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6th-grade humanities book clubsPosted by Julie Daughtry on 5/2/2019
Curious what middle schoolers are reading nowadays? We've moved beyond "Huckleberry Finn" and "The Call of the Wild." In the last weeks of the school year, 6th-grade students will participate in a book club during Humanities class with Angelina and Julie. The goal is to encourage reading of books students might not choose on their own, and that have the added appeal of sparking good conversations. Take a look at these spring reading selections...
Rashad Butler and Quinn Collins are two young men, one black and one white, whose lives are forever changed by an act of extreme police brutality. Rashad wakes up in a hospital. Quinn saw how he got there. And so did the video camera that taped the cop beating Rashad senseless into the pavement. Thus begins ALL AMERICAN BOYS, written in tandem by two of our great literary talents, Jason Reynolds and Brendan Kiely. The story is told in Rashad and Quinn’s alternating perspectives, as they grapple with the complications that spin out of this violent moment and reverberate in their families, school, and town. Over the course of one week, Rashad tries to find the strength to accept his role as the symbolic figure of the community’s response to police brutality, and Quinn tries to decide where he belongs in a town bitterly divided by racial tension. Ultimately, the two narratives weave back together, in the moment in which the two boys, now changed, can actually see each other—the first step for healing and understanding in a country still deeply sick with racial injustice. Reynolds pens the voice of Rashad, and Kiely has taken the voice of Quinn.
Esperanza believed her life would be wonderful forever. She would always live on her family's ranch in Mexico. She would always have fancy dresses and a beautiful home filled with servants. Papa and Abuelita would always be with her.
But a sudden tragedy shatters her world and Esperanza and Mama flee to California, where they settle in a camp for Mexican farm workers. Esperanza isn't ready for the hard labor, financial struggles brought on by the Great Depression, and lack of acceptance she now faces. When Mama gets sick, and a strike for better working conditions threatens to uproot their new life, Esperanza must find a way to rise above her difficult circumstances — because Mama's life and her own depend on it.
In this Newbery Honor novel, New York Times bestselling author Rita Williams-Garcia tells the story of three sisters who travel to Oakland, California, in 1968 to meet the mother who abandoned them. "This vibrant and moving award-winning novel has heart to spare."
Eleven-year-old Delphine is like a mother to her two younger sisters, Vonetta and Fern. She's had to be, ever since their mother, Cecile, left them seven years ago for a radical new life in California. But when the sisters arrive from Brooklyn to spend the summer with their mother, Cecile is nothing like they imagined.
While the girls hope to go to Disneyland and meet Tinker Bell, their mother sends them to a day camp run by the Black Panthers. Unexpectedly, Delphine, Vonetta, and Fern learn much about their family, their country, and themselves during one truly crazy summer.
Lewis "Shoe" Blake is used to the joys and difficulties of life on the Tuscarora Indian reservation in 1975: the joking, the Fireball games, the snow blowing through his roof. What he's not used to is white people being nice to him -- people like George Haddonfield, whose family recently moved to town with the Air Force. As the boys connect through their mutual passion for music, especially the Beatles, Lewis has to lie more and more to hide the reality of his family's poverty from George. He also has to deal with the vicious Evan Reininger, who makes Lewis the special target of his wrath. But when everyone else is on Evan's side, how can he be defeated? And if George finds out the truth about Lewis's home -- will he still be his friend?
In this powerfully honest, quirkily humorous debut novel, first published in the U.K., 10-year-old narrator Jamie and his family are still dealing with his sister Rose’s death in a terrorist bombing five years earlier. After Rose’s twin, Jas, stakes her independence by dying her hair pink on her 15th birthday, the family falls apart—their mother runs off with another man, and their alcoholic father moves from London to the Lake District with the children, where he lavishes attention on Rose’s urn. Jamie’s pivotal friendship with a Muslim girl, Sunya, is a standout. Pitcher tackles grief, prejudice, religion, bullying, and familial instability through the unsentimental voice of a boy who loves Spider-Man and Manchester United, misses his mother, and—truth be told—doesn’t remember his dead sister all that well. The adults in Pitcher’s story may be a mess, but the kids are all right.
