Monday evening I attended an event about boys, body image, identity development, and puberty in the digital age titled: “A Common Sense Conversation with Peggy Orenstein & Dr. Cara Natterson moderated by Steve Goldbloom.” The authors spoke about their new books and provided practical advice regarding navigating these topics with our children – advice that I intend to bring both to The Willows Life Skills Program and to my own parenting.
Sarah Bowman, from Common Sense, summarized well what I found most salient:
The conversations we have with our children are important, and they are, in fact, indelible. What you say counts. At Common Sense, we believe media literacy is a staple of parenting today, and our panelists did an excellent job of describing how to slip these conversations into your family’s daily life. Cara and Peggy urged us to initiate these chats earlier and surface these issues frequently, and to do it with humor. We instinctively teach our kids manners by gently prodding them to say “please” and “thank you” over and over; frank conversations about the body and a consciousness about media literacy likewise must become part of your parenting mindset. This past week provided two oversized examples of topics for conversation: Kobe Bryant’s death (men expressing grief and emotion) and the Super Bowl halftime show (body image).
The best advice of all? Trust your gut and remember to explain why you feel what you feel. This is what is unique to you and what your kids will cherish most.
While this talk and their books focused on boys, much of Orenstein and Natterson’s parenting advice and these conversations can resonate with girls as well.
These strategies may be used by families with both boys and girls.
Poetry Night arrives every winter at The Willows! It’s an exciting event embraced by the entire school community. Yet long before the poets take the stage in February, poems are popping throughout the school.
My name is Deb; I’m a writer and movement educator who is privileged to teach poetry at The Willows. As I work my way through every grade level in a five-lesson time frame, each student has a chance to imagine, feel, and remember—then paint those pictures in words.
My goal is to make poetry a playful, interactive, relevant experience. Come with me behind the scenes and peek into our creative process.
DK Poets: Move, Play, Wonder
How to teach poetry in DK? Read to the children, play with them, ask them questions! Questions and games facilitate the flow of words and feelings.
Here, a crawl tunnel makes expressing creative ideas an engaging experience! First, I ask a question. Then I encourage the children to crawl through the tunnel like an animal. They pop out to share their answers in the voice of that animal!
Crawling is a developmental movement that primes the brain for learning; we’re building learning readiness as we build our poems, a line at a time.
Here, our youngest students are learning to make word pictures by drawing their answers to fill-in-the-blank questions, like sometimes I feel____.
Kindergarten Poets: Play with Words
Silliness rules in Kindergarten! I encourage the children to have fun with language, so we first explore poetry through nursery rhymes and books they may already know.
Then we build on the sounds they’re learning in class, and turn them into silly sentences full of alliteration, like:
Taco’s Tiger taught a pterodactyl to talk too much!
Kindergartners also create individual poems, where I ask them to imagine, remember and add details. As in DK, the children respond to questions after lots of movement and play.
In this example, our “ties that bind” school-wide theme served as inspiration for a poetic form:
When I’m in 3rd grade I will remember
my blue Super Wings plane named “Jerome”
my blue sequined dinosaur shirt
my blue cotton candy
and eating spaghetti at home with my mom and dad.
– Kindergarten poet
It’s a joy to witness the excitement, the honesty and the clarity that these five and six- year-olds bring to their poems. Poetry isn’t some abstract art. We make it concrete as we play with our words.
When you think of your music class experience in school, what comes to mind? Many of you might have fond memories of singing or banging on a drum, or maybe you have that memory of playing the recorder that we all learned to love.
Music programs in schools have existed for decades and have been an extremely important foundation of our educational system. But what happens when technology continues to be an integral part of our daily lives? How do we make sure we are preparing our children for the future, specifically in the realm of music?
Simple solution: Electronic Music. Electronic music is the integration of technology with music theory and composition to compose and record music using computers and software like Garage Band or Logic Pro.
Electronic Music started at The Willows way back in 1996 when a parent approached Head of School Lisa Rosenstein to teach a music composition class using a piano keyboard connected to a computer. At that time, technology in music was an extremely new concept. With a forward-thinking mindset, Lisa agreed to this idea. That Willows “can do” spirit sparked what has now become a beautiful, state-of-the art, electronic music lab with 15 Mac computers and piano keyboards, Beats headphones, and a private recording vocal booth.
