The Vital Role of the Arts

As one of my favorite times of the year, this is the week when our school is transformed into all things artistic.  Over the weekend, at least one piece of work from every child is hung from floor to ceiling in the gym, and all over the school.  Tonight we will gather as a community and give out many art awards and celebrate the accomplishments of our students.

Tomorrow we have our Student Art Day.  We begin with student performances in band, chorus, strings and dance for grandparents and the rest of the school.  From there students spend the day in different workshops from pottery to story-telling to ceramics and on and on.  They do, however, take a break for burgers on the grill and to listen to the rock bands perform. 

On Thursday the culmination of an enormous amount of parental volunteerism takes place with the annual three-day Harding Art Show (http://artshow.hardingacademy.org/podium/default.aspx?t=105613).  60-70 artists from all over the country have applied, and are chosen to display and sell their beautiful art work as we will welcome more than a thousand visitors from all over.  There is great variety in the art work and the mediums, and it is a wonderful culmination of a week that puts art in the spotlight.

In the January issue of Education Update (http://www.ascd.org/Default.aspx) they list ‘Ten Reasons Art Education Matters’:

1.      Arts education increases student engagement.

2.      Children learn positive habits, behaviors and attitudes.

3.      The arts enhance creativity.

4.      Students sharpen their critical intellectual skills.

5.      The arts teach students methods for learning language skills.

6.      The arts help students learn mathematics.

7.      The arts expand on and enrich learning in other subjects.

8.      Aesthetic learning is its own reward.

9.      Students practice teamwork.

10.  Arts education is just the beginning.

What a pleasure it is to be a part of a school that recognizes and values the arts for these and for so many other reasons.

How Adults Are Stealing Ambition From Kids by Tim Elmore

A Terrific Article by by Tim Elmore

I visited the home of a friend of mine just after he’d coached another season of little league baseball. His son, Jacob, plays first base on the team. He is ten years old. As we were talking, my friend suggested to his son that he take me up to his room to show me the trophy he’d just won. Upon walking into his room, I was stunned. The room was filled with trophies and ribbons. It reminded me of the Baseball Hall of Fame, in Cooperstown, New York…only bigger. (OK—I admit, I’m exaggerating a bit). But, awards were everywhere. When I asked Jacob how many championships he had won—he looked blankly at the wall and said, “None.”

I soon discovered, every one of his awards was simply for playing on a team.

I realize this experience may not sound new to you. We are raising a generation of kids who are used to receiving recognition for participating. It started back in the 1980s, when moms and dads were determined to boost their kids’ self-esteem and encourage participation over conquest. I understand that; I am one of those parents. But I believe this works when a child is five; not when they’re ten or eleven. It has backfired, and we’re now reaping the consequences of this decision. I know a kid who gave the trophy back to his dad after the ceremony. He said, “This doesn’t mean anything.” These kids are not stupid. But I wonder if we are.

Reflect for a moment on the long-term impact of this kind of world. When a child gets to swing at a ball until he hits it (there are no strike outs), when coaches decide not to keep score (there are no losers), and when everyone gets an equal award in the end (we are all equal), it can begin to de-motivate kids, especially boys. It takes the steam out of their engine. They begin to think: Why try? I’m going get the same reward whether I put out any effort or not. And it’s easier…put out no effort.

This is not just about sports either. Adults so wanted these kids to feel special, we began to take away the possibility of failing a class. Students always seem to find a way to negotiate a grade or do some extra credit work to make up for failing to do what they’d been asked to do. Many parents have removed the possibility of failing at home; kids still get money or perks even if they failed to share the responsibilities around the house. As a result, college staff and faculty are reporting the comments that incoming students are making to them:

• Why didn’t I get an A? I showed up to class every day.
• You’re guaranteeing me a job once I graduate, right?
• OK…so I flunked the test. What do I need to do to get the grade I want?
• How come my suite mate got a scholarship and I didn’t?
• If my parents pay the tuition, I deserve the grades I want.
• I think the government’s job is to make sure I get a job and a house.
• You can’t criticize me. I tried.