Sixth-grader Grayson has ways of getting by—he doodles abstract triangles instead of the princesses he yearns to be, and he wears oversize T-shirts and loose pants instead of the skirts and dresses he longs for. Grayson’s aunt and uncle worry about his isolation (his parents died when he was small), and they are thrilled when he makes his first friend in years and tries out for the school play. They’re less thrilled to learn he auditioned for the lead role—the Greek goddess Persephone. Debut author Polonsky uses the play effectively, showing the community that builds among the actors, Grayson’s connection to Persephone and her underground captivity, and the tensions swirling around the casting choice and the play’s director, a popular teacher who may or may not be gay. Polonsky skillfully conveys Grayson’s acute loneliness and his growing willingness to open up about who he is, though the book has a dutiful feel in its efforts to raise awareness about gender nonconforming and transgender preteens.
Christopher Boone, the autistic 15-year-old narrator of this revelatory novel, relaxes by groaning and doing math problems in his head, eats red—but not yellow or brown—foods and screams when he is touched. Strange as he may seem, other people are far more of a conundrum to him, for he lacks the intuitive "theory of mind" by which most of us sense what's going on in other people's heads. When his neighbor's poodle is killed and Christopher is falsely accused of the crime, he decides that he will take a page from Sherlock Holmes (one of his favorite characters) and track down the killer. As the mystery leads him to the secrets of his parents' broken marriage and then into an odyssey to find his place in the world, he must fall back on deductive logic to navigate the emotional complexities of a social world that remains a closed book to him. In the hands of first-time novelist Haddon, Christopher is a fascinating case study and, above all, a sympathetic boy: not closed off, as the stereotype would have it, but too open—overwhelmed by sensations, bereft of the filters through which normal people screen their surroundings. Christopher can only make sense of the chaos of stimuli by imposing arbitrary patterns ("4 yellow cars in a row made it a Black Day, which is a day when I don't speak to anyone and sit on my own reading books and don't eat my lunch and Take No Risks "). His literal-minded observations make for a kind of poetic sensibility and a poignant evocation of character. Though Christopher insists, "This will not be a funny book. I cannot tell jokes because I do not understand them," the novel brims with touching, ironic humor. The result is an eye-opening work in a unique and compelling literary voice.
Planning with IntentionalityPosted by Angelina Nicol on 2/28/2019
A model for purposeful learning in the Middle School
Walk into any K-8 classroom at Stanley and you will see teachers collaborating. In the Middle School, our learning model allows for weekly co-planning sessions as well as co-teaching with academic area teachers. This model for collaboration allows for an in-depth look at curriculum and teaching practices and creates a space for students to access information according to their learning profiles. This approach is also intentionally aligned with Stanley’s philosophy – knowing our students and providing them with the challenges, supports and skills necessary to be resourceful in their learning.
During these collaborative planning and teaching sessions, teachers and a learning specialist come together to:
- Discuss big picture goals for units – Outlining big picture goals helps teachers align their daily assignments and activities toward those goals. This also makes space for learners to meet the big picture goals in different ways.
- Long- and short-term planning – Planning sessions are flexible and geared toward what each teacher needs for their students and their curriculum. While some planning sessions lend themselves to more long-term ideas and structure, others are focused on weekly and daily planning. Using the goals teachers have created for honing their craft, as well as observations from time in the classrooms and an astute knowledge of the diverse learners, we are able to tailor each planning session to the needs of the teacher and students within each class.
- Bringing it down to the students in the room – Once goals and objectives for lessons are ironed out, teachers focus in on the learners, thinking about how they can apply knowledge of each student to determine how the students in the room will meet those learning goals and objectives
- Differentiation occurs here, where the learning specialist and the academic teachers determine how students will be challenged or supported in any given lesson or unit.
- Structuring co-teaching roles – Utilizing models of co-teaching ensures that all learners within the room are supported in different ways with each teacher and can create a rich and diverse learning environment. Ask your students when they have engaged with two teachers in the classroom and some of the experiences they have had with stations, small group discussions with one of the teachers and two teachers at the front of the room. All of these co-teaching models allow for more teacher student interaction and lower student-to-teacher ratios. (See graphic for visual depictions of the following models.)
- Parallel teaching
- Station teaching
- Alternative (small group) teaching
- Team teaching
- One teach, one support
An example of the co-planning and co-teaching process in 7th-grade math
- Susan and Art looked at the algebra unit before it began, listing each content area goal-specific objective regarding what students will know and be able to do. For example, all students will be able to solve a two-step algebra equation with one variable.
- Next, daily lessons were reviewed and aligned to the goals and objectives for learners. For example: Day 1 – one-step equations with addition and subtraction; Day 2 – one-step equations with multiplication and division.
- After outlining daily lessons, the teachers look at each of the lessons and think about all of the different learning styles and needs within the class, posing questions like:
- How might someone who needs repetition to master a concept get enough practice without falling behind?
