The National Association of Independent Schools (NAIS) recently shared the article “Seven ways parents and educators can improve kids’ middle school experience” by Phyllis Fagell, the author of Middle School Matters. I immediately clicked on it, and found a series of thoughtful suggestions and examples, each of which in fact does relate well to our own middle school program. Her seven suggestions (in boldface), and a few examples of how they have been playing out in our school:
(with thanks to MiddleWeb for originally publishing this review)
As a teacher in a girls school, I’m acutely aware that my students (girls and non-binary kids alike) often feel trapped between two opposing yet interlocking ideals our culture sets for them – to be their true authentic selves, and to please other people.
Recently, I attended the Annual Conference of the New England League of Middle Schools. As always, it was a chance to catch up with old friends, learn about ways to better support my students and colleagues, and in general enjoy being with people who really get middle schoolers and love working that age group.
I think Greta was very influential to a lot of young activists, and I also am really happy people from my generation are doing so much, and it’s making me have ideas of things I could do too. - 7th grade SBS student
Doves adorn the staircase to the middle school, twirling gently in the air currents, still exuding the active hope for peace expressed by the students who made them and arranged them. At the top of the staircase sits a totem pole, made by the class of 2019 back when they were seventh graders, expressing who they were at the time and thus, in many ways, who they are now. I walk into the middle school lobby, where soon enough kids will start to flood in, flopping on the chair and couch, half sitting on each other’s laps as they chatter about any- and everything that crosses their minds. I walk into my room, past the Black Lives Matter, Girl Power, and LGBT Safe space signs on the door, and arrange the blue beanbags in a half circle. Soon, kids will half-walk, half-run into the room and either drop their backpacks on their beanbag of choice, whirl, and return to the lobby, or drop down to relax and hang out with their friends as they arrive.
Humanities 7 is, by design, a democratic classroom. I provide the overall structure - independent writing, independent reading, and unit work, plus the skill list on which we focus - and they make all the decisions about what they write independently, what they read independently, and what the theme questions and individual (personally chosen) Focus Questions are for each unit.
Written and delivered by Jacqueline (Jax) Morgan '19, the Head-Elect of the Student Body.
Every day, when I walk into my classroom, I’m thinking “Who are these kids, what do they need in general, and what does it look like they need today?” To my thinking, good pedagogy is quite simply that which enables me to know the answers to those questions and fulfill those needs.
The Association of Middle Level Education (AMLE) has been on the cutting edge of middle school practice since it was founded in 1973 as the National Middle School Association, ten years after William Alexander pioneered the middle school concept. In this context, “middle school concept” refers not just to a generic school for young adolescents but rather to a specific set of values and principles that may or may not govern a given school’s program. These are laid out and explained in AMLE’s “This We Believe,” originally published in 1983 and now in its fourth edition. Not as many middle schools are based on the middle school concept as one might wish. Stoneleigh-Burnham Middle School is one of the happy exceptions.
AMLE hosted their annual conference in Philadelphia from Nov. 6-8, and I was able to attend the third day, squeezing out a visit between two nights of rock band rehearsals.
written and delivered by Julia Thayer '18, Head-Elect of Student Body
1,578,240 minutes. That is how much time has passed since I was sitting in a chair at my eighth grade moving up ceremony. I remember the way I felt that morning as I hopped out of bed much earlier than I needed to, motivated by the thought of becoming an upper schooler. I remember walking past Lower Mary Burnham to get to the Capen Room and thinking, “after today, this will no longer be my hallway.” I remember too, the way my stomach dropped when I thought about the fact that I would have both grades and exams next year. But the most vivid memory of all was of Bill reading a poem composed of a sentence from every one of my classmates that summarized their middle school experience at Stoneleigh Burnham.