By wanting our children and students to be happy, we may have created the most depressed population of kids in recent history. By leading them in this way, we have all but removed ambition in them. We have most certainly diminished it. Below is the reason why this philosophy has holes in it:

As their possibility of failure goes down, so does their value of success.

Think about it. If I grow up in a world where almost everything has been given to me, or made easy—I start feeling entitled to it. In fact, I stop trying hard, because I know, somehow, an adult will insure I get what I need or want. One of the most valuable commodities we can cultivate in this emerging generation of kids is ambition. By this I don’t mean selfish ambition, or some self-absorbed preoccupation. (Narcissism may or may not motivate a kid to try.) I am speaking of the internal drive to achieve and to grow. The motivation to excel in an area. Further, it is a motivation that comes from serving or adding value to others.

I feel most valuable when I add value to other people.

Self-esteem is not something we can conjure up with a few affirming statements, or by giving them a ribbon just because they’re pretty or showed up on time. It comes from them knowing who they are intrinsically, and using their gifts to contribute to a cause greater than them. I firmly believe ambition is part of the equation. Ambition builds self-esteem and vice versa. When I feel good about myself I tend to try harder. And when I try harder, I tend to feel better about myself.

So What Do We Do?
Here are some ideas for cultivating ambition in kids:

1. Let them fail, but when they do, interpret the failure with them.
Don’t rescue them, but if they fall or fail, talk it over. Show them it’s not the end of the world and is not a reflection on their identity. It is a chance to try again.

2. Tell them stories about your failures.
My kids love to hear me talk about my past flops, failure and fumbles. As we laugh together, they think: Wow, if you did that and still made it…there’s hope for me.

3. Help them put their finger on something they really want to achieve.
Goals are important. They are targets to shoot for, and either hit or miss. Once you identify a goal, help them create a plan to reach it.

4. Establish rewards that only come as they work hard and make progress.
Separate the idea of merely “showing up” from putting out effort. Big difference. Set a reward that they can get only if they really excel.

5. Discuss your ambitions and how you felt when you accomplished them.
Once again, it’s the power of stories. Talk about an ambition you had years ago, and how you felt when you pursued it; how rewarding it was inside to earn it.

6. Communicate your love and belief in them, regardless of what happens.
Love should not be a reward for performing. Caring adults must demonstrate belief regardless of their accomplishments. This is a solid foundation for ambition.

The Value of the Arts

Recently we completed the three-day run of performances for the all-school musical, The Little Mermaid.  It was, as usual, outstanding.  With over 100 participants from first through eighth grade, incredible costumes and beautiful sets, it is an event that involves more constituents within the community than any other.

Dozens of parent volunteers paint and sew for weeks to make the amazing sets and costumes.  Theater alums come back to assist with choreography, and teachers and administrators give their time to help with the sets or supervise the dressing rooms.  There is no better example of a community-wide event.

It's always positive, too, to see a different side of students.  To see the normally reserved student thoroughly engaged in singing or acting, or the normally athletic-centric young man perform a solo in front of a full house affirms the importance of the performing arts.

Additionally, we recently had ten of our students win twelve awards at the annual Scholastic Art Awards.  It was a well-rounded group of students, using a variety of mediums.  It was interesting to note the distribution of boys and girls, many of whom would likely not label themselves as 'artists'.

Just as athletics is important in developing the whole child, a robust arts curriculum is incredibly important in helping students to develop confidence, take risks, use their creative side and challenge themselves in different and important ways.

Assembly Time

Do you remember being in school on the day when the special assembly was the 'animal guy'?  I can remember it vividly - it was one of my favorite times of the year.  He would spend the first few minutes (that seemed like an eternity) going over the rules - 'be quiet, hands to yourself, etc.' while we all looked at all the cages that were covered up by blankets and towels and wondering, 'I wonder what he brought this year?"

