not getting completed. She was having to constantly redirect them and ask them to refocus. “RP allows you to be transparent about your goals,” said Ms. Danyali. “I told the class what Sra. Cabrera had observed about their high energy and said to them, ‘I just wanted to come around and check in with you. This is your community. Let’s sit in a circle and talk about it’.” This led to a discussion of “norms”; just as norms would be set in the workplace, they also need to be set in an academic environment.

So I said to them, ‘I know you set classroom rules at the beginning of the year—why aren’t they being followed? We’re going to revisit those rules now. I think you know what they are, but we’re going to talk about what our expectations are in a respectful environment, and that’s called norms.’ Everybody gave suggestions and I wrote them down verbatim on a big chart. The next day I followed up with another circle and brought the norms list to take another look at and provide feedback about what we had created now that they had some time to mull it over. There’s always a reflection piece to restorative practices. ‘Never be disrespectful to your peers or to your teachers.’ I asked how they felt about this–does anybody disagree with anything or want to add something? One student replied that she felt the word ‘never’ was too strong. ‘None of us are perfect, and sometimes we mess up. I worry about the consequence if I mess up. And I don’t want to let down my community.’ I thought that was so deep and reflective and accountable. It turns out that everyone wanted to change the wording, so we agreed on new verbiage and we moved on!

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That example embodies how RP works, but, as mentioned, it has wide-reaching applications. She also circled the 4th- through 6th-graders recently to get their feedback and thoughts on how they felt taking the Independent School Entrance Exam (ISEE®) on an informal basis as well as what they were anticipating during their upcoming overnight trip to Echo Hill Outdoor School.

See those circle sessions here!

Ms. Danyali explains her approach to circling this way:

I set a lot of boundaries to keep things brief and above all respectful. I gauge the attention span and where we are in the day. Something I’ve been using regularly in circles during class time is the ‘talking piece.’ As a teacher, it’s a valuable tool to get feedback and to, for example, rein in some of the excess energy during hard transitions like playground to classroom. In 60 seconds, you can get everybody on the same page—all right everyone, what are your goals for the afternoon, pass the talking piece and let each student speak briefly, and it resets the stage. You’ve said what you’re going to be accountable for, and you go off and do it. I end with community-building questions: ‘Who found out something new about a classmate? Who found they have something in common with someone else that they didn’t know before?’

To respond to challenging behavior, restorative questions might include:

  • What happened?
  • What were you thinking of at the time?
  • What have you though about since?
  • Who has been affected by what you have done? In what way?
  • What do you think you need to do to make things right?

To help those harmed by other’s actions, restorative questions might include:

  • What did you think when you realized what had happened?
  • What impact has this incident had on you and others?
  • What has been the hardest thing for you?
  • What do you think needs to happen to make things right?

 

Ms. Danyali wrapped up the RP discussion by saying, “I’m not doing this because I feel that our students are headed down the wrong paths but to remind them of what we have to be grateful for. In general, I believe that we have to combine best practices from a variety of sources. There’s so much invisible curriculum in this school already of tolerance and of understanding and cultural understanding—wouldn’t it be nice if we had a really deep understanding of ourselves and be okay with owning up to it when we make mistakes? The main thing I want our community here to understand is that RP is a mindset of coaching.”

Montessori Language Arts, Math, Science, and Global Studies at TNCS

On January 26th, The New Century School hosted a Primary Workshop to provide parents with a firsthand experience of the Montessori approach to pre-K education for students ages 3, 4, and 5 years. This information-filled evening was the second such Primary Workshop of the 2016–2017 school year and covered the second half of the Montessori curriculum—Language Arts, Math, Science, and Global Studies. The Practical Life and Sensorial aspects were covered in the fall workshop.

