The Friends School of Atlanta

Bringing forward more than 329 years of excellence in Quaker Education

Goal Setting Conferences (Middle School)

Each new school year brings notebooks, backpacks, water bottles, and, at FSA, goal setting conferences. For two days in September, parents and caretakers are welcomed into classrooms to meet with their student’s advisor, who is also their homeroom teacher. These conferences involve parents in relationship-building and goal-setting that takes place during the initial weeks of school.

Middle school students and teachers begin the year with activities that build positive connections in their classroom communities. During extra homeroom sessions and in academic classes, students are invited to consider their “hopes and dreams” for the upcoming year and to write them down. They’re asked to reflect on the “more” they’d like to explore and develop as their own. After students spend time opening themselves up to the possibilities, they are given time and support to set specific, actionable, and realistic goals that will help them stretch into their potential.

When an advisor conferences with a student’s parent(s)/caregiver(s), they bring their knowledge of the hopes, dreams, and goals the student has articulated. Advisors also bring their developing sense of the student during different types of activity and different parts of the school day. They strive to discover and affirm how a student’s goodness manifests in daily actions and interactions. Mindful of the whole student, advisors draft goals for each advisee’s academic, social, and emotional growth, along with questions to ask a student’s parent(s).

During conferences, parents add their hopes and dreams for the school year, along with any questions, concerns, or information they wish to add. This information sharing leads to the development of a few significant goals tailored to the particular student’s strengths, growth areas, and learning style. Action and resource plans are discussed as needed to ensure appropriate scaffolding and support. Parents and teachers then follow-up to discuss these goals with their students and to develop routines and strategies for consistent practice and incremental progress. A key part of follow-up is eliciting and listening to student input.

A strong home-school partnership sustains and enriches student learning and personal growth. The “whole” child is truly expansive and complex. The purpose of goal setting is to support students in stretching as they claim more of their potential, more knowledge, more strategies, more resilience, more skills, more kindness, more connection, more justice, and more joy. Conferences provide an early and important opportunity for the important adults in a student’s life to share information, listen carefully to each other, and begin a dialogue that will evolve over the course of the school year and often beyond.

A Community That Never Leaves You

Want to know what The Friends School of Atlanta is like? Ask Karen McMichael, known to her friends at FSA as Kaymac. She will be retiring as the school’s administrative assistant at the end of the 2017-2018 school year, but Kaymac’s Friends School journey started years before, when she and her husband decided to send their son, Ian, to FSA in 1998.

“Our son was at Georgia State University’s Child Development Center,” Kaymac recalled. “They recommended the Friends School for him, specifically because he wasn’t any trouble and he was [and still is] very bright. They felt he was going to fall through the cracks in the public schools. We visited FSA first, and to tell you the truth, we didn’t visit any other school.”

After Ian started attending, Kaymac volunteered her time and soon found that the culture fit her like a glove. She felt at home, so much so that when she was brought on staff full-time in 2001, the transition was virtually seamless.

She’s done a bit of everything over the years. She does website updates, performs some registrar work and helps with admissions in ways that coworkers identify as completely responsive, patient and effective in bringing calm to often stressful situations. She has taught word processing, Photoshop, jewelry making, among other subjects; and, as a teacher’s aid in reading, has experienced the joy of witnessing a child’s “aha” moment, the initial spark of understanding, of conquering a small hill, looking back with pride, and looking forward with confidence. “The squiggles on the page, the letters, now mean something to them,” she said. “It’s different with every child, but once you witness it, it’s something you never forget.”

“Kaymac’s smile and gentle nature was refreshing as well as encouraging to the children that she assisted with reading,” recalls long-time first grade teacher Celest Samas. “Her love of books has inspired generations of FSA first graders.”

The entire FSA experience is shaped by a kind of empathy that anyone associated with the school—staff, teachers, students, parents, alumni—knows very well. “Early on, working here and sending my son to school here, I learned about not judging people by my life. Consider what the other person’s life is like.” That is, she doesn’t judge someone based on her own life experiences, but instead tries to truly understand the complete context, and how the whole of a life shapes a person. It’s living the expression “knowing where the person is coming from,” but on a much deeper level.

