Upper Grades: May 11 - 15

And just like that, our school year comes to a close, and what a year it was! Last week, the students gave their oral presentations on their research projects. I assigned this project because it seemed like a good use of our unexpected at-home time to hunker down and work on a research project. I was unprepared for what a transformative process and culminating event it turned out to be. The students seemed to mature before my eyes this week. They did such a great job of researching and presenting their topics. I learned so much from each of them, and the other students were all interested and enthusiastic about each other's topics. We learned about raising sheep, libraries, furniture making, archery, Rube Goldberg machines, and making cookies!

For our last day of class, we continued the week's theme of public speaking. We talked about gratitude and reviewed the impact that gratitude has on well-being and brain development that we had learned about way back in the first week of school when we studied Growth Mindset. We discussed the importance of developing public speaking "Toastmaster" abilities as a useful life skill. The students spent some time answering warm-up questions about gratitude, and then they each took turns giving a "toast" to the class about the school year. I loved hearing their thoughtful and hilarious acknowledgments. 

The overarching theme across their toasts was an emphasis on how much fun we had this year. I agree wholeheartedly! We had so much fun learning together, being together, and working hard together. I have tremendous gratitude for the effort and perseverance the students put forth this year. They accomplished so much and grew and pushed and stretched themselves in academics and character development. I am grateful to have been witness to their growth and development and look forward to continuing our journey next year. Thank you for sharing your children with me and The Garden School. They are loved and cherished here and each of them was a shining star in the constellation of our class. Your commitment to our school and your support of our community was essential to making this year successful. 

I put together a photo album and slideshow review of the school year that we watched in class on Friday. I'm including the link here for any parents that would like to see our year in pictures and a few videos: https://photos.app.goo.gl/RTSTke2qfJmHN7hv9 . This year our yearbook publisher allows you to customize two pages in your yearbook. The photo album I shared will be a good source of photos for creating your customized pages, and I'm sure the students would also be interested in designing the pages themselves.

The Google classroom will remain open for the summer for anyone that needs to finish assignments. I will be assigning summer reading assignments and light academic activities to prepare for fall and posting them to the classroom in a few weeks after everyone has had a chance to decompress from school for a bit. I also hope to get the class together in person for a summer party when health guidelines permit. Stay tuned!

Enjoy your summer and stay safe and healthy! 

By the numbers.jpg

Upper Grades: May 4 - 8

We completed the final unit of Cyber Civics Level One last week. Cyber Civics is designed to be a three-year series, and we were able to complete the first year of material in six weeks! Whew! We covered a lot of content quickly, but the peer-to-peer learning activities and role play called on critical thinking, ethical discussion and decision making in a way that I think will stick with the class in a meaningful way. I enjoyed the conversations that arose out of this block, and I found it to be a great guidepost as we navigated online learning and communicating for the first time as a class. 

Our last unit focused on "Identity and Privacy" in digital spaces. We know that often young people “try on” new personas and identities online. While this can often be a positive experience, it also demands that young people know how to make careful choices about preserving their privacy. This can be challenging because many apps and sites make it fun and enticing to share all sorts of personal information. This unit explored the downsides of sharing too much online, while also discovering how to present information about oneself safely and appropriately.

Here are some suggested at-home activities that will support the material in this unit. I hope you are able to make time for these activities to strengthen the messages around online privacy and conduct.  

SUGGESTED ACTIVITIES AND TOPICS FOR DISCUSSION

Your students played a game called, “Three Facts, One Fiction.” Ask them to teach this game to your family members, and see if you can stump one another at home.


Since your children have already learned about cyberbullying, in this unit they learned about something that is even more prevalent: online hate speech. Hate speech is a verbal attack or insult. It usually involves calling someone a name based upon an identity characteristic such as religion, race, gender, sexual orientation, etc. They learned that this is never okay, online or off. Ask your child to tell you three things they could do should they ever experience or encounter hate speech online.


Your child learned that the “selfie” did not originate with the cell phone, in fact many great artists painted self-portraits! We looked at many examples in class. With your child, look at one or two of your favorite artist’s self-portraits (this is a good time to use Google or to take one of the many virtual museum tours being offered right now), and talk about what you can ascertain about those artists by looking at the images. Do you belong to a social network or online group that asked you to post a bio? If so, talk to your child about how you decided what to post. What guidelines do follow when you’re asked to post personal information online? 


We wrapped up this unit by reading short scenarios in which young people presented themselves online in ways that may or may not have compromised their privacy, or the privacy of others. After each story students had to decide if their reaction to the story was “A-okay,” “No Way,” or “Maybe.” Have that same discussion at home about these two stories:

  • Ariel opens her first account on a social media site, but instead of uploading her own photo for her profile shot, she thinks it’s funny to upload a photo of her best friend Karen.

  • Brian loves to play online games. He starts playing a multi-player game with lots of other players who are older, so he lies about his age and tells them he is 17, when he is only 12. 

Mini Projects
The students will give their oral presentations to the class this week. We talked about how to prepare an oral presentation and tips for calming nerves when public speaking. I hope they are all able to release their anxieties and enjoy presenting to their classmates. 