The workshop’s purpose is to show parents specifically what their children are learning and doing during their daily class time. For those parents who did not attend Montessori school as kids, the Primary Workshop is a marvel—both eye-opening and fun. For those who did grow up in a Montessori environment, the chance to reacquaint themselves with the materials must evoke the most delicious nostalgia. Maria Montessori developed the Montessori materials based on her extensive observation of children ages 2 1/2 through 6 years. Her goal was to put academic success within their reach by setting realizable achievement milestones, so, to do that, she tailored materials to be used the way she saw children interacting with their world. Primary students use these materials nearly exclusively, and seeing how the materials are actually used and learning what each does for the child’s development was the focus of the workshop.

Each primary lead teacher provided an overview of the discipline she was representing, but all four teachers cover all disciplines in their respective classrooms. They began by demonstrating how they present a “lesson” on a given material (a “work”): Movements are controlled and orderly; the pace is decidedly unhurried. Thus, the student is given ample time to absorb all aspects of what is happening. The overriding theme of the evening was that all lessons begin with the simplest concepts and move to increasingly complex ones. The student builds on and deepens understanding this way, rather than merely mimicking or memorizing.

Language Arts

Catherine Lawson presented the Language portion of the Workshop. The Montessori philosophy describes kids’ language acquisition as occurring over three major “explosions.” The first happens at age 12–18 months when babies start naming the elements of their surroundings. At around age 2 years, they begin to use sentences and describe how they feel. The final burst is at age 4–5 years when they begin to acquire reading and writing skills. Thus, they start with very concrete terms and make a series of abstractions to achieve literacy. How this translates to the Montessori classroom involves first making the student aware of the different sounds in a word, progressing to phonetics, and finally to spelling and beyond. (You may have even noticed that your primary-age student identifies the letter “a,” not by its name but by its sound. This is intentional, and Mrs. Lawson encouraged parents to do so as well. It’s less important for the child to know the name of the letter than to grasp its function.)

These “stepping stones into reading” demonstrate why this approach is so effective. Over the course of the 3-year primary cycle, a child starts with sandpaper letters—tracing a form and saying the sound with eyes first open, then closed. From there, the child learns to associate objects that start with a particular letter with the sound. The moveable alphabet, a later step, allows them to assemble letters to make words that correspond to certain objects laid next to the tray of letters.

Consonant sounds         Matching letters and objects       Moveable alphabet

Letter Mrs. Lawson says that language acquisition is perhaps the most important facet of child development, enhancing every other aspect. Communication also inherently conveys order—there’s a beginning, middle, and end, which underpins the Montessori approach as well.

She also recommended some handy tips for how to continue language development at home. The best we can do for our kids is to read and/or tell stories to them. (This advice is not exclusive to Montessori kids, of course, but it’s still nice to be reminded that our bedtime efforts are going to yield future dividends!) Another important at-home activity is to enrich kids’ vocabulary by identifying things that may be unfamiliar to them, such as kitchen tools. As you explain new words, adds Mrs. Lawson, make sure you emphasize the sounds within each words so the child learns correct articulation and enunciation.

Language and communication are integral to thought; giving the child the tools to express him or herself will build his or her confidence to communicate—and therefore to think—more effectively.

The primary classroom is also multilingual: Students benefit from having an assistant teacher who is a native speaker of either Spanish or Mandarin Chinese, and these teachers rotate through the four primary classrooms so that all students are regularly exposed to both languages. For more on TNCS’s philosophy on multilingualism, please search the Immersed archives for many posts on the topic, such as TNCS’s Foreign Language Program Embraces the 5 Cs and Multilingual Media for Kids: Explore Beyond Dora; Bid Kai-Lan Farewell!. This article on multilingualism and enhanced learning is also informative.

Math

Number Rods

Students start to understand that numbers are symbolic of quantity with these number rods.

Bead units

They next begin to think in terms of units.

Montessori math is likewise a progression of lessons from concrete/discrete to abstract. Michelle Hackshaw presented the math materials and described teaching math as “starting with concrete knowledge of numbers and quantity and leading to ever more complex operations like multiplication and division.” She repeatedly emphasized the importance of understanding what the numeric symbols represent.

