TNCS Elementary and Middle School Information Night 2017

What we learn with pleasure we never forget. – Alfred Mercier, 19th century writer and physician

 

tncs-elementary-middle-school-information-night-2017On November 30th, The New Century School hosted it’s annual “info night”—an event that provides prospective families with an opportunity to get a glimpse of TNCS’s elementary and middle school curricula. TNCS Head of School Alicia Danyali presented a brief overview of TNCS, from history to language learning, school philosophy, and a peek inside classroom operations.

In 2006, the school was established with five students in a one-room schoolhouse in Patterson Park. The owners of this school are two like-minded Moms that wanted language immersion as a priority for their own children, so they got some other parents together and thought it would be a great idea to start this school. Here we are, 11 years later with 215 students! We start at 2 years old and go through 7th grade. Our main objective is to attract people who are interested in language immersion in Spanish and Mandarin. We also practice Montessori principles, and I want to talk a little bit about how that overflows into our elementary/middle school program and what things we take from the Montessori preschool into to that program, especially for those families who are currently enrolled in our preschool.

First, some practical points: We have more than 50 staff members, and we offer before care all the way through to after care program. We open at 7:30 am and close at 6:00 pm, wth the school day running from 8:30 am to 3:30 pm.

Back to the benefits of multilinguism, what sticks out in my mind as most important and why I like to work in language-immersion environments is that it offers you many ways to problem solve. When you’ve had that language background, your brain will work in a more elastic way—it helps cultivate executive function skills as well as aspects of what I call the ‘invisible curriculum,’ like tolerance. We learn about the world around us through language learning.

If you’re currently in our preschool program, you’ll see that some things stay the same, including our overall approach to whole-child development through differentiated instruction as well as student-driven learning. A typical elementary/middle class size in this school is no larger than 16 or 17 students. We keep it small so that we can meet everybody’s needs in the classroom, regardless of level. Our classroom management system, the Daily 5 (or 3 or 4) Rotation, ensures that every student is getting one-on-one contact with the teacher, collaboration with others in small groups, and time to work independently. Students are given specific parameters to work within that allow them to understand what their responsibilities are. Technology and computer time is also a component of the daily classroom rotation cycle.

Teachers work in pairs or groups of four, depending on grade. Each child has a homeroom class where they are designated to start and end the day as well as to engage in various subjects. Then students have a block of time with, for example, the teacher who handles ELA and Math or Global Studies. Throughout the day, they transition to other core subjects as well as receive daily targeted language instruction for 30 to 45 minutes. In addition, they get a focused subject area in Mandarin and Spanish, such as Global Studies. In this format, language really starts to emerge.

We also have a very strong arts program. K through 8th-grade have two music classes with Music Director Martellies Warren each week. They also have two art classes and two physical education classes every week. Currently we partner with Coppermine.

Our greenhouse and chicken coops, when operational, give children the chance to cultivate plants and livestock, and we also offer a vegetarian, locally sourced lunch. Finally, we offer the Ozone Snack Bar, a student lounge where older kids can relax, socialize, and enjoy a healthy snack at select times.

IMG_2605After Mrs. Danyali spoke, each teacher briefly described his or her classroom approach and particular subject area. Following these teacher presentations, audience members asked specific questions of the presenters.

Info Night is a great way to get an initial introduction to TNCS. Additional highlights of this event can be found in Elementary and Middle School Info Night 2017, a helpful powerpoint presentation. However, to really get to know the school and discover the wonder that takes place in classrooms here every day, attend an Admissions Friday or Open House event and witness the magic first hand. Subsequently, your child will spend a shadow day with other TNCS students and experience what it’s like to actually enjoy learning.

Back-to-School Night: Meet New TNCS Teachers and More!

Thursday, September 11th was The New Century School‘s Back-to-School Night for the 2014–2015 academic year. Back-to-School Night is TNCS parents’ chance to learn how their child’s classroom operates. Whereas Orientation is a more general introduction to school, at Back-to-School Night, families get details on everything from what the daily schedule looks like to when it’s their turn to provide class snack. Teachers introduce themselves and their teaching styles or philosophies and explain the curriculum (K:1st syllabus), demonstrate how their educational materials are used, and answer parent questions.

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TNCS’s new Kindergarten/1st-Grade teacher Teresa Jacoby.

This year, several new instructors have joined TNCS, and Back-to-School Night was a great way to get to know them. One of the new lead teachers is Mrs. Teresa Jacoby. She brings a wealth of knowledge, experience, and enthusiasm to TNCS’s new mixed-age Kindergarten/1st-Grade classroom, which parents recognized immediately. (See biographical details below.)