Handwork
Ki Ieva and the students have been working hard to finish sock knitting projects before school is out. Please email me photos of your student's finished socks so that we can show them off. Students should have received packages with materials for a new handwork project. Ieva has offered to check in with them over the summer for those that wish to continue working. Their knitting skills have really evolved this year, and it has been exciting to watch them grow and see the pride they take in their projects.


Upper Grades: April 27 - May 1

Last week, we completed our fifth unit of Cyber Civics digital citizenship lessons which covered cyberbullying and “digital drama.” According to the Cyberbullying Research Center, approximately 34% of students report being the target of cyberbullying at some point. While this is troubling in itself, what is particularly disturbing is what NoBullying.com reports: 95% of teens who have witnessed bullying on social media have ignored the behavior. This is largely because we have not equipped students with strategies to effectively deal with cyberbullying. The goal of this unit was to teach students how to be empowered “upstanders” who know how to stand up to cruelty of any kind.

Here are some suggested at-home activities that will support what your children are learning in school. I hope your families are able to make time for these activities to strengthen the messages as conduct that is valued and encouraged from both school and home.

SUGGESTED ACTIVITIES AND TOPICS FOR DISCUSSION 

Your children just learned that sometimes people use “avatars” to represent themselves online and to “try on” different personas. Ask them to tell you why someone might do this and how it makes it easier for some to say and do things online they wouldn’t say or do in real life.

Your children learned that behind every online interaction lies a real person with real feelings and emotions. Talk to them about incidences of cruel or insensitive behavior you’ve witnessed online and discuss how those involved—the target and the perpetrator of online cruelty—might be feeling.

Here’s a topic for your dinner table: There are many similarities, and differences, between online and offline bullying, talk to your children about them (did you know research shows that usually those who bully offline, are bullies online too?). Additionally, many people confuse cyberbullying with “digital drama.” Ask your children to give you an example of “digital drama.”

One of the most important skills your children will learn this year is how to be an “upstander.” Have them tell you what an upstander is, and to give you examples of what an “upstander” might do if they witness cruelty online. 

Your children learned a three-step strategy they can use should they ever become the target of cyberbullying. Ask them to tell you what it is, and suggest they write and post it somewhere in your home.

End-of-year Projects
My check-ins with students on how their projects are coming indicate that they are moving along. I hope that is the case! The students set their timelines and most of them set a goal of having their research paper completed by today. This week they should be wrapping up their oral presentations and display component and next week we will present our projects to the class. 

As always, please reach out if you have any questions or your child is feeling stressed out by assignments. We're all still working to manage expectations in this environment, and I'm sensitive to the varying levels of stress amongst households.  

Upper Grades: April 20 - 24

Last week we covered the Cyber Civics unit on digital reputations. In this important unit the students learned that they have, or will have, online or digital reputations that can be searched, copied, and shared. This information can be seen by large, invisible audiences and will last forever. Many people will judge them by what they see online, so it is important for students to understand how to manage their digital reputations. 


It is vital for students to learn that online information can be both helpful and harmful to their reputations. Additionally, they should understand that their online actions not only impact their own digital reputations, but also the digital reputations of others and vice versa. I am again providing some suggested at-home activities that will support what we are covering in class if you would like to weave cyber civics into family discussions. Reiterating the importance of cultivating a digital reputation that will be helpful in meeting their life goals is key to solidifying these ideas as their online presence grows. Suggested activities for at-home discussion: Your children were asked to decide which of two fictional high school graduates they would offer an athletic scholarship to, based on what they learned about the candidates by reviewing their “digital reputations.” Ask your children to tell you which applicant they decided against giving the scholarship to and why. One of the most difficult concepts for students to grasp is how their actions can impact the digital reputations of others and how the actions of others can impact their own digital reputations. Ask your children if there is anything YOU have ever posted online, or might post, that could contribute to their digital reputations. Your digital reputation is something like a big billboard on the “Information Superhighway.” It advertises you to the world! Talk to your children about the digital billboards they created in class, and ask what their billboards will say about them in ten years (maybe they’ll even show them to you). 

End-of-year Projects
Students completed a summary with an overview, list of goals, budget, and timeline for their projects. I was impressed with their thoughtfulness with this step. I loved seeing how their project planning skills have matured over this school year. I will continue one-on-one planning meetings this week. I'm nudging the students to take the initiative to schedule this meeting, but I will be turning the nudge into a request this week for the students that haven't yet requested meetings. Parental nudges are welcome too.

As always, please reach out if you have any questions or your child is feeling stressed out by assignments. We're all still working to manage expectations in this environment, and I'm sensitive to the varying levels of stress amongst households.

Upper Grades: April 13 - 17

We completed the Cyber Civics unit on Ethical Thinking last week. This series of lessons explored how to apply the student's emerging ethical thinking skills to a digital world. Many young people seem tech-savvy, but that doesn’t necessarily mean their brains are ready to make wise choices online. According to developmental psychologists, it takes children about twelve years of life to fully develop the cognitive structures that enable them to engage in ethical thinking. Before then it’s difficult, if not impossible, for children to fully grasp the consequences of their online behavior. That’s why we engage students in activities that help them practice ethical thinking.  In the prior units, I assigned art-focused main lesson pages in an attempt to deepen the classroom discussions through drawing. Based on feedback from parents and students, I switched gears this week and made artistic pages optional. My goal is that the students understand the concepts and take the ideas in on a meaningful level, and for many of the students, the pressure to deliver beautiful pages was distracting from that goal. Here are some suggested at-home activities that will support what they are learning in class if you would like to weave cyber civics into family discussions. Remember, it takes a village to raise thoughtful, ethical, and smart digital citizens and reiteration is key to solidifying these ideas.