- When a student grasps the concept quickly, how can we provide different options for extension without just adding more?
- How are we reaching the visual learner, the auditory learner, the kinesthetic learner, etc.?
- How are we varying content of the lesson, the process of the work and the product to show learning?
- Who might this be challenging for and why?
- What scaffolding are we providing?
- What resources do students have access to in the physical and virtual classrooms?
- How might we group students to best increase learning?
- The teachers discuss these questions and many more and adjust lessons accordingly. Adjustments may include: 1) Teaching a class period using the Alternative Teaching model of one group of students working independently with extra practice on one-step equations that involve addition, subtraction, multiplication and division; 2) a teacher working with a group that needs reteaching or more strategies for one-step equations that may include a list of steps, talking out-loud through each problem, using manipulatives to show what is happening and allowing time for students ask clarifying questions; and 3) a third group works on one-step equations that incorporate fractions or are representative of geometry to apply algebraic equations to area and making that connection.
- Throughout the unit, through co-teaching and observing what is happening in the math classroom, Art and Susan can continually tweak the methods for process and product to meet both the needs of the learners and the learning goals and objectives for the unit. Modifications may include alternative assessments, varied experiential stations, adjusted teaching techniques, and opportunities for extension of thinking as needs and opportunities arise.
After Hours with Extended DayPosted by Stacey Toevs on 2/14/2019
Ask Barbara Guynn about Extended Day’s mission, and she’ll tell you it’s “a fun safe place for children to be.” That’s one of those sentences that rolls around in your head and sorts itself into deeper meanings. Yes, Stanley’s Extended Day program is safe and fun and a good place in which to be, but it’s also a great place for kids to simply “be,” and a great place for a kid to be a kid.
“Some after-school programs are oriented around academics,” says Barbara, our extended day director, “but Carolyn Hambidge’s vision, which we share, is to support the social-emotional qualities that make children happy and ready to learn.” The program is a great way for kids to develop interpersonal skills – with other students and adults – and to create and maintain friendships across grade levels. The extended day team also takes seriously its role supporting working families – catering to the spectrum of Stanley’s socio-economic and cultural diversity – and being a haven where children connect with others like themselves.
For Stanley students staying after school, a typical week often includes an enrichment class or two for K-5s, sports for Middle School students, and then time spent in our ever-steady Extended Day room in the Hambidge Commons. Tucked away near the K-1-2 hallway, the hub of a classroom includes zones for playing, reading, arts and homework, and represents a hive of indoor and outdoor activities between 3 and 6 p.m.
"It's like going back in time to my own childhood," notes Extended Day teacher and Stanley substitute Randi. Everything is so familiar and warm, and intentionally low-tech. You won't see a TV blasting (though movies and wii tournaments aren't unheard of on a long conference day or during the week). Most activities are hands-on and collaborative, and the pace of the Extended Day room is more sedate, less hustle-bustle.
Barbara and the Extended Day staff provide a home-like atmosphere as much as possible, with daily read-aloud (led by staff and older students), snacks, choice, free-play and crafts activities. The staff plans special events in advance throughout each session, which often connect with multicultural holidays and occasions taking place at the time. This month, kids in Extended Day will have a chance to make soap, African masks, cookies and paper dragons and celebrate George Washington Carver and the Chinese New Year. There are other traditions that pop up throughout the program’s calendar like the Thank You Autumn Tea, Splash Day (borrowed from the book “The Story of Tar Beach”), two breakfast feasts, the Soup Festival (patterned after the book “Stone Soup”), and more.
Barbara and the team also take advantage of early childhood workshops and conferences through Colorado Shines for professional development, with the bottom line always to make kids feel at home, cared for, and comfortable in a place they can simply be.
One final note: Just today, Barbara's team received a Valentine from a current parent that speaks volumes:"I just wanted to let you know that as we walked out of extended day yesterday, my son said 'Mom, I love extended day!' Thank you so much for providing a fun environment for the kids!"
Drop in to the Extended Day room anytime in the morning beginning at 7 a.m. or in the afternoon starting at 2 p.m. to meet Barbara. You can sign up for Extended Day on the school’s ordering website at stanleybps.boonli.com. And remember, there are “Last-Minute” enrichment and Extended Day drop-in slots available on our ordering system should you ever need after-school coverage at the last minute.
