Monthly Archives: March 2011
Posted on Mar 31, 2011
March 31, 2011
"The boys were using ropes, pulleys, and teamwork to hoist their 'treasures' up to the loft. When it was time to clean up, they were asked to figure out how they could work together to move the basket left and right in addition to up and down. It didn't take long for the boys to come up with a solution. By observing and listening to the children, we know when to step in and ask timely, open-ended questions to further understanding. This helps us to turn an ordinary activity, such as raising and lowering a basket, into a more meaningful learning experience that involves critical thinking, problem solving, and teamwork." Mr. Royer and Ms. Starzyk Rm. 4 Prekindergarten Teachers
Gillispie's Grade 6 students pose for a quick group portrait before they hit the trail to Idyllwild for the annual 2-night camping trip to Astrocamp. As noted in today's teacher's log: "This morning we had an early breakfast, launched rockets, went through a maze and low ropes course, and are learning about the atmosphere and gases. Everyone is happy, healthy, and having a blast!" Mrs. Chaney
Posted on Mar 31, 2011
Observing and Questioning To Create Early Childhood Learning Experiences
March 31, 2011
Prekindergarten teacher Kerry Starzyk and preschool teacher Kristen Pace recently visited First Presbyterian Nursery School in Santa Monica, a highly regarded program inspired by the Reggio Emilia philosophy. Both the classroom visits and the school’s takeaway literature affirmed that a quality teacher is an astute observer and an amiable questioner.
When children are actively engaged, whether in the classroom or on the play yard, the role of teachers is listen to conversations among peers and ask students questions about their ideas and actions (see Rm. 4 “Gem” of the Week). In addition, excellent teachers document the content, processes, and products of the children’s learning, whether by writing down rich dialogue or by taking photos of original creations. Consistent and thoughtful documentation allows teachers to identify trends and patterns in students’ interests and abilities and, of course, when emailed to you, provides fodder for continued learning conversations at home. Taken together, observations, questioning, and documentation lead to deep early childhood learning experiences, which help children make connections, synthesize skills, and create memories.
Alison Fleming
Head of School
Posted on Mar 25, 2011
March 24, 2011
Parents are an important part of the learning circle at Gillispie, and it's nice when parents volunteer in the classroom to appreciate the gifts of children other than their own. Below, Monica B. listens to Ardalan T. read independently; she was joined by five other parents to form student-parent reading teams.
Student, teacher, writing surface--sometimes a traditional approach is best. Grade 4 teacher Mrs. Shieh motions to Douglas as she conveys a strategy for converting fractions to decimals.
Posted on Mar 25, 2011
March 24, 2011
Part 1: Building Experiences
As noted in established literature regarding the Reggio Emilia philosophy, activities and experiences provide children with very different opportunities. The definition of an activity may be self explanatory, but an experience is worth describing—it emerges from children’s and teachers’ ideas and/or interests and is often inspired by children’s home life. It allows for deeper inquiry by being worthy of discussion, allowing for a give-and-take of possibilities, and requiring a respect for differing viewpoints. During prekindergarten’s recent Astronaut Day, children across three classrooms had just such an experience as they collaborated to build a space rocket.
Before the event, Theron Royer asked each prekindergarten classroom about what materials might be appropriate for constructing a space rocket. From their ideas, he gathered materials, added a few of his own, and left the supplies in the center of the room. Each group of prekindergarteners rotated through Room 4 to contribute to the rocket’s assembly. Large pieces of cardboard framed the spaceship and smaller pieces became the instrument panel; crepe and tissue paper became orange and red jet engine flames. For better visibility, windows and a moon (not sun) roof were included, as were reclining chairs for comfort. The physical manifestation (the spacecraft) of their creative ideas has a lasting impact on these children as they become critical thinkers and builders of their knowledge.