Suggested activities for at-home discussion:
The students heard several stories about things that commonly happen between young people online. Afterwards they had to guess whether the main characters in each story were trying to be helpful or hurtful, and whether their actions were unintentional or intentional. Ask them to tell you about one story they analyzed.

Working together, the students came up with “norms” for safe and respectful online behavior. Hopefully these shared agreements will guide them as they interact with friends online. This is a good time for your family to create norms to guide your online behavior too (like asking one another’s permission before posting family photos online; or agreeing that no devices should be brought to the dinner table, etc.). Talk with your children about some online norms that your family might agree upon.


Knowing how to communicate properly online and how to distinguish the norms appropriate for different types of online communication are important skills for digital citizens. The students learned that regardless of how they send an electronic message, via text, email, tweet, or on social media, there are three general guidelines to keep in mind. Ask them to tell you one of these guidelines and discuss.  

End-of-year Projects

Since our switch to distance learning last month, I've grappled to come up with a meaningful way to maximize at-home learning time and allow the students to finish out the school year with a sense of accomplishment. Out of this rumination, I decided to assign a year-end project that would allow the students to dive deeply into a topic that interests them. The students will be responsible for delivery of a writing assignment, a visual presentation, and an oral presentation of their project topic. For the written and visual components, students have the option of a paper-based deliverable or an online submission using word processing and slideshow applications. I will provide guidelines for time management and have offered one-on-one sessions to help with planning and topic refinement. This project will be good preparation for their 8th grade projects which will be a yearlong undertaking of a culminating project with a mentor relationship. It is my hope that this mini-project will be student directed and not require tremendous parent support. If this is not the case for your family, please let me know and we can modify the assignment to a more manageable level.

Learning objectives for this project:
-Setting and following timelines

-Gathering and organizing materials

-Practicing research skills and research paper writing

-Learning something entirely new, or developing an existing skill or interest to a new level of expertise or depth

-Building public speaking skills  

Please contact me if you have any questions or your child is feeling stressed out by assignments. We're all still working to manage expectations in this environment, and I'm sensitive to the varying levels of stress amongst households.

Upper Grades: March 30 - April 3

We made it through week three of distance learning, and are continuing to find our rhythm and manage expectations with our online classroom. The students are showing competence with logging in for classes, being able to navigate their assignments and due dates, and managing their workload. I continue to reiterate in class that any coursework that is causing excessive worry or stress is negotiable and to reach out to discuss workload concerns or clarification. I haven't heard from any students or parents about this, so I'm taking that to mean that we're working at a manageable level. If that is not the case for your child, please let me know.

The Cyber Civics content has been a timely subject for us to work with in our digital classroom. Last week, I began to weave in additional introductory computer science concepts as well to add to our "Digital Learning through Digital Learning" studies. Much of the early content for this course focuses on character and conduct. In many cases, the lessons are designed as exercises in contemplation and critical thinking about how we present ourselves online and the implications thereof. It is my intention that the lesson pages for this block function as an artistic mechanism to help deepen these ideas around citizenship. Our next unit explores the topic of "Digital Reputation."

Touch typing is going well from what I've gathered during our homework check-ins. Students should have completed the introductory lessons and be working on accuracy and speed when typing words. I have requested that they work on typing four times per week for 10-15 minutes. It sounds like most of them are exceeding at this out of enjoyment and a bit of competitive spirit!  Our introductory coding project was well-received, and I will be coming up with new coding assignments to work on after the break.

We continue to work through our reader "Journey to the Center of the Earth." This classic adventure story is a predecessor and model for many of the modern adventure series that middle schoolers enjoy today as well as a fun historical look at how the science of geology has changed since the nineteenth century. I assigned a light, optional reading of a few additional chapters for them to complete over the break. If it fits within your family's media guidelines, students may be interested in watching the 2008 PG-rated feature film based on the novel once they finish the book. This media guide can help inform your decision: https://www.commonsensemedia.org/movie-reviews/journey-to-the-center-of-the-earth-2008  There is also a more highly rated 1959 film version of the book, but I doubt it will hold as much appeal as the modernized action movie.

We are moving along with our math goals for the year ahead of pace. It looks like we will have time to spiral back to pre-algebra concepts once we finish our final percents book over the next couple of weeks. 

Lastly, I am filled with sadness at being unable to see the students in person again this school year. I have grown to love this group of children in ways I never could have imagined prior. Seeing their faces, hearing their stories, and witnessing their growth has been so nourishing for my spirit this year. Thankfully, we are able to stay connected with our online meetings, but I grieve that the magic of our togetherness has come to an end for now. I continue to work on ways to recapture the value that our in-class connections bring to us, and I welcome your input on how your student is managing in this new environment and any suggestions for ways to preserve the beauty of our constellation as a class.

Enjoy a happy, healthy spring break!