Social Emotional Class – Fairness, Equality, EmpathyPosted by Allison Neckers on 2/7/2019
In K-5 social-emotional classes, beginning in January, we set out to grow our definition of fairness. In the beginning we were on a spectrum of understanding fairness to mean simply sharing equally and treating people the same regardless of outside appearance, money or age. After seven weeks however, we have come to discover that fairness is bigger than just that. Here’s an overview from Allison and Laura of how we’ve spent our time in K-1-2 and 3-4-5 settings:
K-1-2 Fairness Studies:
We spent time role playing, taking part in class simulations and reading books about fairness; we found fairness can also mean taking turns, listening to others, equal rights, playing by the rules of the game, being respectful and understanding that fair doesn’t always have to be the same for everyone. Sometimes fairness can mean giving people what they need when they need it to be successful. In the end we determined that playing with fair people is more fun.
At the beginning of the semester, the K-1-2s, participated in lessons to that invited them into what it might feel like to be treated unfairly, excluded or discriminated against. In one such lesson, the class took part in a simulation where students were judged by the color of the sticker they randomly received at the door.
During the simulation, the students were challenged to make fairness posters. They were given supply bags based on the color sticker they received. If they had a yellow sticker, they had limited resources (broken pencils and crayons) and if they were given an orange sticker, they received an abundance of supplies including: scissors, glue sticks, pompoms, Popsicle sticks, etc. Throughout the 10-minute activity, orange sticker students were clearly favored with preferential seats, water breaks and snacks.
During a follow-up discussion, both sides agreed that it was unfair. Most said it was upsetting and deeply frustrating they were judged by the color of their sticker and not the content of their character. Many with orange stickers empathized with students who were not as privileged, and some chose "boycotting" the privileged snack since not all of their peers could partake. This activity touched the students deeply and laid the foundation to future discussions related to MLK, upstanders and peaceful protests despite having very strong feelings.
In February, we shifted our definition saying that while fair is sharing equally, it can also mean giving people what they need when they need it to be successful. To make it relevant to the student’s lives, we read a book called “Looking after Louis” about a young boy with autism. In the book, one of his classmates perceives that he is getting preferential treatment from their teacher until the student sees it firsthand his needs. She then understands that fairness is not always equal, but rather giving people what they need when they need it to be successful.
We then played a game where students could see how this is true both at home and at school. A couple of examples we discussed in the game were: 1. At home, an older sibling might stay up later than a younger sibling because they require less sleep or have more homework. 2. At school, while everyone has a spot in the meeting area, some students need special chairs to help them better be able to focus.
To culminate, we discussed upstanders (i.e. Rosa Parks, Martin Luther King, etc.) both past and present who have stood up to injustice and made a positive difference in the world. We then, watched a clip from the movie Charlotte’s Web. In it, Fern STANDS UP to her dad when he thinks he needs to kill Wilbur because he is a runt. Fern yells, “It’s not fair! If I were little, would you kill me too?”
Students took the last few minutes to brainstorm for whom or what they might be upstanders. Some ideas included: siblings, the environment, people with disabilities, the elderly, pets, wild animals, our oceans, etc.
I cannot wait to see where each of these children follows their passions and make a positive difference in the world.
What a treat it is to work with the K-2 children each week. Thank you –Allison Neckers, social-emotional teacher (K-1-2)
3-4-5 Fairness Activities
To spring off the new year, our social emotional morning meetings in 345 have been focusing on the topic of Fairness, Equality and Empathy. In addition to deepening our understanding of these concepts, the primary goal of these discussions is to spark empathy and raise awareness of how each individual may impact our world as an Upstander when observing things that are unfair.
In order to illustrate these concepts, the students first engaged in a mock clapping contest designed to encourage them to question the concept of fairness. Students were able to identify which elements of the contest were unfair, how the experience of being treated unfairly made them feel, as well as, how they could redesign the contest rules to reflect fairness and equality.
Secondly, the children focused on examining the difference between Equality and Equity. We discussed how equity equals fairness by giving people what they need when they need it to be successful, so they have access to the same opportunities. In contrast, we clarified how equality equals sameness and only works if everyone starts from the same place. The children reflected on how they observe equity and equality in a variety of settings including the classroom, on the playground and at home.
Our discussion revealed how we must first ensure equity before we can enjoy equality. Furthermore, the children participated in an activity demonstrating how fairness leads to a more fun experience.
Finally, we talked about the power of standing up when things are unfair. The children watched a powerful video chronicling how one 5th grade class channeled their empathy to help support a couple who had experienced civil rights injustice. The children explored some small ways they can practice fairness every day and brainstormed some Upstanding ideas to try when someone isn’t being fair.