This philosophy even lends itself to her teaching. Speaking about Kaymac’s jewelry-making middle school exploratory, 6th graders Katy and Paideia said, “Kaymac gives lots of freedom to express yourself, always makes space for laughter and responds right away when you need help.”

Living it comes through listening instead of waiting to talk. It also comes through feeling at home in silence, be it during class, silent meeting or during administrative staff meetings, where silence plays a key role. After someone expresses an opinion, everyone sits for a brief period of silence, allowing time to reflect on what was just said. That builds understanding, reinforces empathy, and buttresses FSA’s unique, enduring community.

“I’ve loved this place since the first day my son started school here, and I’ve never stopped learning. It’s such an amazing community.”

Those who have worked side by side with Kaymac in the administration, whether for decades or just a few years, are not sure how to move forward without her capable, reassuring presence. “It would be impossible to enumerate all of the ways that our beloved Kaymac has served the school community,” according to Waman French, Head of School. “Speaking personally, Kaymac has provided the ultimate support during some very difficult times as well as joyous ones.”

Likewise, Nancy Bent, Director of Advancement, shared, “Kaymac is so utterly reliable, so meticulous with detail, so unflagging in her willingness to serve however she is needed. I will dearly miss partnering with her on the work of the school.”

Kaymac may be retiring this year, but she—like all the students, staff, teachers, and alums who have passed through The Friends School’s doors—will never stop being part of the FSA community.

 

By Tim Heston

Tim Heston has written for business magazines since 1996. He’s won some awards here and there, but his greatest achievement is being the proud parent of an FSA fifth grader.

Noticias!: Celebrating Hispanic Heritage Month

“Noticias! Noticias!” rang out the news carriers on the third floor of FSA as they scurried from room to room.

On any given day, it’s not unusual to hear such enthusiastic footsteps peddling to and fro on the upper levels of the school. In a place where education is always the adventure, hearing chants in another language may be quite the norm.

For the second year, Spanish teacher Brian Ryu has chosen to commemorate Hispanic Heritage Month by charging his eighth graders with the task of creating their own Spanish-language newsletter and delivering it to the rest of the middle school community. This year’s end result is El Mes de Herencia Hispana, an impressive collection of article summaries entirely written and produced by students.

For Brian, teaching involves reinvention and innovation. He is constantly looking for novel pedagogical ideas to not only immerse his students into the Spanish language, but the many cultures of those who speak it. This activity is one that encourages students to discover the rich culture and history of Spanish-speaking countries and the Hispanic community that comprises one of the largest minority groups in the United States.

“There is a certain awareness around Hispanic culture that is more visible to mainstream America, including our students,” Brian said. “But asking them to dig deeper and explore the historical significance and contributions that highlight Hispanic heritage brings their awareness to a whole new level.”

Hispanic Heritage Month is meant to emphasize the important presence of Hispanic and Latino Americans in North America. Beginning as Hispanic Heritage Week in 1968, it became a month-long celebration in 1988. September 15 was chosen as the starting date for the month to acknowledge the anniversary of independence of five Latin American countries—Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua—that were all released from Spanish rule in 1821.

It took the Spanish II class about a week and a half to produce the newsletter. This may seem unbelievable when readers first glance the introduction, a succinct paragraph with one central message: “the thing we need above and beyond a united voice is a diverse voice.”

This need to recognize the diverse voices that make up our many communities is the motivation behind the well-crafted language and attention to detail within the newsletter and its production. And for those in need of noticias but unfamiliar with Spanish, the students provide English translations as well as keywords for enthusiasts in search of learning a new language.

Though an article on chocolate may appear rather unrelated to a newsletter dedicated to  Hispanic Heritage Month, one student writer wanted to point out that the cacao bean from which chocolate is made was actually first used by the ancient Olmecs in what we now know as Mexico. In fact, such probing into the history and importance of chocolate was a topic some of the students previously explored in World Studies with Alex Zinnes.