In service,
Ki Molly

Upper Grades: March 23 - 27

Last week felt like we settled into our rhythm with our live morning lessons. The students enjoy seeing each other and interacting, and I enjoy observing the classroom dynamics unfold in this new environment. I also like how the expectation to be up and ready for school each day sets a daily rhythm anchor point for my own household. I'm giving the class time at the end of our morning lesson to socialize, and it seems to be working well. I stay within earshot but remain off camera to give the students a more relaxed space for interacting with each other. I hope this is working for you and your student. Please let me know if any issues arise with this format. 

The first week of Cyber Civics had us investigate how technology throughout the ages has presented ways to both connect and disconnect humans. It was a fun way to review some of our ancient history with a look into Ancient Egypt and Ancient Greece and how new technologies were viewed similarly to today. I'm hoping the interview format we used for a couple of the assignments functioned as connection points within your families as well. They also began learning touch typing and an introduction to coding. The assignments and content so far seem well-received from what I could tell. I welcome feedback from parents as well since the separation impedes me from being able to get as clear of a read on how things are going. This week's Cyber Civics lessons focus on digital citizenship and online conduct. 

Next week is spring break. I won't be assigning homework over the break. 

Upper Grades: March 16 - 20

Thank you for your patience as we rolled out our online learning last week! We spent the first couple of days exploring the Google Classroom space and learning how to navigate assignments and presentations. I presented brief lessons but kept the focus of the week on human connection and transitioning to our new learning platform. It was heartwarming to see the students' faces after our time apart, and they seemed to enjoy seeing each other and catching up. I have emphasized to the students the importance of keeping up with homework assignments while also maintaining a balance that reduces stress. I will continue to keep their workload reasonable to ensure that school is not another stressor in an already stressful situation. Please let me know if you are having difficulty accessing our online platform. I sent invitations to the Google Classroom to at least one email address per family. Please let me know if you didn't receive it.

I am working with the other class teachers and subject teachers to deliver our content in a way that best meets our students and their families needs. I welcome your feedback on how our process is working and will be setting up an online meeting to discuss ideas with parents over the next couple of weeks.

This week will be our introduction to Cyber Civics. As we shift into this new topic, it will become the focus of our writing content. I will continue to assign and cover math topics, and the students will have reading assignments from Journey to the Center of the Earth. We will shift our earth science study of geology to a more student-led approach where I provide reading material and students will be expected to complete assignments more independently. I will also be assigning typing lessons to supplement our online learning environment. We will be using Typing Club's Typing Jungle program to learn keyboarding skills. It is a free program that is thoughtful, reinforcing, and well-designed. I will be asking students to spend about 10-15 minutes, 4 times per week on developing their typing skills.


With the sudden shift to distance learning, the coronavirus crisis has thrust low media families into a new reality as we incorporate online learning tools into our children's daily lives. The world our students are growing up in is entirely different from the one many of us remember from our own youth. New technologies make it possible to access information, connect with new people, and express creativity in ways we could hardly have imagined! Yet with all these exciting possibilities come some challenges.

Children must be prepared to thrive in a new digital world. Cyber Civics was designed to help students meet this challenge. Through a series of developmentally appropriate lessons and activities, your children will develop the digital literacy skills needed to successfully navigate the online world. Over three years, Cyber Civics covers digital citizenship, information literacy, and media literacy. 

Initially the students will focus on digital citizenship -- the safe and appropriate use of digital tools. Because experts agree that the most important media skills are social and behavioral skills, this first level of Cyber Civics is delivered through games, role-play, discussion and debate. I will assign writing projects to support the concepts we explore in each level. Following is a brief overview of the digital citizenship topics the students will explore: 

CYBER CIVICS LEVEL 1: Digital Citizenship (the safe and responsible use of digital tools) 

Unit 1: Becoming a De-‘Tech’-Tive 

Students explore the impact that different technologies have had upon humankind throughout the ages, before taking a closer look at the digital tools of today. 

Unit 2: Citizenship 

We are citizens of all sorts of communities today, online and off. In this unit students discover what it means to be a good citizen in the digital age. 

Unit 3: Your Digital Reputation

Students learn that everything they post online—and everything others post about them—contributes to their “digital reputations.” Through role-play and hands-on activities, they discover how to take a proactive role in managing their reputations. 

Unit 4: Ethical Thinking

Nearly every online activity requires ethical thought—Should I upload an unflattering photo of a friend? Should I post information that might hurt the feelings of another? This unit helps students think through the ethical implications of their online actions. 

Unit 5: Cyberbullying and Digital Drama

Students learn to identify cyberbullying and digital drama, and most importantly, become empowered with strategies to deal with and/or report online cruelty of any kind. 

Unit 6: Identity & Privacy

“Who am I?” is an important question during the preteen and teenage years, and today many young people turn to the digital world to find the answer. While the Internet can be a good place to explore different ideas or personal characteristics, there can also be danger in sharing too much personal information online, which is explored in the lessons in this unit. Also includes lesson on “hate speech.” 

For information on how to keep kids safe online, please visit the website for parents: www.cyberwise.org .

The Cyberwise newsletter, sent every couple of weeks, is full of info that will help you be an A+ digital parent: http://bit.ly/CyberwiseNews  

“Raising Humans in a Digital World: Helping Kids Build a Healthy Relationship with Technology” (HarperCollins Leadership), by founder Diana Graber, is the new book about Cyber Civics: http://bit.ly/raisinghumansamazon. Reading it will help you understand this program.