Alison Fleming
Head of School
Posted on Mar 17, 2011
March 17, 2011
Last Saturday, fourteen energetic choir members, five tireless parent volunteers, and our fearless music director (Linda Jacobs) and I traveled to Long Beach for the regional America Sings! festival. America Sings! is a non-profit charitable organization that combines a non-competitive, outdoor choral group festival with community service. This particular event drew seventeen elementary, middle, and high schools from California and Arizona. As the performance time neared, excitement mounted, as did nervousness about the size of the stage (just smaller than the Gillispie gym!). Though our choir members filled only a portion of the risers, their sound was mighty as they delivered well-rehearsed choreography, smiles, and energy—our group's rising voices provided a proud moment for Gillispie. There are many such proud moments at Gillispie—witnessing 31 first through sixth graders perform in Mary Poppins; listening to students portray famous individuals during wax museum presentations; and visiting with emerging scientists during the Science Fair to hear them compare their hypotheses with their findings. In all instances, the children are learning communication skills and the importance of hard work; implicitly, I hear them all saying, “I have something to say and it’s worth hearing.”
Alison Fleming Head of School
Posted on Mar 15, 2011
March 10, 2011
A sustainable spring is sprouting up at The Gillispie School. Grade 1 students are gardening with science specialist Mrs. Kerr; multiple grades are vermicomposting (with their friends the worms) to create soil for schoolyard gardens; and Grade 6 is studying the depletion of global fisheries and strategizing how to better manage the commons.
Regarding composting in particular, sustainability teacher Mr. Candra notes that the compost pile reached 120 degrees just before winter break. Just after break the pile had cooled markedly, signaling that it was time to use the compost in school gardens. Students sifted the compost to sort out large debris and loved finding worms and worm eggs that would ensure healthy soil for the fruit trees we are organically growning on campus: apples, oranges, tangerines, lemons, limes, and pomegranates.
Earlier this spring, elementary students worked with Mr. Morris, Gillispie’s Director of Educational Technology, to create a video featuring the trees on our campus. The video has been submitted to the Documen-Tree project, which reminds us that, “Historic Trees bring history alive by sharing America’s stories through the oldest living things in nature.”
Please watch and vote for the Gillispie School video, “Gillispie’s Beautiful, Majestic Trees.”
(Note: The voting is over, but
click here to watch the video.)
Alison Fleming
Head of School
Posted on Mar 15, 2011
March 3, 2011
For a special assembly today, storyteller David Novak visited with PK-Grade 6 students and kept them delighted with four international tales; the visit was a prelude to our March 11 International Day.
During the faculty in-service day on February 18, teachers learned more than 20 activities to help students process the dynamics of bullying behaviors. Below, a group of teachers shows the results of an activity that they can now share with their students--determining which socially affirming messages "belong in their hearts" (see Post-It notes) and which negative and hurtful messages they can let go of as trash.
Posted on Mar 15, 2011
March 3, 2011
As we return from winter break this week, I’d like to revisit the February 18 in-service day that was dedicated to socializing knowledge among faculty and staff. Preschool through Grade 1 teachers heard from Terri Emberling about boy and girl play; early childhood teachers discussed Emilia Reggio methodologies and how they apply at Gillipise; and upper elementary faculty teachers discussed how to help children socialize appropriately with peers as well as how student progress reports and portfolios can be used to capture and track academic progress. Below are some take-aways that resonated with our faculty:
Why is “cave time” so important to boys?
If a young man has made a “bad choice,” his fight-or-flight response stemming from his brain’s amygdala may not allow him to look an adult in the eye or rationally process his emptions. Better to allow him to walk away to find his quiet place (cave time) or use his energy to make amends (e.g., get an ice pack or pick up the thrown blocks) and then talk about what happened and why at a later time.
What is the connection between bullying behavior targets and victims?
All children will be targets of bullying behavior at some point in their lives. Children can be given strategies to lessen the chance that they will become victims and these strategies include empowering bystanders to take an active role.
How can we help girls to counter certain cultural stereotypes?
Even as young as eight or nine years old, girls can become preoccupied with weight and appearance (often sexual in nature). Allow girls to discuss their impressions of media messaging. Also, support your daughters as they participate in team sports that flex large motor skills and build camaraderie and psychological endurance. Encourage young females to speak up and make their case when they want something; avoid the message that “good girls” don’t argue.
Much fodder for thought was provided at our various sessions, allowing us to learn and grow as a community of educators.
Alison Fleming
Head of School