Thousand blocks

To count units, students start with successively larger quantities of beads. Once they have truly made the leap from concrete to abstract, they move to the 1,000 blocks and eventually the alluring “bead frame.”

Kids first learn to count from 1-10 and are taught the concept that those numbers represent a specific amount. They make this connection with the number rods and with numeral cards. They sequentially progress through counting with beads to learn units of 10, 100, and 1,000, which teaches them the decimal system in the bargain. By combining the physical materials with these higher-order abstractions, the child will learn addition, subtraction, and on up, yet will have truly absorbed the deeper sense of such operations rather than simply memorizing a set of, say, multiplication tables.

Science

reptilesamphibiansMaria Mosby handled the Science portion of the workshop. Just as with the other Montessori categories, the scientific disciplines are taught from simple to complex, but here the progression can be less linear, as students are strongly encouraged to discover the natural world, rather than simply be told about it, explained Ms. Mosby. Science tends toward botany and biology, with kids exploring, for example, life cycles and habitats or getting a tactile boost from perusing the sundry contents of the “nature basket.” Ms. Mosby says she uses every opportunity to get kids out of their “comfort zones” by asking questions like, “What is this made of?” to launch various lines of inquiry and expand student’s views of their worlds.

sink-and-floatProbably the favorite activity among the younger primary crowd is the Sink and Float work, in which kids get to pour water (what?) into a vessel and then systematically dunk items (what?) into the vessel to see which will float and which will sink. Montessori is nothing if not kid-friendly!

Global Studies

tncs-primary-workshopLisa Reynolds introduced the group to Global Studies. “These lessons, she says, “give students the opportunity to learn about other cultures.” Primary teachers also display objects from around the world in their classrooms to have a physical representation of a particular locale always on hand.

landwater-formsA typical activity here might be doing puzzle maps to promote visual recognition of the names and topography of the seven continents and their relationship to each other. Students also develop manual control with manipulation of the puzzle pieces. From here, kids advance to push-pinning the outlines of the various land masses and creating their own “maps.” Another popular Global Studies activity is learning about the relationships between various types of land masses and water.

The main reason to begin teaching these topics so young, according to Dr. Montessori, is to help kids develop spatial orientation including the vocabulary to express it (i.e., “up,” “over,” “through,” etc.) because they have such an overwhelming  need for order in their environment. Putting the need together with the tool to fulfill it empowers young kids and gives them the confidence to be students, learners.

Putting It All Together

One takeaway from the four-part workshop was how beautifully all of the materials work together to provide a very complete and absorbing experience. Each one, though developed for a particular discipline, nevertheless encourages the child to use skills and senses from other areas. For example, the water and land mass trays also hone practical life skills (pouring the water from big pitcher to small and to the tray itself) and tune the stereognostic sense (kids touch the land masses and trace the waterway, feeling each form and storing that information away) while teaching fundamental geography. In later school years, a Montessori-educated child confronting the word, “isthmus,” for example, calls forth an immediate and multilayered concept of what that word represents that includes the physical relationship of the land to the water rather than just a memorized definition.

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Emerging research has demonstrated the numerous and far-reaching benefits of preschool Montessori education (see “Preschool Conundrum Solved: Research Demonstrates Benefits of Montessori Education”). Seeing the true genius of the Montessori materials so intimately, it’s really no surprise that children derive a very full, well-rounded education by using them. They are, after all, really made for kids.

For more on the Montessori Method in TNCS primary classrooms, view primary-workshop_january-26-2017.

Finally, Head of School Alicia Danyali, who also introduced and opened the workshop, closed by illuminating another unifying thread of the Montessori curriculum and, indeed, TNCS as a whole: tolerance, kindness, respect. These qualities inform what Mrs. Danyali calls TNCS’s “invisible curriculum,” which, despite the lack of rubrics to measure individual progress by, is felt in every part of TNCS operations. If it’s hard to visualize young children exemplifying these traits deliberately, come watch a TNCS primary classroom in real time, where you’ll see students seamlessly migrating from work station to work station, helping one another, and above all respecting the space they are in as well as the other members of their harmonious community.

