These messages from Ed Kaufman, Merriam's principal, are also included in the monthly Merriam Newsletter.
Fast food. Fast cars. Do more, and in record time. Grow up quickly. Be the first one in school to finish your homework. Be the first on your block to own a shiny new toy.
Our society has an obsession with doing things quickly. I will admit that I have a counter-reaction to these 
sorts of things. I like to remind myself to slow down, and that it's important to take my time, and to put thoughtful, careful energy into the things that I do. I'm not a slowpoke by nature. But I do tend to push back against the forces suggesting that everything in the world needs to be on rush order or speed dial.
I've been this way, to some extent, about technology. I was one of the last people I know to get an answering machine. Same with the cell phone. So as we considered new technology at Merriam I was, to no surprise, a bit cautious. I wanted to make sure that we were ready for the changes. I wanted to be sure that our teachers would be adequately trained. I wanted to be certain that proper supports were in place for the kids. I wanted to be sure that we had time to think about how to integrate technology into what we already do, rather than simply adding on more to an already very busy workload for grown-ups and kids. I wanted it to be a thoughtful process.
Fortunately, along with being cautious at times, I'm also optimistic. And my optimism was rewarded. I have been delighted with how the district has supported the new technology in the elementary schools this year. The focus this year was on helping teachers become familiar with all of the things they could do with their new laptops. Teachers are at different places in their own learning with technology, and opportunities were set up so that they could learn at their own pace and level. And at their own pace, teachers have begun to use their new knowledge with their students.
At the PTO meeting on May 19 several of our teachers shared some of the new technology that we have at Merriam: teacher laptops, Smartboards, In-Focus projectors, Alphasmart keyboards, Elmos, and student laptops. Have no fear if you were unable to attend the workshop and are unfamiliar with some of the aforementioned equipment and how they are being utilized. Next year we will offer additional workshops where we will show you all that we are learning and ways that teachers and students are integrating technology with curriculum.
Karen Cavanagh, our Technology Integration Specialist, has been working with individual teachers and with grade levels, to look at where the curriculum and the technology intersect in a useful and creative way. This has been very helpful to our teachers.
There is a possibility (depending on what happens with the state budget) that we will have a great deal more technology at Merriam next year. This time my first reaction is excitement. I see that the possibilities are endless and absolutely wonderful – that is, as long as we don't rush into things.
Sometimes I'm amazed at how far in advance we have to think about things in life. We need to book airline tickets for our vacation destinations months ahead of time. Summer camps are usually signed up for in the winter. We look at colleges a year or two before we go, and sometimes think about where we're going years before that. I guess there's a trade-off: With less planning there are often more opportunities for spontaneity, but when we plan ahead, we can take care of situations that may require a good deal of forethought.
It's with that spirit that I write to you today about class groupings. Though it's about four months before we begin school next year, we need to begin the process of creating groups. For some of you this will be easy. If your child is in the second year of a loop, he or she will be with the same students and teacher for another year.
For students entering first, third, or fifth grade, we will soon undertake a process to create balanced groups. 
Our professional staff will work to create groupings where children will be comfortable, and will be able to learn and grow together. All children will be grouped with a comfortable peer from their current class or a previous class. Attention will be paid to strengths and needs of students, and special education considerations will be factored in. Classes will be created without a teacher's name associated; I will add the teacher's name to each group once the process is complete.
There's no magic formula for creating balanced classes. A great deal of time is spent on discussions that enable us to do the best job we possibly can. Remember – kids grow and change – even over a summer – and these changes can affect the dynamics of a classroom. The good news is that our teachers work hard every year to bring students together and to build a sense of community, and that's something you can count on in every classroom at Merriam.
We will not accept requests for specific teachers or for specific peers to be with your child next year (Unfortunately we cannot give consideration to letters where specific names are mentioned). I am happy to explain in more detail why we do not take those requests (feel free to write or call), but from all that I've experienced and all that I know, it is not the best way to construct classes. Our emphasis is on creating groups of children that will fit all of our learning environments, rather than matching teachers with students.