Then, after perhaps putting on a heavy leather glove (we knew then that a good one was coming), he would reach into the cage and pull out a hawk, or a porcupine or a raccoon or best of all, a really huge snake.  Watching my teachers, who were clearly terrified, was almost as good as seeing the animals.  When he asked for a volunteer ALL of the hands went up, and if you were one of the chosen ones, you might be able to have a python on your shoulders.

Yesterday in assembly was our annual visit from 'the animal guy' and three decades later it was every bit as great.  When he put on the leather glove and pulled out the three-foot bat, I felt like I was in third grade all over again.

Best of all, though, this time I spent more time watching the kids faces as they watched the presentation - they were focused, intent, full of wonder and absolutely in awe.  It was beautiful. (and the teachers were still terrified).

To Tech. Or Not To Tech.?

That is the question many educators are asking themselves these days.  The rapid pace of technology is incredible and frequently overstated, but the opportunities for education are many.  From flipping to blending to tweeting to blogging, it can all be done through technological advances.

Seven years ago I had a Nokia flip phone and that served me just fine, but today I have an iPhone, iPad, MacBook, twitter account and blog.  How did this happen, and is it necessarily a good thing to be so wired, I wonder?  In the end, it’s a constant evaluation of the technology and the purpose it’s serving, and what it might be replacing.

My iPhone, for example, is something I use constantly at work with all of the traditional apps for finding directions, and accessing the calendar, my contacts, music, weather, etc.  Additionally, the directory app saves me from toting a hard-copy school directory everywhere I go. I also use cardmunch to capture business cards so I no longer actually collect business cards and I also use the notepad to keep lists and notes.  For these and so many other uses it’s proven to be better environmentally and helps keep me organized, but I’m also quick to plug it in when I get home at the end of the day so I’m not constantly checking it.  It’s a balance, and that’s no different from the classroom.

In introducing technology in the classroom, it’s important to constantly ask the ‘whys’ of the benefits (v. cost, especially) and what the technology may be replacing (for better or for worse).  For example, when we introduced a 1:1 laptop program we eliminated the majority of our heavy, outdated texts in favor of eBooks so we were not adding one more thing to a student's already heavy load.  We also made sure they were accessible without internet access as we recognize that kids are not constantly plugged in.  When we introduced Promethean Boards we kept many of the dry erase boards as we recognized the merits of both. 

In the end, though, it’s great teachers that are the soul of the school, and the technology is merely a tool.  I read a terrific quote recently that said, “a bad teacher with a lot of technology is just a really expensive bad teacher.”  I could not agree more, but having great teachers with supportive technology is a terrific recipe.

The Importance of Character Education

Setting expectations and parameters and having a common language for expected behavior is crucial to any school community.

At Harding, the Community Code is introduced when students arrive in kindergarten and is the foundation for our common language.  Teachers speak consistently and directly to students about the Community Code through eighth grade.  It contains the seven most important tenets for our expectations for behavior and reads:

As a member of the Harding Academy community I will

• Be Kind
• Be Honest
• Be Respectful
• Be Open
• Be Dependable
• Be a Learner
• Be My Best

In all grade levels, teachers model best practices when it comes to the expectations for students. We teach and model good behavior, and take the time to stop and teach when the educational moments occur.

Having accountability to others is one of the best ways to foster a positive climate. All of the Harding students are paired with a buddy and all of the students are in a ‘House’ system whereby they engage in varied and intentional activities together throughout the year. Community service is another excellent way to put others ahead of oneself and is an integral part of the curriculum. Every grade level has their own community service initiative, we have two all-school initiatives each year, and the middle school students have two days per year when they take the day to go into the community to serve.

Our guidance counselor moves throughout the school reinforcing these principles by working with the faculty, meeting with individuals, groups and classrooms, highlighting the power of kindness, the importance of listening and reaching out, and emphasizing the values that our community code encourages.

The faculty, administration, and staff model our Community Code as well because we believe in the principles that are encouraged for our whole community, as well as the strength of “walking the walk.” We realize that our actions have at least as much impact as our words.