Upper Grades: March 9 - 13

Week in review: 

As we all look ahead to our upcoming shift in school format, I'd first like to review what we covered last week. It was the first week of our Mineralogy/Geology earth science block. We learned about the rock cycle and the different types of rocks found on earth. We covered some concepts regarding mountain and continental formation as well as weathering and erosion. We learned about a few types of rocks like granite and limestone and the minerals and compounds that compose them. We also talked about how quartz becomes sand and how the silica mineral is used by humans in the production of glass and electronic technology. We then tied our knowledge of rock, mining, concrete, and glass making back to the Middle Ages as we discussed the building of the great Gothic cathedrals. I love how the curriculum allows the students to see these connections across subjects so clearly. 

One of the tenets of Waldorf science education is to present the curriculum through observation and phenomenology whenever possible. We had several rock samples in the classroom and we explored the composition of the river rocks from the creek and other rocks around campus. Our field trip to Kennesaw Mountain allowed us to experience some great examples of the metamorphic rocks gneiss, amphibolite, and schist. This trip and our discussions about our local geology also meet our teaching goals of making connections with the students in ways that are meaningful to their own experiences. The students have a homework assignment to prepare a trip report about our excursion, and I look forward to reading about their observations and experiences through their own words.

In math, we continued working with business math concepts and percents. I will continue to assign homework in their percents workbooks and cover new concepts via the online classroom. We will also continue to work through the BizTown curriculum that we are required to complete prior to our field trip in late April.

Online class:
I will be presenting our main lesson topic live each morning via an online meeting platform. I will post assignments and supporting documents to Google Classroom. I will send more specific information with links to online classrooms and times as we finalize this process. I hope to be able to interact real-time with the students throughout our lessons, but I also acknowledge the limitations that online meetings can present, and some of our content may end up being pre-recorded depending on how the process unfolds. We may also run into situations where students are unable to attend the real-time presentation, and the recorded versions of the materials will be available to them in Google Classroom. Our leadership team has been working tirelessly to come up with solutions that will make this process as seamless as possible. This is a new approach to learning for all of us, and I expect some hiccups along the way and ask for your grace as we work through them and modify our approach as needed. 

Students will be responsible for attending the online class sessions and completing their assigned work. I sent students home with supplies on Thursday and instructed them to pack their workbooks and class work necessary for an extended closure. Hopefully, they listened and made it home with what they need to do their work. We will have opportunities for parents to pick up additional supplies at school on Wednesday along with the supplies needed for their subject classes. I will be putting together additional reading materials and paperwork as needed. If you have technology limitations that will prevent your student from being able to connect to the online tools, please let me know. We can work on individual solutions to make information accessible to everyone. Also, please let me know if our strategy for presenting material is in conflict with your home media rules, and I will provide you with the materials to present the lessons yourself directly with the student. Please note that I assigned enough homework last week that students should have plenty of work to keep them busy through at least Monday and likely into Tuesday. If questions or boredom arises before we initiate our online platform, please let me know and I can happily fill in the gaps. 

My plan is to wrap up our Mineralogy block in a more student-led approach over the next few weeks while we are schooling remotely, but I hope once we reconvene in person to continue to go on field excursions and bring the experiential aspect of mineralogy back to life with them. Since we are shifting to remote online learning, I will be introducing Cyber Civics as our main lecture topic. This is a digital literacy curriculum used by Waldorf and other schools to build a strong foundation for being a member of the cyber world in a healthy way. I will also be assigning lessons for students to begin learning keyboarding skills.

I will continue assigning short, research-based writing assignments over the next few weeks. I generally provide the source materials for this type of work in class. In this case, I will provide guidelines for internet research with each assignment since students will not have access to classroom materials or public libraries. If this is not an acceptable use of screen time for your family, I can work with you to arrange a safe way to borrow some of the reference books I have on hand. 

The greatest value of our class time is often driven by the interactions we have with each other and student input and questions, so I hope we are still able to retain some degree of interaction remotely through these new platforms. I will be sending a letter tomorrow detailing the specifics of our online tools and schedules and instructions for participation.

Ki Molly

Upper Grades: March 2 - 6

Last week was our final week of Economics. We covered a lot of material and the students worked hard to wrap up the year in their pet shop simulation. We also began working on the lessons for our trip to JA Biztown next month. We will continue to work through the Biztown materials a couple of times a week in order to ensure that our concepts are fresh for our visit. We will also continue to work through the Percents 2 workbook.

This week we rotate back to a science block and will start the first week of our Geology studies. I've been eagerly anticipating this block all year, and I'm super excited to dig into this new material with the students. We will cover several aspects of earth science looking at the layers of the earth, plate tectonics, the rock cycle and rock types. I'm hoping we'll be able to visit some local rock outcroppings if weather permits. This block calls for field observation, so I hope we'll be able to do some exploring even if we have to get a little wet and muddy.

We have animal care this week in the garden, so please remind students to dress for the weather.

Remember to mark your calendars for the Springtide Festival on March 28. The class will be running a booth as a final project for their Business Math block.

Thanks and have a great week!