A former 3rd- and 4th-grade science teacher and Reading Specialist in the Baltimore City school system, Mrs. Jacoby integrates reading and writing into all other disciplines and declared her expectation that all of her students will be strong readers by year’s end. Her personal philosophy meshes beautifully with TNCS’s educational values:

I believe that each student is an exceptional individual who requires a safe, caring, and encouraging learning environment in which to grow and mature emotionally, intellectually, physically, and socially. There are three elements that I believe are beneficial to establishing such an environment: 1) the teacher acting as a guide, 2)  the child’s natural curiosity directing his/her learning, and 3) encouraging respect for one’s self, others, and things found in our world.

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New for the 2014–2015 academic year, Kindergarten/1st-grade teacher Teresa Jacoby introduces her students to the classroom and its special routines.

She also believes strongly that education is optimized when a mixture of self-guided exploration, small-group learning, and one-on-one instruction is utilized, very much a TNCS-held value. Just as TNCS focuses school-wide on inquiry-based learning, in her class, such inquiry “gives students ownership of their learning and more lasting knowledge of the skills needed to achieve real understanding,” she says. Additionally, Mrs. Jacoby believes that critical thinking/solving problems is key to developing leadership skills, the ability to collaborate in teamwork, and self-sufficiency as individual learners.

As appropriate for a General Studies teacher, Mrs. Jacoby can pretty much do it all (art, math, special ed, etc., in addition to what has already been mentioned), but she says she has more and more discovered her special fondness for science. She incorporates scientific thinking into every nook and cranny of her curriculum in fun ways that ignite her students’ curiosity. “The kids are so naturally curious; it’s nice to discuss [science] with them, and they like to talk about it,” she said. She also has students keep journals, which gives her another way to guide them in further exploration of topics that they have broached.

“Just like a well-oiled machine works efficiently,” she says, “so does a well-thought-out and planned classroom environment.” Thus, the classroom she shares with her (also new) Assistant Teacher Mrs. Kimberly Tyson, with her own impressive résumé, encompasses several discrete learning environments—there’s a technology corner equipped with computers, an area with worktables for  groupwork such as with manipulative materials, a large carpet for whole-class circle time, and even a settee for students to sit back and enjoy a book on individually. She also generously brought along her own personal class library, which students are encouraged to use as much as possible.

One aspect of teaching that Mrs. Jacoby holds very dear is knowing and understanding her students. She has quickly learned a lot about her kindergarten/1st-graders and has an amazing ability to adapt to their needs on her feet so as to keep learning happening. So, when she found that after Spanish lessons, for instance, students struggled to be able to focus, she decided to let them “get the wiggles out” for a few minutes before resettling. Even the movement she incorporates in class has an express cognitive function. She uses a version of Simon Says that gets them using their whole brains—that is, integrating both left and right hemispheres—by performing a series of continuous movements and asking them to repeat the last movement she made. She demonstrated the activity for parents attending Back-to-School Night, many of whom were surprised by just how challenging it was! As if she had intuited it, TNCS will begin implementing movement regularly within classrooms to promote blood flow to the brain. (More on this topic is to come in the near future!)

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This artwork was created by TNCS elementary students to exemplify the school-wide theme of Community Building.

Finally, mutual respect is the capstone of Mrs. Jacoby’s pedagogical approach and is yet another way she shows just how right for TNCS she is. “A healthy learning environment must also include respect for all, a sense of safety as well as trust,” she says. “I work extremely hard to build a learning community based on mutual respect for one’s self, others, and our surroundings. Creating a strong sense of community in my classroom instills security, which builds trust and in turn builds comfort levels conducive to learning. I nurture that sense through personal modeling, class meetings, role play, and reflective journals.” It just so happens that TNCS Head of School Alicia Danyali’s first theme of this school year is Community Building, and school-wide, students have engaged in activities that help them grow stronger both as individuals and as a team.

We welcome you to TNCS, Mrs. Jacoby, and anticipate an incredible first year together! Stay tuned for more posts in this series to meet TNCS’s other new lead teachers and learn the inner workings of their classrooms!

Mrs. Jacoby’s Bio

Teresa Jacoby holds a Master’s Degree as a Reading Specialist from Loyola University in Maryland and a Bachelor of Science in Elementary Education and Special Education with an Art Education Minor from Northern Arizona University in Flagstaff. She also has an Advanced Professional Certificate Special Education 1–12 and an Advanced Professional Certificate Reading Specialist Certification, both from the state of Maryland. She has taught a wide variety of students ranging from Kindergarten through 8th grade Special Education in all content areas in both self-contained and inclusion environments. She also has run many extracurricular activities from chairing the Science Fair to Chess Club to Lego Robotics Club. She lives in Baltimore and enjoys using her artistic skills in and out of the classroom, gardening, riding bikes and spending time with her family.