At each grade level, there are intentional ways that we foster a positive learning environment:

In Kindergarten

• Teachers introduce, and go over, the Community Code.  As needs arise, they fold it into discussion - for example, how do you say you’re sorry?
• Teachers take the different points of the Code and read books, make charts and remind students about it throughout year
• We don’t let kids choose partners in order to avoid exclusion
• They may not exclude students who ask “to play” with them
• There are daily references to the Code…are you being your best?

In First Grade

• Students and teachers work together to start the year off building community in classroom
• They talk about the Community Code and about how we treat one another
• They read books with relevant themes aloud and discuss them together
• Table tallies are used where students earn points or lose points towards various rewards
• A Cracking the Code chart is used to help students measure their positive behaviors
• A Jewels in a Jar (compliments) system is used whereby ‘jewels’ are put in or taken away according to positive behavior
• Children seen doing something positive are Caught in the Code and given a certificate (which can be very motivating at this age)
• Teachers intentionally work on a part of the Code every week
• Classroom rules are developed with the Community Code being the guideline
• Daily discussions based on behavior that occurs will refer to the Code
• Students are assigned random tables at lunch at certain times in order to make new friends and sit with different students

In Second Grade

• Classes use morning meetings, questions of the day, writing prompts and more to create and foster a positive classroom environment. This also has the benefit of everyone getting to know each other better and  embracing each other's differences.
• There is a Responsibility Notebook that is tied to the Community Code. This reinforces the need for positive behaviors while providing ownership of negative behaviors.
• Teachers and students read character books that provide fodder for important discussions.
• At times, lunch tables are assigned to help encourage new friendships.
• A 'Roses and Thorns' activity is used periodically to share positive happenings and affirmations as well as to share difficulties.
• Students engage in community service projects (UNICEF at Halloween; MNPD Christmas Toy Drive) to understand the notion of putting others before themselves.
• Classes use role-playing to act out situations and brainstorm appropriate responses.

In Third Grade

• Students are involved in group work
• Skits on the Community Code are developed as another way to reinforce positive behaviors
• On Wacky Wednesdays different groups of students eat together so they spend time with different classmates
• Sometimes the grade may meet and have class meetings to discuss how relationships are going
• Teachers give stickers when students are caught doing something “good”

In Fourth Grade

• On Wacky Wednesdays different groups of students eat together so they spend time with different classmates
• Meet as a whole grade level once a week to share compliments and appreciation for one another  using the Community Code - time is given for greeting, sharing, compliments/appreciations, problem solving and conflict resolution
• They hold compliment parties to celebrate the kindness in one another
• Class meetings – by homeroom and grade –
• Class meeting twice per week utilizing the Responsive Classroom model
• Read aloud books with relevant themes regarding character
• Utilize a focus area to emphasize such as, ‘Be Open’
• There is a ‘problem box’ where students can confidentially put topics in for discussion

In Fifth Grade

• Behavior is modeled and students are recognized for their positive actions
• There is discussion and emphasis on working as a part of a group 
• Students engage in Lunch Bunches where the school counselor brings up relevant topics for small group discussion
• Through the use of literature there is discussion about how characters are treated, and different themes for character education
• There are read-alouds where character issues are explored

In Middle School

• Each year the three grade levels travel on separate retreats to set the tone for the new school year.  They engage in trust building activities, “cabin talks” to discuss inclusion and conflict resolution, work on team building and leadership skills.  Character issues and building relationships and trust are an important part of the agenda.  Student speeches are given on various topics such as friendship, leadership and kindness. 
• Each student is assigned an Advisor and they meet every morning in Advisory where they often have a greeting or sharing for community building in addition to other topical conversations
• The Life Skills curriculum is a formal part of middle school life and topics include how to treat one another, friendship, bullying, a focus on feeling responsible, lessons on how to handle shifting friendships, honesty, relationship issues and addressing everyday interactions.  Teachers may use video-clips or role playing activities to stimulate discussion.
• The summer reading books - Crash by Jerry Spinelli, for example, provide a basis for talking with students about unkind behavior and the importance of inclusion
• The study of texts such as The Outsiders, To Kill a Mockingbird and Romeo and Juliet provide a forum for teaching themes such as tolerance, respect and not bullying