Another student chose to report on Celia Cruz, the Cuban singer also known as the Queen of Salsa. “I never heard of Cruz,” she said. “Before I didn’t know about Hispanic music. So that was cool to research.”

Although Brian did the copyediting for the newsletter, his students were in charge of everything else, from writing to selecting the accompanying photos. Even that task he would have delegated to his students if they had more time. Because Brian’s curriculum prepares students to speak, read and write in Spanish, his former students report that they often feel ahead when they enroll in high school classes. This is no doubt due to assignments like this one that require students to be attentive and mindful to the social significance of their work.

If it wasn’t already apparent, Brian’s approach to teaching is always led by the philosophy that students are the bearers of knowledge. In this instance, these future journalists proved themselves to be skilled in more areas than previously thought. And that, too, is quite the norm.

Click here to view El Mes de Herencia Hispana Newsletter 2017

 

By Malcolm Tariq

Thinking Caps

This year in fifth grade Bridges class, we used the book Seedfolks by Paul Fleischman to learn about our own learning. The story, which is set in a run-down neighborhood in Cleveland, Ohio, is told in pieces by 13 different characters. Each character is from a unique background and has a different perspective on the events taking place in the community, all of which center around the creation of a community garden. The garden, the neighborhood, and the people are gradually transformed as the story takes root and the members of the community begin to have more reasons to interact with and care about each other.

As we made our way through each new chapter (and character), we practiced noticing which kinds of thinking we were doing in order to fully understand the story. We began with three Thinking Skills, gradually introducing new ones until we were working with eight specific skills. Over time, students began to notice that they used these kinds of thinking everywhere.

Main Idea: We are separating essential information from extraneous details almost anytime we take in information, even in conversations. We also use it when we share information, when we make decisions about which thoughts or other pieces of information are the most relevant to include.

Visualizing: Very often, we make pictures in our minds as we listen, think, talk, or read. Sometimes, we can try to do this in an intentional way to build stronger associations or memories.

Sequencing: Any time we put events, materials, or information in order or perceive a sequence or order, we are using this type of thinking. Schedules, timelines, math operations, story structure, recipes, instructions, portfolios, and many other situations call on our sequencing skills all the time.

Perspective: At times, it can be difficult to imagine things from a perspective different from our own. It can also be incredibly useful to practice doing this, and to consider what makes our perspectives different. We use this skill when reading, watching movies or TV shows, interpreting history and current events, interacting with others, and in order to better understand ourselves.  

Making Connections: When we notice the ways our experiences and thoughts are connected across different parts of our lives, we are building bridges of understanding. For example, we might hear a news story about a wildfire producing lots of smoke that reminds us of our studies of air quality in Science class. When we notice ourselves making those connections, we can start to look for them in less obvious places, where they may actually be hiding out in abundance!

Figurative Language: We use language in almost all areas of life, and understanding and using that language effectively often requires us to discern (and use) nonliteral (or figurative) language. Noticing when and how we interpret language strengthens our metalinguistic abilities (our awareness and interpretation of how and why we use language) as well as our metacognition, comprehension, and expression skills.

Making Inferences: In order to understand much of what goes on around us, we piece together information and fill in any missing pieces with our own prior knowledge. Much of our real-world and academic knowledge may come to us through inference, rather than relying on every single piece of information to be directly stated in full detail. We also depend on others to make inferences on our behalf, to read our cues. We do it so much that it can be difficult to notice!

Predicting: We make predictions in order to plan ahead. We might also find ourselves predicting the outcome of a choice or behavior, the winner of a game, the ending of a book or movie. Thinking in this way, and noticing ourselves doing it, and doing it on purpose, can help us be more engaged with information and more anticipatory or strategic in our thinking.