The visuals accompanying this article provided helpful illustrations of these concepts for the 3-4-5 students.
Thank you for the conversations you have at home to support learning at school. –Laura Weil, social-emotional teacher (3-4-5)
"Midsummer Night's Dream" performances on videoPosted by Laura Gibson on 1/31/2019
The Shakespeare videos are in! Depending on which section your child was in at the beginning of the year, you can copy and paste the Vimeo link into your browser and then enter the password to view it. I would recommend downloading the videos if you want to keep them for longevity's sake.
Note: These Vimeo links are private, so they cannot be accessed without a password. Let me know if you have any technological issues with accessing them, and I will get in touch with Ken Longoria (our videographer) about them.
Thanks for your patience!!
6-1 Vimeo Link: https://vimeo.com/305439091
password - Puck1
6-2 Vimeo Link: https://vimeo.com/307128599
password - Fairy 2
6-3 Vimeo Link: https://vimeo.com/307121224
password - Oberon
Do we need an alliance group for students of color at Stanley?Posted by Donna Meallet on 1/24/2019
Even in the most progressive independent schools, issues of race often lie just below the surface of children’s daily experiences. To alleviate this experience, we’re taking one step in the Middle School to help connect students of color with one another on a regular basis. Our new Middle School Students of Color Affinity group (SOCA) will allow students to gather, talk in a safe space about issues related to their identity, and transfer that discussion into action that makes for a more equitable experience at school.
Do we really need an affinity group for students who self-identify as students of color? The authors of “Anti-Bias Education for Young Children and Ourselves” Louise Derman-Sparks and Julie Olsen Edwards, describe how the physical features that children see — such as eye shape, skin color and hair texture — are connected to our society’s description of race. This physical recognition is children’s first encounter with racial differences. And while Stanley begins early to know all students, give students the chance to do the same, and to give them tools to talk about identity – when children are eager to examine their similarities and differences – still students of color often feel the weight of being one of few in a classroom, in a book group, in a discussion about race.
Identity and success in the independent school
How does current research inform us about the experiences of children of color in schools where the dominant racial culture is white? A 2003 study by Edith Arrington, Diane Hall and Howard Stevenson examined the variables that lead to success for African-American students in independent schools.
Of the students interviewed: 75 percent reported making a special effort to fit into their school communities; 82 percent reported that they had negative school experiences; and 40 percent did not believe the school treated all students the same.
The authors concluded that, “For black students, success is best defined by a strong sense of connection to the school community; a positive sense of self across contexts, but especially in the school; social and emotional health; and a racial identity that would serve as a resource as they develop, but particularly when students encounter racism.”
Another Independent School article by Michael Thompson and Kathy Schultz (2003), focusing on the “Psychological Experiences of Students of Color in Independent Schools,” highlights the fact that students of color, because they are in predominantly white schools, often experience intense social loneliness.
A video, “Independent School Seniors on the Importance of Affinity Groups” from the Southern California People of Color in Independent Schools, gives an idea of the power of affiliation groups within schools like Stanley.
A mission-driven mission
Stanley’s SOCA group launch is based in our mission and heritage. Stanley’s mission points in several places to the importance of developing each individual’s voice. Our mission states that “We engage, challenge and inspire children to reach their potential and develop their own voices within an inclusive, diverse and collaborative community that values distinct contributions and abilities.”
Two of our stated school values directly associate seeing the whole child with important social-emotional and societal values. Our mission states that understanding ourselves as individuals promotes positive relationships: “We value individuality. We recognize each child is unique and significant; therefore, we respect and build positive relationships with children and encourage them to know themselves – their strengths, challenges, learning style, culture and interests.”
Our school values also promote diversity within the wider world and in each individual’s social responsibility role: “We value diversity of all kinds – in students, staff and parents. We develop in children an understanding of similarities and differences in people and the ability to make socially responsible decisions. Towards this end we promote flexibility, resourcefulness, critical thinking and communication.”
The SOCA is also in keeping with Founding Head Carolyn Hambidge’s vision for Stanley to see the whole child. Educated at the Froebel Institute, Carolyn’s views as an educator brought to life in this school include an intense respect for the person being taught, and the belief that education should be focused on personal growth, fulfillment and care for others.
Faculty and staff at Stanley believe that diversity and multiculturalism are intrinsic to quality education for all. It is staff and students with this belief that will foster the Stanley SOCA through its first year and beyond, staying close to our mission, and working closely with each other.