Ki Molly

Upper Grades: March 2 - 6

Last week was our final week of Economics. We covered a lot of material and the students worked hard to wrap up the year in their pet shop simulation. We also began working on the lessons for our trip to JA Biztown next month. We will continue to work through the Biztown materials a couple of times a week in order to ensure that our concepts are fresh for our visit. We will also continue to work through the Percents 2 workbook.

This week we rotate back to a science block and will start the first week of our Geology studies. I've been eagerly anticipating this block all year, and I'm super excited to dig into this new material with the students. We will cover several aspects of earth science looking at the layers of the earth, plate tectonics, the rock cycle and rock types. I'm hoping we'll be able to visit some local rock outcroppings if weather permits. This block calls for field observation, so I hope we'll be able to do some exploring even if we have to get a little wet and muddy.

We have animal care this week in the garden, so please remind students to dress for the weather.

Remember to mark your calendars for the Springtide Festival on March 28. The class will be running a booth as a final project for their Business Math block.

Thanks and have a great week!

Ki Molly

Upper Grades: Feb 10 - 14

A merry adventure indeed!

Our play block was short and sweet this year with only two weeks to prepare for the performance, but we made good use of our time and accomplished the goals the curriculum intends and more. I am so proud of the class and how hard they worked to pull this production together.

Why is a class play part of the Waldorf curriculum? Pedagogical theater is an opportunity for students to participate in the dramatic arts, but it also gives the teacher a vehicle for expanding capacities in the class and in individual students. Our goal is not always artistic merit and a finely crafted production but rather to provide a rich and meaningful inner experience for the child that strengthens their development and abilities. We also use the play as a tool to highlight an aspect of the classroom curriculum. Performing a play about class struggle and the feudal system in proximity to our Middle Ages block allowed the students to really feel the content of our studies in a deeper way. And finally, our play block is also an opportunity for fun and connection! We had such a great time shifting out of our classroom rhythm and into the exuberance of performance. The students were strongly invested in the set and costumes and had opportunities to create and implement their visions and ideas. From my perspective, the days leading up to the play are some of the most stressful and taxing of the school year. Once I see their beautiful creation come alive, I shift perspective into one of awe and reverence for the power of pedagogical theater and then I'm ready to start selecting a script for next year's show! Thank you for sharing your children with me and for supporting our show! I hope they all enjoyed it as much as I did.

I have uploaded group photos and videos in this online album: https://photos.app.goo.gl/EUzf67JoHGRbPKkg8 . Please feel free to add any photos and videos of your own to the album. 

Enjoy the winter break!

Ki Molly

Upper Grades: Feb 3 - 7

Last week was the first week of our two week play block. By the end of the week as lines were becoming more solid, we were starting to see the personalities of the characters emerge more clearly. Understanding their characters has helped the students embrace their parts with more enthusiasm. The students are enjoying the fun comical spirit of this play and are looking forward to their performances next week. A couple of students still have lines to memorize, and everyone could use some help with the cues for their lines if parents or siblings can help out at home.

We are performing the play for the student body on Thursday morning, and our public performance is Thursday evening at 6:30. Thursday is a half day due to Parent Conferences, but I will be spending the afternoon at school until the performance that night. I am requesting that if at all possible, students stay for the afternoon so that we can work on our set design, polishing our scenes, games, rest, and a pre-performance cast party. Please let me know if your student will be unable to stay asap.

Our field trip to Medieval Times was an entertaining way to finish out our Middle Ages block. The students had fun cheering on the green knight, eating with their hands, and seeing many elements that we had discussed in class be brought to life in the tournament.

The students did a great job at the First Friday Assembly. Their young, nimble minds have great capacity for memory work, and their presentation of such long pieces really impressed the audience.

I look forward to putting finishing touches on the play this week and speaking with you at conferences.

Upper Grades: January 27-31

Main Lesson Block

Last week in our Middle Ages block, we learned about the social, economic, and political shifts that had occurred by the late Middle Ages. We delved into the ongoing impact of human migrations from the north, specifically the impact of the Viking raids. We also learned about William, the Conqueror and the profound impact the Norman Conquest had in shaping Britain. We also learned about knights and the Code of Chivalry. Our geographic focus has centered around events in Europe, Northern Africa, and the Middle East for our study of this time period. Later this spring, we will study Chinese history and look at what was going on in Asia during the same period. It is my goal that by the end of the school year, this symptomatic historical approach will enable the students to be able to compare and contrast developments and systems in Asia and Europe. Next year we will round out our studies of World History and Geography into Sub-Saharan Africa and Central and South America.

This week we begin our play block and will be spending most of our main lesson time slot preparing for our play performance on February 13. In Waldorf education, the class play serves as a vehicle for arts education and also as a way to strengthen the social interdependence of the class. The play is also a tool as well to stretch individual capacities. Since our play is set in the late Middle Ages, it also functions to reinforce the classroom curriculum. I plan to continue to bring biographies from the era to the students throughout the play that will represent the symptoms of the time.

Research Project

I met with each student last week to check in on their progress with their research projects. It is my hope that the bulk of learning in this undertaking comes from the process and that their subject matter learning is secondary to their project management successes and failures. I encourage parents to step back and let the students collect their own materials and do their own project planning. My goal for this project is to expose them to the academic research process and deadline management. However, I am also excited to learn more about their subject matter alongside them as they all seem to have genuine enthusiasm for their topics.