Guest Blog: Alicia Danyali on Mindset

Alicia DanyaliContinuing to bring you thoughtful commentary from a variety of sources, Immersed presents the second annual guest blog post from The New Century School‘s Head of School Alicia Danyali.

This summer, I came across a book that spoke to me personally and professionally.  In fact, I loved the messages it shared on every page so much, I found myself carrying the book around in my purse and sharing the title and its contents with anyone who would listen.  Although the subject matter was not a new idea to me nor was the information presented unfamiliar in any way, in reflection, the message was a reminder of how I want to live my life to its full potential and share these sentiments with everyone I come in contact with, and hope they “jump on my bandwagon.”

The book, Mindset: The New Psychology of Success (How We Can Learn To Fulfill Our Potential), by Carol S. Dweck, Ph.D. is not a new concept or theme among humans, but instead, a much needed reminder as we all tend to get “caught up” in the hectic, overstimulating world in which we live to take the necessary time to think through how our words shape potential and the messages we send, starting with ourselves.

As TNCS Head of School, and someone who has dedicated the majority of my working years to education, this paragraph from Mindset spoke to me more than any other:

As parents, teachers, and coaches, we are entrusted with people’s lives. They are our responsibility and our legacy. We now know that the growth mindset had a key role to play in helping us fulfill our mission and in helping them fulfill their potential.

Believing strongly in these ideas, I am continually finding ways to integrate them into the curriculum. Thus, during our next Professional Growth and Development Day on October 21st, the elementary and middle school teachers will have the wonderful opportunity to participate in a Mindset Workshop directed by Dr. Carisa Perry-Parrish.  The growth mindset directly relates to TNCS’s Core Values and our mission of embracing and celebrating a healthy belief in self in the classroom and life.

I encourage the TNCS community to view Dr. Dweck’s TED Talk and peruse the Mindset Works website to gain a deeper perspective on this topic. Visit Cultivating a Growth Mindset at TNCS for an earlier Immersed post on Growth Mindset and Dr. Dweck.

 

TNCS Hosts a Special 10th-Anniversary Back-to-School Night!

This special Immersed blog post was written by first-time Guest Blogger as well as first-time Class Parent Michael “Mike” Horvath. Mr. Horvath explains Back-to-School Night from the perspective of a TNCS elementary parent.

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Welcome Back to School!

It’s that time of year when the summer ends and new seasons begin. At The New Century School, the 2016–2017 school year kicked off with its annual Back to School Night. The evening began in the gymnasium of building north with Head of School Alicia Danyali welcoming parents, new and old, introducing TNCS teaching staff, and recognizing Executive Directors and Co-Founders Jennifer Lawner and Roberta Faux.

It’s worth noting that this is the 10th anniversary of TNCS! What an amazing job they have done to expand the school and its programs to where it is today. Roberta Faux then addressed the parents, sharing some of the positive changes that have happened since the end of the spring semester. One such change was turning the previous school office, located inside the main doors of building south, into an additional classroom. The school office is now located on the second floor of building north, where soon there also will be a snack bar…more news on that to come. Also new to TNCS this year is the introduction of the school’s Core Values. As the school’s foundation, these values of compassion, courage, respect, and service will be displayed throughout the school and will be emphasized daily by all at TNCS, as well as during classroom lessons, assemblies, and restorative circles. You can find more information about these pillars of TNCS in the Family Handbook and in last week’s blog.

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Second- through sixth-grade STEM instructor Dan McGonigal welcomes parents and gives them a snapshot of what they can expect from the 2016–2017 school year in his classroom.

Once the initial introductions and welcome message concluded, parents moved on to spend time with their child’s teachers. This was the opportunity to learn about what the school day looks like, what the educational goals are for the year, and what the expectations are of both parent and child. One of these break-out groups was helmed by Mr. Dan McGonigal and Sra. Beatriz Cabrera for grades 2–6. With about 15 parents attending, it was a cozy, informal gathering with returning parents reconnecting with one another and meeting new ones, too.