Launching the SOCA at Stanley
Our SOCA had its first meeting on Friday welcoming about 20 students and five Stanley staff members. It was inspired into being by the germ of an idea from a recent National Association of Independent Schools People of Color Conference and preceded by weeks of planning and training on affinity groups and best practices, and manifested by the passion of several staff members.
A letter to went to all Middle School parents from Head of Middle School Greg Chalfin, and the program was kicked off at a Middle School assembly in mid-January noting that I will be facilitating the SOCA group monthly at lunch, and that another group – for students who do not self-identify as Students of Color and wish to learn more about work around being an ally in diversity work – will have an opportunity to do so monthly at lunch with Middle School Counselor Stephanie. Neither opportunity is required for any student, but these spaces are important places for students who seek to have a place to explore their own identity.
Staff members joining in the inaugural meeting of the SOCA were Jairo Barsallo, Leneta Jones (co-chair of our Multicultural Affairs Committee), Valentina Reiling, Catalina Rincon and myself. Several alums also participated including Katie Boston (current long-term sub), Max Leo, Alex Meallet and Carla Mestas (founder of the CIRCLE organization here in Denver). We were also joined by visiting activist and facilitator Jeremy Michael Vasquez, who worked with Middle School and 3-4-5 students on social activism last semester and facilitated our all-school Martin Luther King Jr. assembly on Friday.
In his letter, Greg noted that the SOCA is part of the Middle School’s overall initiative to support student voice on campus. “In alliance with the Gender and Sexuality Alliance started by Angelina and Grace in the first semester,” says Greg, “affinity groups offer an opportunity for students to learn, grow, affirm their own identity, and feel empowered both individually and as a group for who they are and what they believe. Through this open dialogue and meaningful conversations, we believe that this will help fulfill Stanley’s mission for students ‘to know themselves – their strengths, challenges, learning style, culture and interests.’ I am excited for the wonderful growth happening within our community for our students and our staff.“
Let’s get started
How do you define racial identity development? Beverly Daniel Tatum in “Why Are all the Black Kids Sitting Together in the Cafeteria” describes it as “the process of defining for oneself the personal significance and social meaning of belonging to a particular racial group.” Children internalize aspects of racial identity from the adults and peers around them. For students of color in predominately white independent schools, resisting negative stereotypes and affirming carefully considered definitions of themselves are critical to counterbalance the limited number of role models who mirror them racially.
We know that it is not a one-shot deal, we know we need to be continuously engaged with school personnel about how to talk about common ground with students and parents. Children will have developmentally appropriate questions and teachers will need to respond accordingly.
We believe that through open dialog and meaningful conversations more members of the school community will come to understand that well-facilitated, racial affinity groups are gatherings that enable positive identity exploration and are good places where people can pose questions and process issues. As a learning base, affinity groups offer affirmation of identity, empowerment of the individual, and empowerment of the group within the learning community.
A short list of goals for the program, include:
- Conduct a Racial Climate Assessment to obtain useful data about students’ school experiences.
- Facilitate positive identity exploration, self-awareness, pride, and self-esteem through books, games, discussion, and structured play activities that connect students to each other.
- Provide students with the opportunity to discuss topics of race, identity, and diversity in a safe space that will enable students of color to develop their voices.
- Encourage and develop leadership skills.
- Develop accurate language and vocabulary to describe themselves and others.
- Increase the school’s ability to recruit and retain families and teachers of color.
- Provide a majority experience for students regularly who are in the minority at school.
On Friday, as a group, the SOCA laid ground rules like “Don’t put down other races. Don’t label other races as ‘others’”; “Be supportive. Respect the speaker”; “Respect those not in the room by not using names when talking about other people”; And “Don’t put words in other people’s mouths.” The played an ice breaker aimed at taking apart first impressions, and why we all associate certain traits with certain people.” Together, they forged on to establishing mission and goals in collaboration with all of the group members, aligning with Stanley’s mission and vision and communicating the group’s core values and common interests.
Attending the SOCA lunch is completely optional, and important that it is so. Our goal is for everyone to feel as though they have a safe and comfortable spot. Through continued education efforts at all levels, we will grow together as community in our understanding of each other and the work it takes to be a diverse and welcoming community.
Affinity Group lunches are designed for students to develop and strengthen their own racial/ethnic/group identity rather than as a time to learn about others. The qualitative difference between affinity group work and other aspects of school is that safety and trust must be fostered, expected, and assured by each member to explore shared racial/ethnic/group identity development.
Some of this work is uncomfortable—no question. We will be working with all the students throughout the remainder of the year on developing skills and working with issues of oppression in a variety of forms. This is a journey and there is no quick, easy or right resolution.