Math

We finished our unit on integers last week and took the end of unit test. Overall, the students performed well on their assessments, but we will continue to review operations on integers over the next year as we move into more Algebraic concepts. We will continue to work on Geometry and Algebra and Business Math throughout the spring semester.

Field Trip

We will be going to Medieval Times on Tuesday, Feb. 4 for an educational matinee performance on "Chivalry in Action." We will be watching a jousting tournament, sword fighting demonstrations, falconry, and horsemanship. This will be a powerful reinforcement for our block study. I look forward to sharing the experience with the students. Please arrive to school by 8:40, so that we can ensure an on time arrival to the castle.

Foreign Language

Last week, we had a Chinese teacher and students from Taiwan share a puppet show and lead us in a Lunar New Year craft project. In Spanish, the students made delicious tortillas and continued to polish up the poem they started learning last semester. They will perform the poem at the First Friday assembly this week. Please join us if you are able!

Upper Grades: January 21 - 24

Last week we forged right along with our Middle Ages block expanding our understanding of the forces that shaped life in Medieval Times. We learned about how the various barbarian groups established systems of rule and territories that formed the Western European languages and countries that we know today. We learned about the Carolingian dynasty and how Charles Martel, Pepin, and Charlemagne united the Frankish empire and expanded the Roman Catholic presence converting many of the Goth and Lombard tribal people. We learned more about monastic life and the hierarchies within the feudal system and the Catholic church and the complexities that arose from the interwoven religious and government systems. We also began writing a lengthy essay about the Middle Ages, and I've been so impressed with the progress the students have made with their writing skills. 

I handed out the assignment details for the Middle Ages research paper and everyone picked a topic. They were encouraged to pick topics about which they have a genuine interest, so I'm hoping the assignment will be engaging for them. I gave opportunities to do research in class this week, and most of the students chose to use their time wisely. 

Our field trip to Al-Farooq Mosjid helped the students solidify their understanding of the history of Islam. The tour guide gave an accessible overview of the pillars of Islam and answered all of their questions. The mosque has many beautiful architectural and artistic elements that we have studied in this block and in our Middle Ages, Rome, and Geometry blocks. I love how integrated the Waldorf curriculum is and how the students were able to see firsthand the interconnectedness of these elements and relate it to their classroom work. I plan for us to visit Monastery of the Holy Spirit in the spring to get a firsthand view into monastic life. 

The students are wrapping up their Algebra 1 workbooks in the next couple of days. They have grasped integer concepts quickly and solidly. We will have a math test on this material on Wednesday.

Reminder: Our play will be on February 13 at 6:30pm. I need assistance with props, costume and set design if anyone needs volunteer hours. Please let me know if you have time to help out. 

Upper Grades: January 13 - 17

We had a great first week back to school! It seems like the break was restorative, and everyone came back with enthusiasm. 

We began our study of the Middle Ages this week with a review of the social and political factors that led to the decline of the Roman Empire. We learned about the impact the migration of the Germanic, Hun, and Slavic peoples had on the population and culture of Western Europe and the transition of the society into the feudal system. We heard stories about Justinian and Theodora and how the city of Rome fell into ruin as Constantinople flourished under their rule and their attempt to regain the glory of Rome to the Byzantine Empire. We also studied the stories of Mohammed and the spread of Islam across Arabia, the Middle East, Africa, and into Europe. Next week we'll look at more biographical stories of more of the key figures from the Middle Ages. Since the period covers a thousand years, our goal is a "symptomatic" approach to history. Our goal is to cover broad themes and stories that give the students a picture of how people lived and to gain familiarity with biographies that portray the symptoms of the time. We will discuss people with qualities worthy of emulation and those with deplorable attributes to help the students see that the past and the journey of humanity is complicated.

We will be going to Medieval Times in early February, and I'm also trying to arrange a visit to a mosque. I'll provide more details when available, but both trips will fit within regular school hours.

This week in math began our initiation into Algebra. We began with the introduction of integers and variables. The students really took off with the concepts we've covered so far and seem to easily comprehend working with integers intuitively through the real life situations and accessible language in the curriculum. I love how beautifully the Waldorf curriculum meets the students developmentally, and our math studies this week have been a lovely real life example of this.

Our Middle Ages block will be a writing intensive Language Arts block. We will write several summaries and biographies for main lesson work, and the students will also be writing their first research paper. We will learn how to formulate a strong thesis, how to utilize multiple sources for information, and how to write a bibliography. 

We are also working on our Robin Hood play. Our public performance will be February 13 at 6:30pm. Please mark your calendars and let friends and family know. It's a cute play, and we're moving along nicely in pulling it together. Our play is the week of parent conferences. The school calendar will be half days that week. I'm asking that all students stay after mid-day dismissal until the evening performance to give us extra rehearsal and setup time. I will provide dinner for them. 

The handwork teachers have asked me to let parents know that students will be bringing their handwork projects home over the weekends. The projects  must come back on Mondays if you can pass along a gentle reminder. They are making good progress on their socks, but the curriculum for this year also includes a stuffed animal project that they need to begin soon, so handwork homework is essential for fitting it all in this year.

Have a great week!

Ki Molly

Spring Semester: Upper Grades

I hope you enjoyed the holiday break with your families and that the students are rested, refreshed, and ready for a new semester! 