We would like to give you the opportunity to let us know what factors you'd like us to consider most when grouping your child. Your input might provide us with your child's strengths, weaknesses, learning styles, or social and emotional factors that are important for our consideration. Please do not describe a teaching style you would prefer or any characteristics of a potential teacher.
If you want to send in a letter with input, please do so by Monday, May 11. Most of the work on grouping will be done before the end of the school year, but since there are some changes during the summer, classes will be finalized in August. We will let you know the date that you can access this information later in the year.
It looks like spring is finally here! Here's hoping that we can all be in the moment and enjoy it (without planning too far ahead)!!
I have wonderful memories of being outdoors with my friends when I was young. The woods behind some of the houses in our neighborhood seemed huge. Danger never even entered our minds; every path through the wood was filled with adventure. The reason for the excitement was twofold; first, the woods were like a private clubhouse for my friends and me. We retreated into imaginary lands and created all kinds of stories beneath the shade of the maples and beeches. Second, we could explore the natural world right in our own backyards. We turned over rocks to find insects, we played with frogs in the nearby pond, and we tried to identify birds by their colors and calls.
Do most children these days feel connected to the natural world the way that I did? Or are they much more connected to electronic games, computers, cell phones, and television? It seems that many of our children are missing something HUGE; missing opportunities to climb trees, fish in a pond, look for salamanders, collect different shaped leaves and varieties of tree nuts, play in the dirt, etc. These activities, besides educating children and giving them an appreciation of nature, may shape the future environmentalists that our world sorely needs. And being outdoors sharpens our senses, reduces anxiety, and is just plain fun!
At our PTO meeting on March 16, Eileen Sullivan (Acton Curriculum Specialist) came and talked with us about the importance of children's connection to nature, and referenced the powerful book Last Child in the Woods, by Richard Louv. It was an illuminating discussion - about the tremendous loss for us and for our children when we abandon the outdoors, and about the wonderful gains we receive when we discover or rediscover nature all around us. A group of Merriam and McCarthy–Towne teachers, along with Eileen, will be working this summer to create a "Nature in a Backpack" program for use outside the Parker Damon Building. Stay tuned for more information about this exciting initiative. Children don't have to live on the edge of a wildlife sanctuary to make a connection with the natural world. Perhaps what they need most is time to explore and the enthusiasm and company of their friends and family who come along on the journey.
AT THE CENTER... That's where we like to locate students in relation to their learning. It's not always easy to do. When we lecture to kids for long periods of time, children can sometimes feel quite distant from the learning. When there are obstacles of some sort, kids feel removed. Those obstacles might be social in nature, or they might be related to the difficulty of the assignments at school. If for any reason students are not engaged in their learning, they are clearly not at the center of it. There are many forces at work tugging kids away from the center; we try our best to move them back toward the middle.
Student-led conferences provide one of the most profound opportunities at Merriam for kids to feel front and CENTER in their learning. What makes this process so special?
By the time you are reading this, you've probably already completed your conference with your child. I'm writing this just days before the conferences are about to begin. I asked a few students to tell me what they've liked about previous conferences, and what they're anticipating for this one. Here are some of their comments:
"My parents get to hear from me about the subjects I like. They hear it from a kid's perspective." Grace
"I get to decide what goes in my folder – whether it's good or bad." Kristen
"I'm not really nervous, because it's like talking to my parents at home." Stelios
"I get to show off a bit. I feel a bit stressed because we have to get so much ready in a short period of time." Lyndsey
"This is the first time I've had one. I'm kind of nervous and excited. I want my parents to see how I've improved in math." Likhitha
"Last year's conference went well, but I felt a little rushed. This year I hope to plan it out a bit more and take my time." Melissa
"It's OK to get a little bit off schedule, but don't worry about it. Just have fun." Matt
"Last year I was really nervous. This year I think it is going to be fine." Mihir
"I like to show my parents what I'm doing, so I'm not keeping secrets. I feel proud." Thomas
"I like to show my parents what I'm working on so they can help me." Kaitlin
"This is my first conference. I hope my parents will help me if I have any problems." Mark
I'm sitting in school at the moment; a day seemingly no different than any other, except that it's quite different. This is our first snow (or I should say "ice") day, school is closed, and I'm in to check on the school. There's no power at my house, the basement is flooded, and I'm hearing on the news that there are people without heat and electricity throughout the state. I immediately begin to think about those who are most vulnerable in these situations, those who may not have the resources or friends or neighbors or health to get them through this kind of a crisis. My mind then shifts to the countless people who are already working to help others at this time: firemen pumping water out of basements, people preparing shelters, neighbors checking on one another, people working overtime without sleep to get the infrastructure working again.