The first class in 1996 inspired Greg Blum to become an Electronic Music teacher at The Willows. Greg, also an alumni of The Willows, says, “The first time I even wrote a song was in electronic music. It formed a big part of my relationship with music. One thing that’s instrumental about this class is that it’s for everyone.”
At The Willows, Electronic Music starts for students as
young as 3rd grade all the way through 8th grade. The
curriculum is designed to develop skills in song composition, writing and
reading original songs, song structure, and music theory. Each grade comes once
a week and spends roughly 50 minutes in the Electronic Music Lab.
Next time you’re on campus, make sure to stop by the Electronic
Music lab it will definitely be note-worthy!
Grab your cape and mask because this year The Willows will be hosting the very first WillowCon, a Willows version of ComicCon, on Saturday, November 9 from 11 am to 4 pm. In Willows fashion, it will be a collection of speakers, workshops, art pieces, books, costumes, music, fun, and food for all ages to participate!
Inspired by a school in Petaluma, CA, Director of Library Services Cathy Leverkus and Director of Teaching and Learning Terri Baird, decided that this was an opportunity to bring a version of ComicCon to the Willows. What better way to bring comic books and stories to life than to dress up, create masks, and speak to some of the industry’s top-notch comic book/story writers, artists, and directors?
Hence, the birth of WillowCon.
WillowCon will not only be a fun and exciting event, but it will also inspire and motivate those of all ages to read and write. Throughout the day, attendees will be able to listen to a panel of speakers, walk down artist alley that will include a collection of art work from Willows students and guest artists, meet and greet with speakers, develop writing skills through workshops, and decorate and create masks!
Some of the panel speakers will include Chris Ayers, Bruce Eric Kaplan, Dana Simpson, David Goodman, Cecil Castellucci, Emma Steinkellner, Josh Gad, Kyle Bornheimer, and Vaun Wilmott, just to name a few. Combined, these individuals have worked on Star Trek, Family Guy, The Daily Zoo, The New Yorker, Phoebe and Her Unicorn, DC Comics, The Okay Witch, Frozen, and much more.
Make sure to mark your calendars because WillowCon is going
to be out of this world!
“We have a crisis on our hands, and its victims are our children”
-Marc Brackett, “Permission to Feel”
day and age, the mental well-being of our children and adults is shockingly
poor. Marc Brackett knows why. And he knows what to do.
Marc Brackett, the Founding Director of the Yale Center for Emotional Intelligence, has spent 25 years as an emotion scientist. Marc Brackett’s prescription for raising healthy children and adults is a system and approach that he calls RULER, which is an acronym that stands for the five skills of emotional intelligence: recognizing, understanding, labeling, expressing, and regulating emotions. RULER was developed to help improve the lives of children and adults through understanding our emotions and using them wisely to help, rather than hinder, our success and well-being. The RULER approach has been implemented in more than 2,000 schools across the US and globe, reaching over 1 million students.His new book, Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive, is the culmination of Marc’s development of RULER and his way to share the strategies and skills with readers around the world. Permission to Feel combines rigor, science, passion, and inspiration in equal parts. Too many children and adults are suffering; they are ashamed of their feelings and emotionally unskilled, they don’t have to be. Marc’s mission is to reverse this course and this book can show you how.
If you’re interested in learning more, Marc Brackett will be coming to The Willows to speak about his new book.It’s free and open to the public!
Tuesday, October 15, 2019 7:00 pm to 8:30 pm The Willows Community School Gymnasium 8509 Higuera Street Culver City 90232
Talk will be followed by a book signing of his provocative, new work!
Five years ago after moving from teaching the first/second grade loop to teaching upper elementary students, I noticed that there was a need for a more consistent writing curriculum across the grades at our school. Of course teachers gave writing assignments, but a continuity in how writing was being taught needed to be reviewed and updated.
In search of more comprehensive writing instruction, I found The Reading and Writing Project at Teachers College, Columbia University. I was familiar with Lucy Calkins and her writing workshop curriculum, but I wanted to learn more. After attending their Summer Writing Institute on their campus at Columbia University, I returned to The Willows inspired and invigorated to share what I learned with my colleagues. Since then, we’ve created an exceptionally strong writing curriculum, guided by Writing Workshop.
