Welcome to my first blog post for 2015-2016~
For the past several weeks I've been reflecting on the importance of community in school life. Last spring, I was able to attend a few conferences related to the importance of non-cognitive skills as they pertain to lifelong personal fulfillment and success. There was strong affirmation in what we value here at PJS. It makes a lot of sense that academic excellence can be attained more easily when non-cognitive skills are addressed properly.
At Princeton Junior School our Community Covenant ("Golden Rule") represents our values and serves as the cornerstone of our social curriculum. It also supports our mission. Non-cognitive skills are developed from practices that spring from our Community Covenant. Please take a moment to find our Community Covenant displayed at the entrance of our school. Discuss with your child what the Covenant means and why it is important. Certainly, you are also invited to sign your name on the Covenant, as we all partner to be active agents in building community and teaching the important life skills required in making our community vibrant and fulfilling.
On Sept. 11th, a day of remembrance, we gathered in the Commons to sign the Community Covenant. Each class (Toddlers through Grade 5) presented to the entire school community their own interpretation of the Community Covenant. We then made a school wide pledge by signing it. We highlighted the importance of peace and good-will also related to the concept of "interdependence" and the interdisciplinary IB theme, "Sharing the Planet." Important parallels between the classroom and school community and how we are all connected "like a web" was then transferred to the natural world. The older students in K-5 identified these parallels during our time together. It was a profound moment when Christine Zeppenfeld, our Learning Through Landscapes teacher, then shared the plight of the monarch butterfly. She also shared her story of raising monarchs from a single caterpillar found by a PJS student this past summer. If you are interested in learning more about this, please see Christine's blog on the Learning Through Landscapes page. The climatic moment came when the entire school proceeded to our outdoor patio and celebrated the release of the monarch butterflies. Words alone cannot express this beautiful experience alongside the children. You may have heard about it from your child already.
For the past several weeks I've been reflecting on the importance of community in school life. Last spring, I was able to attend a few conferences related to the importance of non-cognitive skills as they pertain to lifelong personal fulfillment and success. There was strong affirmation in what we value here at PJS. It makes a lot of sense that academic excellence can be attained more easily when non-cognitive skills are addressed properly.
At Princeton Junior School our Community Covenant ("Golden Rule") represents our values and serves as the cornerstone of our social curriculum. It also supports our mission. Non-cognitive skills are developed from practices that spring from our Community Covenant. Please take a moment to find our Community Covenant displayed at the entrance of our school. Discuss with your child what the Covenant means and why it is important. Certainly, you are also invited to sign your name on the Covenant, as we all partner to be active agents in building community and teaching the important life skills required in making our community vibrant and fulfilling.
On Sept. 11th, a day of remembrance, we gathered in the Commons to sign the Community Covenant. Each class (Toddlers through Grade 5) presented to the entire school community their own interpretation of the Community Covenant. We then made a school wide pledge by signing it. We highlighted the importance of peace and good-will also related to the concept of "interdependence" and the interdisciplinary IB theme, "Sharing the Planet." Important parallels between the classroom and school community and how we are all connected "like a web" was then transferred to the natural world. The older students in K-5 identified these parallels during our time together. It was a profound moment when Christine Zeppenfeld, our Learning Through Landscapes teacher, then shared the plight of the monarch butterfly. She also shared her story of raising monarchs from a single caterpillar found by a PJS student this past summer. If you are interested in learning more about this, please see Christine's blog on the Learning Through Landscapes page. The climatic moment came when the entire school proceeded to our outdoor patio and celebrated the release of the monarch butterflies. Words alone cannot express this beautiful experience alongside the children. You may have heard about it from your child already.
Through experiences likes this, it's no wonder that parents often tell me that their children don't want to leave our schoolhouse at the end of the day.
I believe that cultivating community minded children in a school requires an effort from all stakeholders, from board members and administrators to faculty and parents. Adults need to model and inspire, not only through what we say, but also how we act in the presence of children. Children need to feel that what they do matters in order to be successful. By honoring childhood, children are not coddled and made to believe that the universe revolves around them, but they are active agents in an interconnected community. Through this they also realize their impact on this world.
On a related note, I tend to collect literature pertinent to this important work with children. So, a portion of this blog will sharing my findings. Please read one or both of these articles and comment by making connections, asking questions, or sharing further thoughts related to my suggested reading or my blog post. Thanks and enjoy! Silvana
Suggested Readings:
Which Character Strengths Are Most Predictive of Well-Being?
http://blogs.scientificamerican.com/beautiful-minds/which-character-strengths-are-most-predictive-of-well-being/
20-year Study Shows Kindergarteners Who Play Nice Do Better In Life.
http://www.scpr.org/news/2015/07/16/53041/20-year-study-shows-kindergarteners-who-play-nice/
I believe that cultivating community minded children in a school requires an effort from all stakeholders, from board members and administrators to faculty and parents. Adults need to model and inspire, not only through what we say, but also how we act in the presence of children. Children need to feel that what they do matters in order to be successful. By honoring childhood, children are not coddled and made to believe that the universe revolves around them, but they are active agents in an interconnected community. Through this they also realize their impact on this world.
On a related note, I tend to collect literature pertinent to this important work with children. So, a portion of this blog will sharing my findings. Please read one or both of these articles and comment by making connections, asking questions, or sharing further thoughts related to my suggested reading or my blog post. Thanks and enjoy! Silvana
Suggested Readings:
Which Character Strengths Are Most Predictive of Well-Being?
http://blogs.scientificamerican.com/beautiful-minds/which-character-strengths-are-most-predictive-of-well-being/
20-year Study Shows Kindergarteners Who Play Nice Do Better In Life.
http://www.scpr.org/news/2015/07/16/53041/20-year-study-shows-kindergarteners-who-play-nice/