One very important takeaway message from the evening was to be on time. The class begins with key information and planner assignments, all things you don’t want your child to miss. As for the planners themselves, well, there was overwhelming parental excitement when Mr. McGonigal brought up the topic. Remember to initial them each night and remove any papers from the take-home pocket.

All homework is individualized, with Spanish and Mandarin alternating every other week, reading 20 minutes each night, and Math will consist of problem-solving or Workbook completion. At the end of each quarter, students will receive a report card, and parent/teacher conferences will take place twice during the year. Mr. McGonigal made it a point to mention that he and Sra. Cabrera are always available via email if you have any questions or concerns, and they will be prompt to reply. Throughout the year in Global Studies, students will be learning about Ancient Egypt, Greek and Roman Expansion, European and Asian Progress, as well as The New World and the Industrial Revolution.

The major Science themes throughout the year will include Microbiology, Energy Concepts, Geology and Changes to The Earth’s Surface, and Simple Machines and Programming Innovations. Students will also begin to learn how to use microscopes. These microscopes were provided to TNCS thanks to its partnership with Towson University. As for language immersion, we are fortunate to have two wonderful, enthusiastic teachers in Wei Li, Mandarin, and Fabiola Sanzana, Spanish. Chinese will be learned through various activities and projects with assessments being mainly performance based. Spanish learning will be taught through the use of different games, dances, and songs. On top of all of this daily learning there will be a number of field trips throughout the year, with the first one being a return to the popular Milburn Orchards, also visited last year. There will also be planned trips to the Baltimore City Library each month.

So hold on to your hats, the 2016–2017 TNCS school year is shaping up to be one exciting, action-packed year of learning!

TNCS Exemplifies Four Core Values

As The New Century School grows up alongside its maturing student body, the school has rooted its identity in a set of shared values. These values complement TNCS’s academic subjects in ways that will deepen the overall educational experience of each student. TNCS strives to graduate not just informed individuals ready for the next rung on the school ladder, but also contributing members to local and global societies.

TNCS Core Values

Thus, for the 2016–2017 school year, and coinciding with TNCS’s first Middle School class, Head of School Alicia Danyali and administration and Co-Founders/Executive Directors Roberta Faux and Jennifer Lawner formalized the school’s Core Values of compassion, courage, respect, and service.

As Mrs. Danyali describes them, the Core Values should become the pillars of a TNCS education. They will support TNCS’s mission to “prepare our students in and out of the classroom to thrive in a complex, changing world . . . [by] challenging each student to strive for academic excellence [and become] informed, independent, and creative thinkers; cultivating an authentic and resilient sense of self grounded in respect and integrity; creating a diverse and inclusive community built on a spirit of compassion; and inspiring our students to lead and serve with passion, purpose, and joy.”

The following is excerpted from the Family Handbook for Elementary and Middle School 2016–2017.

To demonstrate compassion, we will strive to:

  • understand the circumstances and viewpoints of others;
  • develop the capacity to forgive others and ourselves;
  • celebrate the contributions of others;
  • promote a peaceful, caring, and safe community; and
  • think and act in a way that shows others their feelings and well-being are cared about.

To demonstrate courage, we will strive to:

  • take initiative and act as decision-makers and responsibility-takers;
  • progress academically and socially by taking risks, by accepting challenges, and learning from our mistakes;
  • confront fear, pain, uncertainty, and intimidation;
  • be honest with ourselves and others; and
  • become thoughtful and decent citizens of the world.

To demonstrate respect, we will strive to:

  • believe in the inherent dignity of all people;
  • celebrate individuality;
  • value diversity within our community and our curriculum;
  • think and act in a positive way about self, others, property, and the school through words and actions;
  • demonstrate concern for the well-being of all people;
  • seek to build the self-esteem of all people; and
  • aspire to promote understanding among all people.