While we know that what often drives inclusivity practices is the desire for universalism and “equity through neutrality,” we know that in fact the end result can be the silencing of the needs, concerns and experiences of the marginalized members of our community. We don’t want any of our children, or their families to feel they have to “check any part of themselves at the door” or not feel the joy of being seen and appreciated for their authentic selves. Some of us may be uncomfortable as a result, but we are working towards becoming a community where it is safe to be yourself and know that you are welcome.
Goals for students
Ultimately, our planning and process boil down to what students can expect to experience – and making that our top priority. Why would they want to participate in affinity group dialogues?
- Through talking with people who are like us, we can gain new insights into our own beliefs as well as others.
- We can gain support. We can practice talking about difficult issues before we join discussions in a mixed group.
- We can unpack our own “baggage” before joining dialogues with mixed groups.
- We’ll get beyond celebration. An affinity group should not be simply an “identity pride” space. Together, we can ensure the SOCA translates conversation around identity-related issues into action that helps mitigate those issues at your school.
- We’ll focus on empowerment or allyship and explore different ways to work with others. Effective affinity groups serve the needs of marginalized students — those outside the dominant culture— to undermine systemic inequities. A group that is only about the identity of whiteness, without acknowledging the dominance of whiteness as a source of inequity, will fail to meet this goal.
- Together, we’ll gain mutual support, new relationships and trust and learn that we have a voice in making a difference.
The SOCA meets on Friday during lunch in the Pub. All middle school students of color are welcome to join these conversations. In Session 1, we connected with the issue of racism and each other. In Session 2, we will talk about how people from different backgrounds can bring about change in the community. In Session 3, we’ll reconnect and identify what action we can take.
- Independent School magazine, Fall 2018 “Diversity & Inclusion”; this issue explores how schools are delivering on their missions to be diverse, equitable, inclusive, welcoming places
Identity Development Theories Resources
- Cross' African American ID Model
- Helms' White ID Model
- Kim's Asian American ID Model
- Palmer's Transracial Adoptee ID Model
- P P Root's Multiracial ID Framework
- Ruiz's Latino ID Model
- Wilson Indigenous Two Spirit ID Non Model
- Race and Ethnicity Comparison
- Phinney's Ethnic ID Model
- Considerations in Gender Identity Development
- Cass' Model of LGB Identity Development
- D'Augelli's Model of LGB Identity Development
Parent Forum: Drug Trends and How to Talk with Your Children About Substance UsePosted by Stephanie Bender on 1/10/2019January 15th, 7-8 pm Stanley Library: A prevention specialist from Freedom from Chemical Dependency (FCD) will present a parent workshop to offer support and guidance in helping children enjoy a drug-free adolescence. Some of the topics to be addressed include:
This program presents a perfect opportunity for discussing alcohol and other drug-related issues with your children. Parental involvement is crucial to our efforts to reduce the risks teenagers face. We want our students to hear from both school and home that we are concerned about alcohol, nicotine, and other drug use by adolescents, and that we are committed to keeping our children safe.
- Effective ways to communicate with your child about drugs and drug use
- Up-to-date facts about current drug use and trends
- What to say about your own experiences with alcohol and/or drug experimentation
- How to spot early warning signs of use and effective ways to respond.
On a related note, Wednesday, Jan. 30., Dr. Mark Ebadi will be coming to speak with our 8th grade students about the epidemic of vaping during advisory in afternoon. Middle school parents are invited to join as Dr. Mark Ebadi meets with the 8th grade class to discuss the effects of vaping and how the increase in adolescent vaping is affecting his work with adolescents. Dr. Mark Ehadi is one of the top immunologist/allergists in Denver. "Vaping: A top doctor shares how the increase in adolescent vaping is showing up in his practice". Wednesday, January 30 2:10-3:00 pm in David Marais’s classroom (building 2, second floor).Thank you for your support, as always.*Founded in 1976 and now a part of the Hazelden Betty Ford Foundation, FCD is a non-profit organization that provides substance abuse prevention education for schools and communities world-wide.
Art installations around Hambidge CommonsPosted by Stacey Toevs on 12/13/2018
When you're on campus, take in some of the installations of student work from Chris and Jairo's art classes! Snowflakes and garland adorn the lobby. Line and building projects from the 3-4-5s can be found flanking the cafeteria ramp. And you can still admire the products of a graphic, middle-school skateboard marketing skills-class in the community gathering space.
