Conversations in Education
From teacher book groups to conversations in the faculty lounge, Prep faculty and administrators think a lot about how we support students. Each month in 2017-18, we are featuring a piece by a Prep faculty member or administrator that gives a slice of life at Prep. If you would like to share your ideas, feel free to comment on an individual post or contact Dean of Studies Sarah Cooper.
From teacher book groups to conversations in the faculty lounge, Prep faculty read and talk a lot about education. Each month we highlight a few memorable pieces or videos. Our goal is to make the process of parenting, learning and living a little saner, to put things a little more in perspective. These articles will be chosen by Prep teachers and administrators. If you want to share your ideas, feel free to comment on an individual post or contact Dean of Studies Sarah Cooper.
By Sean Beattie
I remember the first middle school team that I ever coached: the Prep boys’ baseball team, in 1997. The kids were all excited to get out there every day and work on the skills needed to participate in our games. Some had played baseball only once before. I loved the energy and exuberance they displayed every minute they were on the field.
Flash forward 20 years, as I get to work with the middle school volleyball team – and not much has changed! The kids love coming out and playing a sport that is foreign to some and familiar to others. Collectively, they have a blast, and that is the important thing.
There are many reasons the kids at Flintridge Prep choose to play sports while in middle school.
They build friendships, some that will last a lifetime. I have had alumni come back to school and talk about their time in middle school athletics. They still remember the joy they had playing soccer with their friends.
Some have mentioned the competition against friends in other schools – who may one day be their teammates at Prep – as a really cool experience. I have had conversations with kids after volleyball matches when they’ve said, “I hope he comes here next year, because if we are on the same team that would be awesome!”
Another driving factor that gets kids into multiple sports in middle school is that everyone can play, regardless of their skill level. Having such a wide range of skill levels in each sport means that students can take leadership roles and help their friends improve. When the sports change seasons, someone new can fill that role.
For some of the students, middle school athletics gives them a chance to see which sports they might pursue in high school, since they will be able to play a max of three. Middle school lets them play more sports throughout the course of a year. I know many of our students appreciate the chance to do both soccer and basketball in middle school, knowing that they won’t be able to play both in high school, because those sports are played simultaneously.
Lastly, who doesn’t love the snacks at the end of every competition? After a long, hard game, it’s nice to sit down and talk about the match with your friends, while chowing down on some chocolate chip cookies and drinking a Gatorade. It’s a perfect way to end a fun day and gets mentioned quite often.
All in all, there are many different reason kids want to play middle school sports at Flintridge Prep, and I would venture to guess that each student may have a different reason for why it’s fun for them.
Some of the development that happens within the sports season may not be obvious right away – things like character, commitment and respect for one another. But for me, personally, I get to see these values build over the course of a year or years – to see how each student slowly changes and matures based on the time that they’ve had playing sports with their friends. And I, for one, am just glad to be a part of it.
By Rob Lewis
I’m learning to play the guitar. Oh yes, it’s been a longstanding, bucket-list wish of mine to play and sing and have others sing along. That goal lies just over the fence in far greener pastures. But that fence is tall and I’m not going to lie—it creaks. Yet, as time passes, my hands get a little more familiar and seem to make sense of this seemingly unnatural process.
Our students embrace this process every day. I see them lacing up jazz shoes, rosining their bows, murmuring their lines in hopes to deliver their best performance. To raise the bar. To be the next Yo-Yo Ma or Misty Copeland. I admire these students, who confront moguls and pitfalls, because they inhabit the essential value of an artist: get up and try again. Look back to learn and look forward with renewed, revised vision. Undoubtedly, there is an art in the setback.
It’s so easy to get caught in the emotional trap involved with failure. Of course! Who doesn’t? We’re always eagerly and earnestly giving 100%; therefore, when we trip and fall, we bruise our pride and lament the decisions we made. However, it is in that moment between staying down and getting up, something magical emerges: resilience.
“Check your ego at the door.” You can hear this time-tested axiom in every performing arts classroom. While we may associate the motto with dismissing arrogance, in actuality, when you let your ego go, you are destined to bounce back quicker and with less pain. We march forward, proudly brandishing a mistake and displaying the fortitude to overcome those thorny challenges to create something great. If it were easy, it wouldn’t be a craft.