I look forward to the fresh start of a new semester. I will be raising expectations in the classroom for work quality and adherence to assignment deadlines. I took a softer approach to due dates in the first semester and compliance waned. I will not employ any Medieval punishments as motivation, but I do ask for your support with creating a home environment that allows for completion of homework and project assignments. 

Our next block will move us along the timeline of history from the fall of Rome and into the Middle Ages. I have enjoyed preparing the material for this block and look forward to seeing how it resonates with the class. 

As always, when we have a writing intensive history block, I will supplement with daily math classwork and regular math homework assignments. We will continue to work on geometry and business math content this semester.

I will continue to select readers that complement class content, but I plan to slow the pace at which we're reading and direct more time to discussion, presentation, and analysis of our reading. We read twelve books in the first semester which is an impressive accomplishment for this age group. While the students were able to dive much deeper into many topics through the books they read, I also know that pleasure reading is an enjoyable outlet for most of the students, and the volume of assigned reading left them without time for their own reading interests outside of school.

And finally, in order to meet our academic goals for the semester, we must maximize class time. I offer a gentle reminder that class begins at 8:40. When students arrive late, they miss our opening which is a meaningful part of the school day rhythm. Our opening exercises not only set the framework for our day but also provide a mechanism for neurodevelopment through music, movement, and memory work. Late arrivals also cost the other students instructional time when I have to repeat material twice to catch the tardy students up with the rest of the class. Please help us meet our academic goals with prompt arrival!

Thanks,
Ki Molly

Upper Grades: December 16 - 19

We made it! We were able to push through and accomplish both work and fun this week. We continued working on geometric forms, bringing them to life in three dimensions with some seasonal crafts. I hope the students brought home their creations. They made some lovely pieces. 

We have started preparing our class play. We have done a couple of read throughs of the script and worked out the casting. During the break, I am tasking the children with memorizing lines. This play relies on physical comedy and word play, and prompt memorization of lines will by key to delivering a show that shines. I'm hoping to schedule our parent performance the week before February break. I will notify you when our date is confirmed. 

The students' handwork projects were sent home with them. The handwork teachers have asked them to work on their sock knitting during the break. They should knit the cuff and length they desire for their sock and stop where the heel will start. 

I decided not to assign geometry homework during the break. We made good progress during the block, and I'm pleased with how much material we covered. They still have a book to read and their lines to memorize. 

Enjoy the break and time with your families!

Upper Grades: December 9 - 13

Geometry week two was another successful venture into the sacred intersection of math and art. The students perfected their circle divisions and are beginning to see the geometry of both the natural world and in abstract. I am so grateful to walk this path with them as my eyes too see the world anew as we study together. We all felt a moment of awe during the story of Thales calculating the height of the Great Pyramid in his travels to Egypt and at how abstract geometrical thought shifted thinking worldwide. 

I plan to continue our geometry studies in earnest this week while also being understanding of the challenges of staying focused the week before the holiday break. We will make time for work and fun. 

Last week the students and I discussed the pros and cons of homework over the break. I am sensitive to the need for their minds to rest and to focus on family-centered time. There was some moaning, but they agreed to take home a geometry workbook and a novel to read when time and space allow. To that end, please implement an approach that works in the best interest of your family. The math work is light but should help keep topics fresh over the extended time off.

I handed out "Geron and Virtus," the final book of the many that we have read about Ancient Rome. The novel covers the conflict between the Romans and the Germanic tribes through the interactions of two youths. We studied this important period that ultimately contributed to the fall of the Roman Empire during our Rome block. I hope the book is a fun read and speaks to their hearts and minds and solidifies their understanding of this period and its implications. I know the prior novel I assigned "The Eagle of the Ninth" has been challenging for some of the students to get through and some are still working on it, but it is yet another fictional glimpse into an important time in the history of Rome and worth working through. My goal is that they finish "Geron and Virtus" by our return in January when we will begin our study of the Middle Ages. The book should be a meaningful lead in.

Creative writing continues to be a fun experience for all of us. We're focusing on content while highlighting specific parts of speech in each writing exercise. They have brilliantly creative minds, and I enjoy their stories. 

Thank you!

Upper Grades: December 2- 6

Last week was the start of a three week geometry block that will be our last block of the semester. We started with line geometry and reacquainted ourselves with the drawing tools and basic circle constructions that were introduced last year. We expanded our math vocabulary and learned about the history of geometry and how the ancient Egyptians and Mesopotamians implemented the use of right angles and circle divisions. We spent some time outside using string, straight edge, and shadow to further our understanding of how these ancient tools led to geometric understanding and concepts. We then moved to stories from the Greek peninsula and will spend next week exploring the ideas of Thales and Pythagoras as we move into more sophisticated circle divisions and inscribed polygons.

We also started writing story endings to creative writing prompts this week. This exercise has been a fun way for the class to flex their creativity and storytelling while reinforcing grammar concepts. We will continue to work on creative writing throughout our math block.

I hope you were able to attend the First Friday assembly. The students did a lovely job presenting the seasonal pieces they've worked on in music class. If you weren't present to see it in person, I'm happy to share the video recording of their performance. I'm so proud of the hard work and talent that comes from this group. It's an honor to work with them.