Once an Idea, Now a Reality!

Not only do Willows’ teachers possess the “Can Do” spirit, so does the facilities team.

Over the years, you may have seen some new additions at The Willows like the multi-purpose furniture between Buildings 4 and 6 or the free-standing sand sifter in the sandbox. What you may not know is that these were all made in-house by our talented facilities team.

The Willows’ facilities team consists of Treisha, Rocky, Gonzo, Eladio, Juan G., Juan V., and Daisy who have a combined 50 years at The Willows. They have embraced The Willows spirit, and when something needs to be done, they accomplish it!

Here are a few objects that have been created by the facilities team:

The multi-purpose furniture idea originated when students and staff noticed there weren’t enough outdoor classroom spaces on campus. They researched and found the best solution for The Willows would be a mobile outdoor classroom apparatus. The Middle School students interviewed teachers and students who would be using the space the most and collaborated with a San Francisco architectural firm, Thing One, to construct 2D and 3D models. The blueprint was then given to our facilities team to be constructed as a working product!

These Design Lab tables were made out of necessity–we had a wonderful design lab but no tables. The facilities team built tables to the dimensions that fit perfectly for the space for a fraction of the purchase cost!

It’s amazing to have a hands-on, talented facilities team, but more importantly, it’s beneficial for our students. By modeling the inquiry process and design thinking approach, students are able to see first-hand the ideas they formulated become a reality on campus in front of their eyes. Students then begin to understand that with the right amount of tools and resources, they can bring their own ideas to reality.

This collaboration and “Can Do” spirit is what makes The Willows a special place. As the saying goes, it takes a village, but in our case, it takes a community!

Once a Willows Student, Now a Willows Teacher: From the Perspective of Kendall Gross, Kindergarten Teacher

Contrary to my answer in the ‘99 yearbook, a career as a “ballerina” was never the real goal. In actuality, I have always wanted to be a teacher when I grew up. The Willows has been my happy place since the day I arrived in 1998, and I feel honored and excited to show up to work—every day—in the very classroom where my love of learning began.

I consider myself academically driven, and I largely attribute my time and experiences at The Willows to that descriptor. Never before—and not since—have I been a part of a community where curiosity and exploration are at the forefront of experience every single day. The Willows practices as it preaches; we are allowed to make and learn from our mistakes, we can turn an assignment on its head to suit our needs and style, and we have ample opportunity to form authentic and reciprocal relationships with our co-learners (aka peers, teachers, specialists, etc.). These relationships were the lamp to my metaphorical moth, and the practices I relished as a student still inspire me to grow both as a faculty member and person.

As an alumna working at the school I once attended, I am often asked a lot of questions, which is great, because, thanks to The Willows and their inquiry-based education, I love questions. The question that comes up most frequently is this: How was it coming back to work at the place where you went to school? My short answer is usually: “Surreal!” The long answer has much more flavor…

Many of the faculty that taught me and formed my personhood, are still at The Willows today. So, coming back to the nearly unrecognizable campus in 2016 as their “co-worker” was quite an experience. It took a few months for me to accept that the conversations I had with them were no longer considered part of my year-end written evaluation. It took a few months longer to not feel out of place at faculty meetings–as if I had walked into the wrong room at the wrong time. By the end of my first year, I realized I wasn’t living some strange dream. I actually worked among my mentors at my favorite school doing what brings me great happiness and satisfaction, and I would get do it all over again the following year.

I believe a well-rounded education is the greatest gift a person can receive. The Willows offers that and so much more. It offers a safe space, a place to question and create, a home away from home. So thank you, thank you, to my teachers, who created, packaged, and put the bow on my gift. I hope to empower my own students and guide them toward a love of learning just as you did for me. That is my goal, and that is why I am a teacher at The Willows Community School. Although, I’m sure being a ballerina would have been cool too.

Current teachers that taught (and continue to teach) me:

Kindergarten – Andrea Passarella

First Grade – Jennifer Cunningham

Second Grade – Dakota Smith

Third Grade – Wendy Amster

Fourth Grade – Jill Offer

Fifth Grade – Bobby Hamm, Jane Lewine

Middle School – Stuart Knox, Steve Futterman, Kyle Smith-Laird, Doug Klier, Liz Ganem, Brian Tousey, John Lee, Ann Istrin

Specialists – Marc Weiss, Susannah Funnel, Kristie Toomath, Cathy Leverkus

Regulating Strategies to Deal with Test Anxiety

Last week we welcomed Marc Brackett, Director, and Robin Stern, Associate Director, of the Yale Center for Emotional Intelligence back to The Willows. In their talk to parents and the larger community, they reminded us of research findings that show children in schools today experience higher levels of anxiety than their parents. While there are myriad potential causes for this anxiety, one cause that is especially present this time of year is standardized testing taking place in schools. bubble-test

According to the Anxiety and Depression Association of America, children suffering from anxiety related to taking standardized tests typically present three main categories of symptoms:

  • Physical symptoms, often resembling those related to a panic attack, including headaches, nausea, diarrhea, excessive sweating, shortness of breath, rapid heartbeat, and light-headedness
  • Emotional symptoms, including feelings of anger, frustration, fear, helplessness, and disappointment
  • Behavioral/cognitive symptoms, including difficulty concentrating, thinking negatively and comparing yourself unfavorably to others

At The Willows, challenges like these make us feel more grateful than ever for our burgeoning partnership with Yale and the RULER program for emotional intelligence that we are implementing in our community. In order to address these concerns straight on, specifically with our youngest test takers in third through fifth grades, the members of our Willows RULER team recently met with our Upper Elementary teachers.