Our students exercise courage in risk-taking every day. As teachers, our part is to set up a room that is supportive, safe, and warm—and perhaps with a dash of inspiration to put wind in our sails. After all, when a class is at ease having peeled away worry and woe, we put our minds and our hearts in the magic of this moment. And what a ripple effect! I have the utmost joy watching the culture of care reveal itself through peer-to-peer positive reinforcement, whole-being listening, and that precious gift of giving another person uninterrupted time.
Imagine: you are at work and you have a presentation to spearhead or an idea to pitch—and everyone in the room is rooting for you! Suddenly your wellspring of potential geysers upward because you’ve unburdened yourself from stress and concern and can just concentrate on your goal—or in this case, art. This is why the performing arts program champions the ensemble-driven learning environment. Through upholding a supportive culture and sharing a common goal, individuality can emerge in leaps and bounds.
An acting professor once told me, “There is only one of you in the entire world. There is no one, absolutely no one, who can be you and your magnificence.” We promote individuality via expressing your art and honing it through the process of craft. Then we infuse it into a collaborative journey. Be resilient, be kind, be magnificent.
All of us started from somewhere—wide-eyed, vulnerable, inexperienced, not so polished, but eager to shine. And after years of practice, toss in some nicks, a few scratches, and a heart full of grit, we figured it out—or we’re still trying, at least. It’s not so unnatural as you'd think, and it gets a little more familiar each day, if we keep at it. I’m sure I’ll get blisters and break a few guitar strings before the year is up. But, as I wince from one twang to the next, I always remember say to myself, "just play."
By Midge Kimble
Today, I can watch Ellie, my 21-month-old granddaughter who lives in Texas, dance on my iPhone screen.
In my parents’ generation, as grandparents, they would wait for the photo duplicates to arrive in the mail. By the time those photos arrived, the developmental stage was long over, and the child had grown another inch.
It is pretty wonderful that I am able to gauge each milestone on Facetime and interact with Ellie in real time.
Yet, for parents and teachers, technology is a loaded word.
We follow discussions about devices in the news every day. The headlines range from Teens Spend Nearly Nine Hours Every Day Consuming Media to Your Smartphone May Be Hurting Your Sleep. We blame screens for an increase in bullying, as screens create pressure to be liked. They are a constant source of distraction, according to another ominous study, which suggested that kids can no longer understand social cues and emotions because of their digital connectedness.
One recent blockbuster article, Have Smartphones Destroyed a Generation? by Jean Twenge in The Atlantic, suggests that the current generation of teenagers go out with their friends much less, are in no rush to drive, date less, are more likely to feel lonely, are less likely to get enough sleep and seem to report more symptoms of depression. Twenge’s article states that screen activities are linked to less happiness and that non-screen activities are linked to more happiness. She claims that we are on the brink of the worst mental health crisis in generations.
Recently, I had conversations with Prep’s seniors on what rules should exist about smartphones and screens for adolescents. These 12th graders felt that rules for them, at 17 or 18, were not necessary. They did have suggestions for younger students, though: Kids in 7th, 8th and 9th grades should remove their phones from their bedroom when they go to sleep. If screen time is affecting their grades, parents should formulate rules with them. During homework time, social media should be turned off. And no video games during the week.
Certainly, a factor to consider as we parent and teach our children is our own relationship with technology as adults. I have had my conversations with other adults interrupted to look at their phones. The newest word that I have learned is phubbing. That means ignoring someone in favor of your mobile phone. It hurts relationships and hurts people’s feelings. And I have been phubbed.
We have all watched adults texting in the car next to us with a vehicle full of children. Phones beep and ring everywhere we go. This is not just an issue with our 12-to-18-year-olds.
Let’s continue the discussion! If you would like to have more parent conversation around this topic, please attend Community Speaker Series showing of Screenagers, sponsored by the Parents Association and Fathers Club. According to the documentary, the average child in America spends more time consuming electronic media than going to school, and the movie suggests that parents aren’t necessarily being good role models. ….in this regard? Should we clarify we don’t mean in general?
Screenagers will be shown at 6:45 pm on Thursday, November 9, in Norris Auditorium. The movie will be followed by a panel discussion with faculty and students. Please RSVP and be part of the conversation!
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