What is it that permits some people to rise to the occasion in these situations? I'm often inspired by those who manage to put others before themselves, and then accomplish these sorts of heroic deeds. I'm inspired first by the sheer selflessness, and then by the fact that these people think about acting on behalf of others, and then actually do it! So many of us empathize about the plight of others, but then for whatever reason, are unable to act. I don't say this to be critical (there are so many reasons why it is difficult or even impossible to take action), but rather to express my genuine admiration for those who step forward in times of crisis.
I wonder how we can help children to understand that feeling of satisfaction that comes from giving to others. I wonder how we can help children to develop those feelings of empathy and compassion that resonate deep inside. It seems to me that at least one way to do this is to provide children with opportunities; opportunities to learn about and then to discuss the challenges that people face, and then additional opportunities to actually do something and "make a difference."
It is with spirit that Merriam School has had Service Learning as one of its primary components of community building since it reopened a little over fifteen years ago. Kids either give to their school community, by taking part in school jobs, or give to the larger community (either Acton or beyond) by taking part in service learning activities. The kinds of jobs and the forms of service have changed over the years, but not the spirit behind the work.
This year we have worked to revitalize our community service component at Merriam – in spite of the fact that there are greater demands on schools and children than ever. Still, the message we want to deliver to our students is that no matter how busy we are, we always have at least a little time to help others.
Take a look at some of the ways that students at Merriam are already or soon will be making a difference this year:
Thank you to the Merriam students and staff for all of these wonderful community contributions!
Motivation was the topic of our last PTO Meeting/Community Conversation. For much of the discussion, we met in small groups and reacted to excerpts from Alfie Kohn's controversial book Punished by Rewards. We also wrote down questions that we each had about motivation and children.
We did not get a long time to discuss those questions, so I promised to respond to some of them in this newsletter. I don't consider my responses to be the definitive words on these topics; I'm merely sharing some of my thoughts and observations based on my experiences as a principal, teacher, counselor, and parent. My hope is that this will serve as a continuation of our dialog. Please feel free to write or call me with some of your reactions.
A couple of assumptions: first, when I use the term motivation I mean the "intrinsic" kind, the kind that involves desire, passion, and interest – rather than fear or the need to please others. Second, I believe that we can't actually "motivate" another person. We may help them to find or discover their motivation, or we may create an environment that permits them to tap into their motivation. This is a subtle distinction but an important one.
I apologize for not being able to include all of the questions, but here are some:
Is it realistic for every student to be intrinsically motivated in every subject? Though I am by nature an optimist, and think that we can help kids find their passions, I'm not sure that this is realistic. Think about the adults you know. How many are intrinsically motivated in every area of their lives? I think it's natural for all of us to have areas that we're more naturally drawn to.
How do you get a child to be internally motivated? I don't think that there is a magic formula here, but there are ways we can help. One way is to model the joy of learning. Enthusiasm is contagious. Another is to give kids opportunities to explore areas they haven't been exposed to before. An undiscovered passion might be revealed. Sometimes the resources we provide on a topic may make the difference. When I was young, I loved numbers. My dad gave me an accountant's book and I had a blast pretending I was a baseball statistician. Sometimes a multi-disciplinary project might be the catalyst. Or working in groups may create a spark….
What's the connection between motivation and self-esteem when it comes to children? I believe that when kids feel good about themselves and feel comfortable in their learning environment, they are much more open to the world around them and to their own interests. A child who takes risks might challenge herself, and might experience the excitement of exploring something new. On the other hand when kids don't feel good about themselves, they might shut down. It's tough to learn or to find the excitement in learning when painful feelings get in the way. Encouragement and caring can make a world of difference.