To demonstrate service, we will strive to:

  • find positive ways to contribute to the broader community;
  • share time and talents with others;
  • take an active role in service opportunities in the school and community;
  • celebrate involvement in service; and
  • be mindful of others’ needs.

To ensure that the four Core Values are constantly front of mind for the TNCS community, a poster was commissioned to illustrate ways the core values can be implemented each day. This poster will be displayed throughout the TNCS campus, but Immersed is fortunate to offer this sneak peek.

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This lovely artwork was done by TNCS’s graphic artist Yiyun Chu who was asked to illustrate the concepts in a way that students ages 8 to 10 years could firmly grasp. Ms. Chu describes her process this way:

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Artist Yiyun Chu

I used characters that I believed that age group would connect to. I added some animal characters because in the animal world some of these core values exist. I do think the core values are a universal thing, not just only in our human world. As you can see from the poster, there are two kids wearing soccer uniforms shaking hands. This represents Respect. Furthermore, you see there are two teenagers giving each other a high five and a father protecting his child when his child is learning to ride a bike. These represent Courage. The young female teenager helping an old man walk, the older kid holding a big leaf for the younger kid to cover him from the rain, and the bear helping another bear walking all represent Compassion and Service.  This is because I believe you need compassion in order to serve others.

TNCS is deeply committed to its Core Values, which invest the teaching and learning that takes place here with richness and meaning. Students, staff, and families alike strengthen our community by putting compassion, courage, respect, and service into practice each day.

Goodbye 2015–2016 School Year! It’s Been Great!

Well folks, another school year at The New Century School has just ended. Immersed finds this news bittersweet—grateful for all the good times, learning, friendships, and memories it gave us, but also wistful that it’s over. Sniff.

To cheer ourselves up, let’s take a look at all the special ways TNCS teachers and staff made the end of the school year one big, happy celebration. Overseeing each event with warmth and grace was Head of School Alicia Danyali.

Primary Field Day

Although the scheduled Elementary Field Day got rained out, TNCS Primary students dodged the weather a week before school let out and had a . . . “field day” in Patterson Park! Primary teachers Maria Mosby, Catherine Lawson, Lisa Reynolds, and Martellies Warren pulled out all the stops, with games, snacks, and even a special guest performance by former TNCS Primary teacher, Ms. Laz! (Read more about Ms. Lazarony’s alter ego as Planet Uptune songwriter and vocalist here!)

There were beads, balls, bubbles, balloons, badminton, and bats—and that’s just the b’s! Frisbees, kites, and even baby ducks were also on hand to make this event the perfect send-off for the 3- to 5-year old set. See for yourself in this slide show that will make you wish you were a kid again.

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All-School Picnic

Next up was the chance for parents to join their kids during the annual TNCS outdoor picnic lunch. Initially rained out, the weather cooperated beautifully on Monday, and the playground was full to capacity of happy TNCS community members. Mrs. Duprau brought along a special new guest (and future TNCS enrollee), and Mr. Warren once again got mauled by his adoring fans. (But seemed to be okay with that ;).)

Grade 5 Graduation Ceremony

The following day saw a truly momentous occasion unfolding, not to mention a huge TNCS first. The oldest cohort of TNCS students graduated out of the Elementary program. You can read on their faces the many emotions this inspired. From pensive to elated to quite somber, they are clearly aware of the significance of graduating. This event not only means that this group, whom we have watched grow and mature into fine young ladies and gentlemen over the years under the expert tutelage of Elementary teachers Dan McGonigal and Kiley Stasch, will embark on a whole new scholastic phase—Middle School—but also that TNCS itself has grown and will embark on its own Middle School journey. These are wonderful tidings . . . notwithstanding their undeniable poignancy. Such great things lie ahead.

Kindergarten/Grade 1 End-of-Year Celebration

On the penultimate day of school, another graduation ceremony of sorts transpired. What started as a low-key, in-classroom potluck brunch grew into a full-on TNCS event, courtesy of K/1st teachers Teresa Jacoby and Manuel Caceres. They even had the kids collaborate on a “quilt” of self-portraits that will grace the halls of TNCS in perpetuity.