Harding middle school advisors meet with their advisees (8-10 students) first thing every morning to check in and get the pulse of the day, then most Monday afternoons for a full period. During these times, we address “life skills,” which are a broad selection of topics that have been designed by the faculty and our full-time counselor. Topics range from homework skills and test preparation, to navigating changing friendships, conflict resolution, empathy, assertiveness skills, leadership, building a positive community, kindness and gratitude.  Each lesson is interactive and some are built around an exercise, film clip, or quote, such as, “We make a living by what we get, but we make a life by what we give.” (Churchill)

We want our students to think about who they are, and who they want to be, how their actions affect others, how to meet challenges, push through difficult tasks, recognize the power of kindness, and lead their lives with integrity. We embrace this challenge as a part of our charge in educating our Harding students together with our parents, and encouraging them to be the best that they can be.

It’s also crucial that in all of the other areas of school life--art, music, computer, physical education, theater, or athletics that these lessons be incorporated so that students receive a consistent message. For example, in physical education students are recognized for their positive behaviors each week and their photo is placed on the ‘Watch Me Wall.’  Additionally, there are times when students are placed in small groups and they accumulate points as a group as they demonstrate inclusion or being a good sport and thereby earn a treat.    

In computer class, for example, students can earn stickers for doing something extra kind or special.   Additionally, Computer Class of the Week awards with handwritten notes for being exceptional to reinforce good behavior are given to students. Even at lunch and recess it’s important to be aware of student dynamics--teachers may even help to choose teams or tables to be sure that students are modeling inclusivity.

Worthwhile Teacher Evaluations

This week the Chicago public school teachers have been on strike, keeping all Chicago public school children out of their schools. There are a number of factors for the teachers deciding to strike and one main concern relates to “Onerous” evaluations. According to the September 12 Businessweek, “Illinois law requires student test scores to be a factor in new teacher evaluation systems by 2016. Chicago is getting a jump by introducing new evaluations in 300 schools this fall, the Associated Press reports.”

The article goes on to say,

Aren’t Chicago teachers already evaluated? Technically, yes. But as of 2007, 99.7 percent of them received a satisfactory to distinguished rating, according to the AP. Evaluations so gentle do nothing to protect students from sub-par instructors.  New research funded by the U.S. Department of Education, the Bill and Melinda Gates Foundation, and others shows that teacher evaluation can improve learning when it is done intelligently. That means supplementing test scores with seasoned judgment from independent evaluators and providing teachers with detailed, personalized feedback that they can use to do their jobs better.

I was struck by the statement as a revelatory piece of research as this has always seemed to be common sense.  To suggest that a teacher, in one year, is going to dramatically increase the test scores of her students without regard to innate student ability, intelligence, background or parental support is questionable, at best.  (That it took research by the Gates Foundation to discover this, was also surprising.) 

Teaching is, inherently, about people and not numbers.  Any true evaluation process has to involve meaningful observations and interactions and a spirit of continuous improvement, for the betterment of students.  Any evaluation needs to have a competent administrator (ideally, one with significant teaching experience) who has built the trust of his team of teachers to the point that he can share positive observations, but more importantly, areas of needed growth and improvement, and do so in a thoughtful, professional way.

At Harding we have administrators visiting classrooms every day.  When a new teacher is hired, regardless of background, they are assigned a mentor for the year and start the year with a New Faculty Orientation.  They are formally evaluated that first year, and then follow a set schedule of evaluations for the years that follow.  The evaluation includes goal-setting, classroom observations by a key administrator and student feedback where appropriate.  The evaluation includes all pertinent aspects of their position, including coaching and extracurriculars.  Parent communication, organization, participation in school life and all of the tangential pieces that make for a good teacher and colleague are included. 

In the end, the process is as important as the final report that is written by the administrator.  Spending time focused on improvement and engaging in meaningful conversations with a mentor and administrator, all working toward the same goal – the success of our students – makes for a positive experience, and a great school.