How do we help children to complete assignments when they don't seem interested? From my personal experience as a teacher and parent, I know that this is not easy. I think it's important for kids to learn that they need to complete tasks– even ones that they find boring or tedious. We know as adults that meeting deadlines and doing less than pleasant chores are necessary. So we can model a positive attitude and demonstrate how to break challenging tasks into smaller, more manageable chunks. Sometimes kids need more frequent breaks with some assignments. Or working with a friend might make it easier. In some cases we may even spark some interest!
How can I motivate my child to play less and read more? Reading with kids and to kids can sometimes make a big difference. Reading becomes a "connected" fun experience when it's shared. Sometimes kids need to find the right books to get them jump-started. I remember discovering a series of mystery books when I was in fifth grade, and suddenly I couldn't put a book down! And of course kids grow and change over time – sometimes it's developmental. A child who does not love to read in elementary school may be ready when he turns sixteen.
When are extrinsic motivators useful and when are they harmful? Alfie Kohn believes that extrinsic motivators are almost never helpful, but I guess I'm a bit more moderate on the topic. I do agree with his premise that our society constantly rewards kids for doing things for reasons outside of themselves – for the grades, for the parents, for the teachers, etc. It took me a long time to discover the thrill of learning just for myself – I wish I'd learned it much earlier in life. So I think it is important to consciously make an effort to give kids opportunities to enjoy learning for its own sake. Having said that, I think that rewards in small doses can help kids to feel successful.
Thank you to all of you who submitted these fascinating questions about motivation!
As a society we seem to have a predisposition to quantify. What was the score of the game? How much money do you make? What was your grade on that test? What percentage of students from this particular school did this particular way on this particular sort of assessment? And the examples could go on and on.
There's no doubt that precise data can tell us a great deal. It can give us information to work with, show us important trends, and help us plan for the future. More and more we're asked for "the data" to support the things we do or propose to do. It's understandable.
Sometimes lost in the data is the power of our qualitative observations. As I was deliberating what to write about this month, I decided that I wanted to communicate how moved I was by my observations of this year's "Community Day" (formerly the All School Field Trip). It's difficult to quantify the power of such an experience, but I have absolutely no doubt that it had a huge impact on who we are as an institution. So my effort here is to communicate that power to you all - without the percentages.
The morning started with kids gathering in the gym, and assembling in each of their forty "family groups" (composed of 12-14 students in grades 1-6). Groups were led by teachers or assistants, with other assistants or parents helping out in each group. There were 2-4 adults in every group. The groups walked through the woods behind the playground, and out to the high school fields below, with each group finding a cozy place to settle down for the morning.
The activities were all designed to help build community. The first session contained games from the Open Circle program that are specifically structured for team-building. The second session focused on a story and activity that emphasized our core values - respect, persistence, and risk-taking. The third and last session was team games - which connected the students to the natural world around them.
It is difficult to describe the pride that I felt watching these students work together as "families" for those two hours. How often do we see groups of children ranging from ages 6-12 , working together, learning together, and meeting challenges together? And think of the unseen benefits. Younger children feel safe and comfortable around the older children in the school. Older students learn the value of nurturing and supporting the younger kids in the building. New students feel more connected to the school and its community. Students form relationships with more adults in the school community. All of the kids experience the tremendous power of working in groups - a skill that I believe is a necessary one for children of the 21st century. What an amazing day!
I asked the adults who took part in "Community Day' to share their reactions. Here are some:
MaryAnn Brandt, Teacher: I've always enjoyed our fall all-school day outside. As we headed down the path through the woods into the fields below the school, I realized that this will be my last time. The elm tree leaves were glistening yellow in the wind, and kids in my family group joined me in the pleasure of being outside on a lovely fall day. We educators don't take kids outside into nature as much as we all should. It was a lovely brisk day, and the promised rain held off.
I loved how the older children watched out for the younger ones. A young man in my group who was new to the school seemed perplexed at the family groupings of mixed aged kids at first, but within ten minutes had made a new friend on his grade level and settled into the activities with enthusiasm. Tracey Steege, Teacher: I loved watching the older children transform when given the responsibility of the younger students. Some of the boys in my group were a little rowdy (in a good-natured way), but when I paired them up with a first or second grader, they became nurturing and very patient.