Not only did students notice themselves using these skills in multiple settings, they also began to notice that they often use multiple types of thinking simultaneously. This was especially evident when we were reading together from Seedfolks. As each new Thinking Skill was introduced, students made a visual representation of that skill on an index card. As we read the book, they would hold up the cards that represented the Thinking Skills they noticed themselves using throughout the chapter. As you’ll see from the photos, they were using many of them in a constant way, so they got creative with how they displayed them. By the end of the school year, they literally had their thinking caps on!  

We began to document some of the ways we were using our thinking skills both in and out of the classroom, and to keep a tally. This way, we could set challenges to notice the ones that weren’t as easy or as obvious, like making inferences. In doing this with the class, I realized my own metacognitive routines could use some reinforcement, and I am now watching out for my own inferences. I look forward to reporting one back to the class soon!

Which Thinking Skills do you notice yourself using more often? Which ones are the hardest to notice? How do you know when you are making an inference, or using another skill? Even thinking about that question is great metacognitive practice. If you need some pointers on metacognition, let the fifth (soon to be sixth) grade lead the way!

By Kerrie Lynn, Middle School Learning Specialist and general learning enthusiast.

No Popsicle Sticks

When Fiona Thompson came to develop the art program at The Friends School of Atlanta, she did so under one important condition.

“No popsicle sticks on construction paper. I teach the visual arts. Respectfully I don’t teach crafts.”

Fiona told this to Waman French, the head of school, when interviewing for the job 10 years ago. And sure enough, look around the art room today, you’ll see no popsicle sticks, or at least none used in a crafty sort of way, with rows and rows of similar-looking works lining the walls. In Fiona’s classroom, stuffed to the gills with art supplies, you won’t find such conformity. You instead find clay figures next to paintings next to a sculpture put together using pieces from an IKEA furniture box—sans instructions, of course.

There’s nothing wrong with crafts; it just doesn’t have much to do with what Fiona teaches. She doesn’t teach art appreciation. The act of appreciation implies a kind of separation, a proscenium between art and its audience. Fiona’s classes have no proscenium.

“It’s not just about what you see in an art book,” Fiona said. “It’s about the visual thinking strategies behind what you see, how you see, and why you feel like you do when you’re looking at art. It’s a unique moment.”

Fiona grew up in a household where inclusiveness and social service reigned. Her father spent time in India during World War II. Then back home in Derbyshire, after retirement, he worked to help recent Indian immigrants find their way within the U.K. She went to college to study art at Bath Academy of Art, taught art in London, then at 21 decided to leave the U.K. and travel. She landed in Egypt, worked at the Schutz American School in Alexandria, and taught art pro bono at an Egyptian school and within the Egyptian community. She wasn’t a post-grad on holiday; she was in the trenches, working and serving.

Life has since brought her to (among other places) the University of Chicago, the High Museum of Art’s Education Department, and then, at long last, to her home at The Friends School of Atlanta. The school’s Quaker philosophy fit Fiona’s perfectly, about channeling the Light Within—with a paint brush, sculpting clay, even assembling IKEA furniture assembled into a new creation—to make the world better.

She teaches artistic fundamentals that involve sophisticated concepts, including main ideas, visualizing, making inferences, perspective. She also applies what’s known as design thinking to problem-solving. In a nutshell, she gives students the artistic grammar not just to appreciate, but to create, perceive, and connect.

In Fiona’s view, artistic concepts are at the heart of humanity, the essence of which can’t be automated. The sensors on self-driving cars can “see,” but they cannot perceive. You’ll find Fiona and her students collaborating with instructors in the 3D printing Innovation lab. The best scientists, engineers, mathematicians, physicists—although they may not realize it, they’re artists and design thinkers too.

Even yours truly, something Fiona insisted after I told her that, well, no, I just don’t have the artist’s muse. She shook her head and dove into a speech I could tell she had given many times before. “I believe everybody can draw,” Fiona said. “There’s no reason why you can’t; you’ve just not been shown.”

Looking at the amazing creations lying about the Friends School art room, I believe her wholeheartedly.

By Tim Heston

Tim Heston has written for business magazines since 1996. He’s won some awards here and there, but his greatest achievement is being the proud parent of an FSA fourth grader.