The Writing Workshop Model is very Willows in that it is student-centered, but also provides structure and clear goals.
These are the Writing Workshop Essentials, from Lucy Calkins’s book, Guide to the Writing Workshop, and how we have implemented them at The Willows:
“Writing needs to be taught like any other basic skill, with explicit instruction and ample opportunity for practice.”
I found that we weren’t scheduling writing into our regular weekly lessons. We’d give students creative writing assignments during the year, but the craft of writing wasn’t being explicitly taught everyday. We’d justify this by reasoning that our students were doing lots of writing in other subjects. Imagine if we did that with math— “Oh, we don’t have a regular math time, but students do math in science and social studies without even realizing it, so that’s okay.”
The first and most important change we made was to make writing a priority and to put it on the weekly schedule, just like math, reading, social studies, and science.
“Children deserve to write for a real purpose, to write the kinds of texts that they see in the world and to write for an audience of readers.”
In Writing Workshop there are three main types of writing we teach—narrative, informational, and persuasive. We teach each of these forms every year and build upon the skills from the year before, increasing the complexity and sophistication of the writing. At the end of each unit, we “publish” our books and share them with one another and our greater community.
“Writers write to put meaning onto the page. Children invest themselves in their writing when they choose topics that are important to them.”
We teach children strategies to find topics they are passionate about, rather than assign them a topic. We teach them that the purpose of writing is to communicate your ideas. We write because we have something to say, and we often discover what we have to say through our writing. This has been so empowering. Our students love writing workshop because of this.
“Children deserve to be explicitly taught how to write.”
In the younger grades, we teach informational writing units in which students write “expert books.”. Each student chose a topic that they feel they are experts in and do not need to research (being an older sister, football, playing with sticks). We then explicitly teach them how to write an informational piece well, organizing and focusing their topics, writing paragraphs, using lots of examples, synthesizing their ideas, and using vivid, descriptive language. Later, we combine our informational writing unit with a social studies or science unit, and introduce the element of research into their process.
“Children deserve the opportunity and instruction to cycle through the writing process.”
By explicitly separating writing into stages, we’re demystifying the writing process and giving students the expectation that they will create several drafts when they write.
The biggest change I’ve seen has been to differentiate revision from editing. Many teachers lump these together, and end up giving revision short shrift. We talk about revision as the big stuff—does the writing make sense?, is there enough description so readers can picture this in their minds?, what is the writing really about?, is my message—what I have to say—really coming through? Editing is fixing the conventions (spelling, punctuation, grammar) so the work can be read easily. This comes after revision.
My students now enjoy revision. Their papers get messy, and the more revisions they make, the messier the draft gets. I revise my own writing in front of them, then invite them to do it to their work.
“To write well, children need opportunities to read and to hear texts read, and to read as writers.”
We use mentor texts by master authors that we examine to see what techniques the writers use to communicate their ideas, so we can try using them as well. Now, during book clubs or read aloud, students are noticing devices writers’ use that they can incorporate in their own writing, like flashbacks or foreshadowing.
“Children need clear goals and frequent feedback.”
This happens mainly during writing conferences. Before writing workshop, my writing conferences took place at my desk, after a student had finished a draft. I’d hold a pen and write on the student’s paper, showing them where to add a detail or to re-order some sentences. The student would often stare into space, and I’d mark up the paper and give it back so they could make my corrections. I’d have a long line of students snaking around the room waiting for my help and my approval.
Now, I rarely sit at my desk during writing times. I move around the room and check in with students at their tables. I talk to them and give them feedback in whatever stage they’re working in. I don’t write on their papers. I might write some notes on a separate paper so they can remember what we talked about, but the students have to make their own revisions, do their own writing.
We use checklists and charts so students can remind themselves of their goals. Students don’t stand in line and wait for a conference with a teacher. They keep working and use the tools we provide to help themselves until the next teacher check-in.
Teaching writing like this takes more work, but we are now sending students to each higher grade with more skills, ready to take on a new level of sophistication in their writing. It’s been so gratifying to see how our students have embraced this process. Students are excited about writing, disappointed when their writing time is over, sometimes asking if they can stay inside during recess to keep working on a story. As a teacher it doesn’t get better than that.
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.
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)
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.