Teacher: I was amazed at the kinship that existed from previous years in this group. This was evident in the way they could enjoy each other and cajole each other into sometimes serious, sometimes silly behavior The core values came in strong when Karen brought one of my first graders ( a little shy and wanting her teacher) across the field to me. Our family took her under their huge wings and soon she was participating, trusting in them with a blindfold on! Children helping children.
Assistant: The little kids were a bit nervous about the morning, but liked the idea of being part of a new "family of friends" at Merriam. Also the fifth and sixth graders in my group were outstanding. Kudos to them for acting as positive role models for the younger kids, and enthusiastically participating in all the activities.
Dave Ljungberg, teacher: Loved the Community Day. It was so well organized and ran so smoothly! It was a great day to be outdoors and the kids had a blast! They all had a great time sharing and for the blindfold activity, they immediately paired up with older and younger buddies. I also really enjoyed having a parent co-leader in my group.
Assistant: I thought it was a great morning! The activities were all excellent, but I guess my favorite one was reading and discussing the book. I am always so impressed by how well the kids understand and articulate our core values. Hearing them tell about times when they were respectful, persistent, or (most often) took a risk was really very touching. Everyone had a story - or three - to tell and I really think they were proud to add knots to their rope. Sean C., parent: What most struck me was the powerful and caring sense of community!
Marisa Olsen, parent: I very much enjoyed participating in Community Day. There were many things I was touched by, but the blindfold exercise stands out. Not only did the exercise bring many laughs, it was an exceptional and powerful learning experience for the kids.
Previous to that exercise, the kids were sharing information about themselves and lots of their "differences" were apparent. The kids also seemed quite aware of their age differences. With the blindfolding exercise, the kids experienced how we are all the same, that each of us can really need help at any one time, no matter how young or old we are. Immediately, each child who was guiding his or her blindfolded partner felt a huge sense of responsibility even when he or she was much younger than his or her partner. They immediately took that responsibility seriously and made sure their partners didn't get hurt. Even the youngest kids comforted their much older peers by talking them through it.
Cath Smith, parent: The tremendous sense of caring and respect that lies at the heart of Merriam School was apparent to me from the very first few minutes of our recent Community Day. As we began our morning activities under the watchful and experienced eye of our group leader, it became clear that one of the very youngest children in my family group needed a little bit of extra help. Without prompting, two of the eldest students immediately took their younger peer under their caring wings.
"Hey, do you need somewhere to sit? Then share our towel."
"You can't remember the last person you threw the stuffed animal to? Well, don't worry, but I think it was…."
Meanwhile, I happened to notice a second grader offer one of her spare water bottles to her thirsty second grade counterpart, who had inadvertently left her own drink back at school (these things happen!).
As the morning progressed, I was working with a fourth grader who told me she had just moved into the area and had started at Merriam this September. She mentioned she liked her new school, and even though she had never met me, or been involved in one of our Community Days before, she gamely allowed me to take her around the playing fields, fully blind-folded, trusting me completely (well, she never let on if she was apprehensive!). I joked to her that, in fact, we were no longer in the school grounds but were on our way to Sorrento's in order to get some pizza, and we had a bit of a chuckle about that together!
If these students happen to read this, they may know who they are. However, I know they expect no praise or accolades for their deeds. With the innate kindness that children possess, they were more than happy and willing to help their friends.
It's obvious that our Merriam Community Day brings out the best in all of us. Our sense of caring for one another, whatever our needs may be, is heightened, and that can only be a good thing.
Open questions offer wonderful opportunities for kids. When we pose questions or open-ended statements to them, such as "Where will you be in twenty-five years?," or "What does the sky remind you of on a cloudy day?," or "If I could create an invention to make the world a better place, it would be a …," we give them the chance to think, to dream, to compose, or to create. Instead of looking for one correct answer, we permit a multitude of acceptable responses. And when kids are afforded the opportunity to hear one another's answers, they learn a rich variety of ways of looking at the world. And I'm always reminded of how much we as adults can learn from their responses.