Due to two to three teachers in a classroom, Willows teachers are able to meet regularly during the school day at our monthly Learning Lunches, where DK-8 faculty are invited to meet, watch, and discuss a video on a topic relevant to our professional practice and break bread together (often with colleagues who teach in separate buildings and rarely see each other.)

For this particular lunch, rather than watch a video and then discuss potential applications for our different classroom settings, we began with an open forum led by RULER team trainer and 5th grade teacher Alex Wolfe, who asked everyone to begin by sharing strategies they’ve used over the years to mitigate student test anxiety.

All teachers emphasized the need to impart to students specific and concrete strategies to use when anxiety begins to rear its ugly head during testing, such as:

  • Don’t spend too long on one question
  • Skip certain questions and come back to them at the end
  • For questions that require written responses, don’t leave them blank (even if you have no idea how to respond – anything written can be scored!)
  • Use positive self-talk and mindful breathing

(See below for links to more specific strategies and tips)

self talk

Certain teachers also shared related posters they already have on display in their classroom for their students. Alex shared that one particular piece of advice she tells children is that these kinds of tests are designed so that some questions are hard and some are easy, so if you don’t answer one correctly it’s ok, because usually no one answers all the questions correctly.

self talk 2Particular attention was given throughout the discussion on how best to help our 3rd graders, who are facing the standardized testing experience for the first time. Many teachers acknowledged the need to strike a fine balance when talking to these students about testing; it’s our job to simultaneously convey that on one hand they need to take the test seriously but also try to regulate their stress as well.

Christina Kim, our Director of Student Life and leader of the school’s RULER team, shared that it’s important for children to recognize that standardized tests can be thought of as a different genre that we all need to be able to comprehend. Like other texts, it has certain structures and conventions that are predictable, and just like we would with any project or assignment, we all simply must try to do our best.

Christina also shared some related posters photographed on our recent school visit to High Tech High. I felt that all teachers present left our lunch meeting empowered to help students navigate the wide range of emotions that arise during test taking.

growth mindset poster

For more information on test taking anxiety please visit:

https://childmind.org/article/tips-for-beating-test-anxiety/

https://www.iecaonline.com/PDF/IECA_Library_Test-Anxiety.pdf

How do we respond?

Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and our freedom.

-Victor Frankel

Walking through our halls Wednesday morning after Tuesday’s election, discussions about the election results could be overheard everywhere. Most children sought out friends with which to share their collective surprise over the news; others parroted remarks they may have heard on TV or from various adults. Some others said nothing.

I can only speak for myself, but watching the results the night before I couldn’t help but wonder: what do I say to the kids tomorrow? Regardless of one’s own personal political persuasion, the nature of this campaign and its surprising end made for an election night like no other. Contemplating spending Wednesday with young children eager to discuss this at school, I asked myself: how do we respond?

Waking up Wednesday, I thought of Victor Frankel’s famous quote (above). One of our most challenging jobs as educators is to live in the space between stimulus and response, to appropriately model for our students the importance of taking the time to pause and be thoughtful before we react to the words and actions around us. Imagining my conversation with a student about the election, I resolved to offer more questions than answers, especially open-ended ones like “How are you feeling?” or “What’s making you anxious?” so that students feel they have a safe space to process their emotions or concerns.

Shortly after arriving at school, I saw an email in my inbox from Lisa, our Head of School, stating that we would be meeting as a faculty after school to discuss our school-wide response to the election.

During our discussion, we heard from various teachers about their experiences throughout the day, many of them similar to my own. We all agreed on the need to acknowledge feelings, encourage conversation, and allow for differing points of view. Lisa reminded us that the RULER emotional intelligence tools we’ve been implementing in classrooms over the last year and a half are truly powerful for times like these. (Read a short message on the election from Yale’s Emotional Intelligence team here)

the-willows-community-school-willowscommschool-%e2%80%a2-instagram-photos-and-videos
instagram.com/willowscommschool

Different grade levels shared specific moments and activities from the day. During their morning meeting, first graders plotted themselves on the classroom mood meter; one student acknowledged the news of the election had left him feeling “uncomfortable,” after plotting his mood somewhere between blue and red.

One third grade teacher felt that the activities surrounding a mock election held at school had really helped her students learn to be respectful of others’ choices and to deal with feelings surrounding winning and losing an election. In the middle school, certain math classes had studied polling surrounding the various California ballot propositions, and their discussion Wednesday morning covered not only the predicted versus actual outcomes, but also about the vital need to cultivate a mathematically-informed electorate in our country.

Although it is unclear what the next four years will bring, it is certain that plenty of emotions and other stimuli in need of our collective responses await. Of the many things I saw on social media Wednesday, one short passage shared with the staff by third grade teacher Stephanie Wald helps show a path to the growth and freedom Victor Frankel spoke about:

Let’s start small. Let’s start by looking each other in the eye. By smiling to a stranger. By picking up a piece of trash. By being helpful in your community and commit to listening to each other. Let’s start with more mindfulness, more self-care, more reading and writing. Let’s take it day by day. We have a lot of work to do, but today let’s be really kind to each other. Let’s be honest, generous, and forgiving and connect through our hearts rather than through our minds. Let’s start small, and with love. Let’s start now.

Some helpful links for parents and educators:
http://betsybrownbraun.com/2016/11/09/talking-to-your-kids-about-the-election/
http://www.tolerance.org/blog/day-after
http://www.huffingtonpost.com/entry/what-should-we-tell-the-children_us_5822aa90e4b0334571e0a30b