From Stephanie: A visit with Jeremy VasquezPosted by Stacey Toevs on 12/6/2018
On Friday, our 3-4-5 students had the unique opportunity to meet and engage with Jeremy Vasquez, an Artivist from the Bay Area. Jeremy uses art, passion, and activism to fight for justice and equality. He is a spoken word artist and shares his gifts to inspire youth across the United States. Sarah Davison-Tracey (Stanley parent and founder of Seeds of Exchange) graciously connected us to create an inspiring experience for the 3-4-5 children.
Jeremy began the morning sharing his story. He grew up with a stutter, did not have strong teachers in his life and his father was incarcerated. While he could have given up, he decided to be the change he wanted to see. He told the children, “I make gold out of my pain. I am a magician, and so are you.” He encouraged the children to dream big and never give up. Jeremy showed a short film and performed one of his inspiring poems. Below is a small snapshot of the children’s thinking after they listened to Jeremy’s art and passion:
- Be yourself
- Honor and be proud of your difference
- We are all unique
- Everyone’s culture is important
- People should follow their passions
- Everyone is important
- You always belong
Jeremy then asked the children, “If you had one superpower, what would it be?” The children took turns sharing their superpower with the class, cheering for one another and giving each other high fives. The energy and passion Jeremy created in the classroom was palpable. I wish I could have captured each child’s superpower but below is a small sampling:
- I will have eternal growth so I can grow and overcome my obstacles.
- I will speak all the languages of the world so that I can help people understand each other better.
- I will dance to bring joy and peace to others.
- I will be a peacemaker by giving someone a hug so they can pass it on.
- I will turn everybody’s disability into a superpower.
I was struck by the children’s ability to think deeply, compassionately and creatively. I know that these seeds are sewn starting when our children are in Kindergarten and continue each day they are at Stanley. Our teachers and families work to uncover each child’s superpower so that they can share their gifts with the world.
As our vision says: We envision a community of joyful, lifelong learners prepared to make a positive difference in the world. As I listened and observed the children, I was gently reminded by how integral this is to our students’ experience at Stanley. Jeremy has toured around the United States and interacted with an endless number of children. He told me several times that he was blown away by our children and teachers. He was incredibly impressed by our community of thinkers, problems solvers, activists, and generally kind and inspirational human beings.
I am grateful to be a part of this community, and I look forward to watching your children embrace their superpowers to make a positive difference in our world.
From Joanna: How teachers see each childPosted by Joanna Hambidge on 11/15/2018
During your recent parent/teacher conference, I hope that you found that your teacher knew your child. In class each day, on the playground, on field trips, your teacher observes and listens to your child. This simple action takes time, patience and a willingness to become students ourselves, allowing the learners to teach us who they are.
As teachers, we not only listen to what a learner says, we watch the smiles, the stillness, the energy, and the expressions. We observe the learner alone, and with people. We observe the learner with materials, and in the environment. We observe the social, the emotional, the creative, the physical, as well as the academic. We watch the whole child.
As teachers, we listen with open eyes and ears, as well as an open mind and an open heart. We work hard to understand the learner’s interests, joys, culture, way of being and seeing. We give plenty of wait time for a learner to respond before interjecting with our own questions or interpretations. We realize that the learner’s way of seeing and being may be different than our own.
As teachers, we observe the process and the product. We recognize the learning is what happens in the experience and to the students, not just the end resulting project, paper, or score. During learning, we conference with learners asking them questions about their thinking and feelings. At times we utilize anecdotal records, rubrics and checklists to keep track of learning.
We look at student work – writing samples, math samples, visual representations - their creations. We look at demonstrations of understanding in open-ended contextual projects. At times, we layer in nationally normed benchmark assessments and when necessary progress monitoring; however, we view the assessments in light of the child’s work and interactions in the classroom as a whole. We believe that nationally normed assessments may capture progress on the basics of reading, writing, and math, but these assessments should never take too much time from learning that fosters cooperation, compassion, curiosity, and creative thinking.
When we listen, when we observe, when we look at test scores, or checklists, we are mindful to distinguish between observations and judgments, making sure that we do not jump too quickly to conclusions. We understand that it takes time and focus to listen. We continually gather evidence of each learner’s style, strengths and challenges, and where learners are in their development. We look for patterns and figure out how a learner learns best and where the learner is in his or her development, in all aspects of development. As teachers, we trust the individuals to bring their own unique qualities to a situation for the good, the magic of trusting them to show how they learn, who they are and who they are becoming.
We are grateful to get to get to know and to teach your unique child.
With love and appreciation,