The Kindergarteners were awarded diplomas to signal their imminent passage grade-school status.

And the first-graders passed on some pearls of wisdom to their junior counterparts to ease their transition to the Big Time.

So thanks for the memories TNCS . . . and for making school such a positive experience for students and their families. What a profound gift this is. Other than being able to share these memories, the only other thing that makes closing out the school year bearable is knowing we’ll be back for 2016–2017 to share more great times :)!

 

TNCS Teachers and Admin Share School Memories, Part 2

As mentioned in TNCS Teachers and Admin Share School Memories a couple of weeks ago, with the 2015–2016 school year almost over, it’s a great time to reflect on all that The New Century School does for its students as well as all that education has given us. Prompted by TNCS Head of School Alicia Danyali’s questions, “What is your fondest memory of school? and What teacher/school event influenced you the most in your educational experience?” here is another round of teacher and staff responses that provide a window into who they are as people, as educators, and as friends.

Emma Novashinski, Executive Chef & Master Gardener

Chef Emma draws on her love of growing things and the importance—and rewards—of practicing environmental sustainability.

My fondest memory at the school was actually this year’s Earth day. I have always wanted to watch a weeping willow tree grow, and I bought one to donate to the school as they are too large for a conventional garden. It was a little bittersweet.
I heard they were going to plant it on Earth day and got a call during lunch to join them. When I got out there the whole school was there! They all clapped and thanked me for the tree! To put roots into the Earth on Earth day was so fulfilling. My heart burst with love for everyone at the school. So thoughtful and meaningful and kind!!

Dan McGonigal, Elementary STEM Teacher

Mr. McGonigal shows us where his drive for protecting the environment began to develop and also that sometimes you just can’t take yourself too seriously.

My most influential teacher was one of my high school teachers, Mr. Shearer. He taught Environmental Issues. I remember him because he was so passionate about what he did, and it really hit home with me. I always had an appreciation for the outdoors, but he made me look at our environment in a different way. He discussed things in his class that came true later in my life, such as climate change, population problems, and even the flooding of New Orleans. It was a very memorable class for me and has impacted my own teaching.
My most memorable school moment was also my most embarrassing. I was called to the foul line during our assembly in the gym to show how I used routine to help me shoot a foul shot for our basketball team. I started my routine and heard some people laughing, and I continued and made the shot. I was asked to do it again, and more people laughed, but I made the shot again. The third time everyone was laughing and I didn’t realize why. But as it turned out part of my routine was sticking my tongue out! It was something that still makes me smile when I think about it.

Johanna Ramos, Pre-Primary Lead Spanish Immersion Teacher

Sra. Ramos gives some well-deserved props to a colleague and probably speaks for many in so doing.

I could say that the teacher that influenced me the most in my educational experience is Mr. Warren because of his hard work and dedication toward the school and the students.

Kiley Stasch, Elementary Language Arts & Global Studies Teacher

In her recollection, Ms. Stasch demonstrates the undeniable value of service learning and of mixed-age activities—two core TNCS elementary values!

One of my fondest memories of school was when my school had what they called “Stewardship Day.” On this day, we were split up into groups from K–12th grade and assigned different tasks to help improve our community. Not only was this a fun time to have the chance to climb on top of school buses to wash them, go on long hikes to pick up trash, and clean up community gardens, but it was also one of the few times
out of the year that we were able to interact with students of all ages that attended our school!

Elizabeth Salas-Viaux, Pre-Primary Lead Spanish Immersion Teacher

Sra. Salas’s takes a different approach and gives a shout out to the awe-inspiringly involved families of the TNCS community.

One of the things that have inspired me as a teacher is to see how families and communities work along with teachers in order to provide the best positive learning experience for our students.

It’s true that the educational environment works best when all stakeholders are invested both internally and externally. The TNCS community is a beautiful synergy in the truest sense of that word, as the students who go on to enter the world as kind, compassionate, caretakers of it will reveal.