I remember back when I was in elementary school, there was usually only one correct answer to a question posed by the teacher. The teacher would ask the question, a sea of hands would go up, and then one lucky person would get to remind us of the year that Columbus sailed to America. If you happened to guess the wrong answer, it didn't feel too good to have missed the mark. If you were like me, you kept your hand down for fear of being incorrect. I know that I would have taken more risks if I'd known that there wasn't always one way to be right.
Of course there still are many situations where we want kids to find that one correct answer, such as in math. We also want kids to punctuate their sentences correctly, and we want them to read with fluency. But we've also learned over the years that there are often several ways to get to the same answer in math, different ways to organize a piece of writing, and a variety of methods to help children learn how to read. The more doors we leave open for children, the greater the opportunities for them to take risks and challenges in their learning.
So it was within this spirit that I decided to give some students at Merriam an open-ended assignment. I figured I might get some very useful suggestions if I consulted with them about my new job. So I asked kids from seven different classes (one from each grade) to fill in the following blank "A good principal is someone who__________." The answers were wonderful and diverse, very serious and quite humorous – but all possessed the wisdom of children. I don't have space to include them all, but here's a sampling of the responses:
"Helps us find our way in the school."
"Is kind to everybody."
"Talks to you every day."
"Cleans up yucky stuff that's on the floor."
"Has lots of courage to deal with all of the stuff at school."
"Is smart and knows everything."
"Says hi to everyone."
"Has good manners."
"Always puts us on the right bus."
" Listens to kids and congratulates people."
"Gives me a smile."
"Trusts you."
"Cares about your safety.
"Gives you a high five in the morning."
"Goes around observing teachers work and helps them if they need help."
"Someone who loves."
"Talks loud and clear."
"Should have extra recess for kids."
" Is nice, caring, responsible, good with kids, and cool."
"Runs All School Meeting smoothly.
"Runs the school but doesn't let it get too wild."
"Makes summer last all year."
"Gives out apples on the first day of school."
"Makes sure you are happy."
"Makes Gatorade come out of the drinking fountains."
"Is nice and funny but can handle the school."
"Helps out children who are sad."
"Makes fair decisions and rules."
"Takes other people's advice."
"Puts his time and energy into the school."
"Doesn't force people to be nice, but talks to them if they're being mean or bad."
"Is active." "Has guts." "Is optimistic."
"Isn't too controlling and lets people express themselves."
"Keeps the cleanliness of the school in check."
"Won't dislike someone because of their views on life."
"Gives good lunches for kids who have allergies."
"Hires good teachers." "Has a big heart."
"Should be impartial." "Doesn't favor some people."
"Fixes problems immediately."
"Treats you like a peer not a lower life form."
"Loves their job and cherishes it."
"Won't take their job for power." "Won't stress out."
"Even in the most dire situations always stops to think."
Thanks to all of these students for their wonderful advice. It seems to me that they've written a pretty good job description. And all of these nuggets emanated from one simple open question.
Dear Merriam Families,
I hope that you all have had a wonderful summer filled with all kinds of adventures. I want to welcome those of you who are new to Merriam to our community. I trust that you will find that you will be embraced by the caring individuals within our school community. For those returning to Merriam, welcome back!
As you may know, I just began as principal on July 1. We were very fortunate to have Sandra Wilensky leading the way for so many years, and I am honored to be in the position of trying to follow her lead. My job will be made easier because we have such a talented, compassionate staff of teachers and assistants. They have already been very supportive of me as I begin my journey as principal.
Typically, this first piece in the newsletter will be related to some aspect of life at Merriam. I'm making an exception this time, and instead I'm sharing a bit about my background, so that you'll know a little more about me – perhaps some of my experiences will connect with yours and will spark a conversation!
When I first came out of college (many years ago) I had two great professional passions, and one almost pulled me away from public schools. I had majored in education (with a concentration in the natural sciences) at the University of Michigan, and for two summers at the end of college I worked for the National Park Service as a naturalist – at Badlands National Park in South Dakota. I loved hiking and sharing what I was learning about the natural world (especially astronomy and dendrology), and almost accepted a "permanent" position with the Park Service. Instead, I chose teaching (a decision I have not regretted) and worked for a year as a kindergarten teacher in Ann Arbor, and then moved to Colchester, Vermont and taught third and fourth grade at an elementary school and then math at a junior high school for a total of seven years.
These were wonderful years of learning about the art of teaching and about children, and I loved living in Vermont. I developed particular interests in understanding more about the psychology of learning and about how children grow and develop throughout school. In addition, I knew that I loved leading group discussions with students, and wanted to understand more about group dynamics. So I entered a Counseling program at UVM, did an internship at the Counseling Center at the college, and became fascinated with the process of leading counseling groups.
During this time (1983) I met my wife Janet, and we later decided to move to Massachusetts, in order to raise our family closer to our parents and siblings. I was fortunate to get a job working as a counselor at Harvard University. For the ten years that I worked there, I learned so much from my colleagues about how to help others in need, and I especially enjoyed leading counseling groups of all different kinds.
Though I loved counseling, I missed working with younger children, and in 1995 I taught my first class at Merriam School. And I've been here ever since! I watched the evolution of a school with mixed grades and an enrollment of 250 grow into our current looping structure with over twice the enrollment. Though we've grown and changed, the values at our core have truly remained the same. Five years ago I began to think that I might someday like to try on another role within schools, and it was then that I received my principal licensure. I found a way to also continue to work with older students; since 1990 I have taught at Cambridge College in the evenings, teaching psychology and education courses. I am fascinated by the intersection of those two disciplines, and feel that they are both of great importance in schools. I'm taking some time off from my college teaching as I begin my time as principal, but perhaps I will continue someday.
When Janet and I were living up near Burlington we never imagined that we would wind up where we are today. The irony is that Janet attended Merriam School (in its previous incarnation), and now both of our daughters have also gone to Merriam. Our older daughter Willa is a senior at Wheaton College and our younger daughter Jessa is a senior (I mean, sixth grader) at Merriam.
You might see me shooting baskets after school with kids or other teachers, or you might hear me discussing the Yankees/Red Sox rivalry (yes, I did grow up in New York), or you might notice me listening to some music I enjoy in the office well after school hours. But perhaps most often you'll see me talking about the wonderful learning environment we hope to create at Merriam and about the excitement of working with children, their families, and everyone in the school community.
Please stop by the office to say hello; it may take me a while to learn all of your names, and I may need some reminders. But I look forward to talking with all of you.
My philosophy of education is based upon a deep appreciation for children: for the curiosity they exhibit in the world around them, for their resilience and persistence in the face of tough personal and academic situations, for their wonderful humor that they are so ready to share at any moment, for the ways they are able and willing to give to one another and to their community, and for countless other reasons. My experiences teaching most of the grades from kindergarten through junior high and from working as a counselor have permitted me to develop this appreciation.
Children are clearly at the center of my educational philosophy – for it is the children who are the focus of the work we do. But how do we as educators make the greatest difference in the lives of these precious students? For me the answer lies in how we develop one primary construct: the learning community.
The learning community that we create for students is at the core of a vital institution; when children are in an environment where they feel safe, comfortable, and invited to learn, amazing things happen. It is no small task to create this sort of community.
It requires clear and open communication – which builds trust. It requires the involvement of all members of the community – so that everyone feels a part of the process. It requires keeping the best from the past but being open to change in the future. It requires compassion, enthusiasm, knowledge, creativity, and patience on the part of the teachers and administrators – who model these qualities for the kids. It requires a commitment to working effectively in groups, and demonstrating that teamwork involves working through problems when they occur. It requires a culture where making mistakes is acceptable, so that students can learn to feel encouraged to take risks in their learning. It requires a climate of respect, where every individual is a valued member of the school culture. It requires a commitment to seeing all aspects of children, including the social, emotional, cognitive, physical, and creative sides of each individual. It requires the notions of balance and rejuvenation – that children need to work hard but also must recharge and maintain balance in their lives for optimum energy. And it also requires opportunities for shared enjoyment; when learning is fun it is contagious!
It is a lofty goal to strive to create this kind of environment for students, but why not aim high? If we put structures, strategies, and practices into place that support this sort of environment, then we create an opportunity for the individuals and the community to flourish!
