A View from the Middle - Middle School
Welcome to A View from the Middle by Corinna Crafton, Head of Middle School, a blog featuring interesting educational observations and commentary.
Dr. Crafton will be posting here regularly. Please be sure to scroll down to read more and check back frequently for updates.
How can you possibly read Shakespeare with Middle Schoolers? They’re so young and immature.
I have heard that comment and others like it for years. Well-intentioned folks, who know little about working with middle school students, assume it is impossible for young adolescents to understand Shakespeare’s language let alone his nuanced use of metaphor and imagery.
What I know is that middle school students are adept at taking on the challenge of dramatic interpretation. They are natural performers and innately curious about how language works and why a pun is so much fun! They get it.
Underestimating tweens is something that gets under their skin...and mine. We know they are truly capable of engaging fully with the language of William Shakespeare. For them, language is a puzzle to figure out, a riddle to solve, a challenge to be met. When I survey students after their Shakespeare performances, they remark on what a special experience it is to do live theater. Further, they appreciate the challenge and feel proud when they have met it. As one student put it this year in her evaluation of the experience, “I never thought I would understand all those ‘thee’, ‘thou’, ‘thines’ but I do and I like it, and I like how everyone in class liked it too and got excited about performing the play.”
They recognize also how important it is to work as part of a team to produce a strong performance. We should all be very proud of the collaborative spirit that pervades the middle school student body. They are a resourceful group, supportive of each other and eager to take on the next project or performance.
I am often asked how we can assess non-cognitive and character skills: How do you know if students are being resilient? How do you measure their creativity? One measure is by performance – Shakespeare, concert, speech, debate. These activities are all mechanisms by which we can see critical character traits in development. Children are excited by the prospect of performing for a live audience. Doing so with peers helps to foster collaboration and empathy and tends to lessen performance anxiety, for all know they are in it together. During our rehearsals for the recent Shakespeare Festival, we would encounter scenes that felt especially difficult. Through encouragement, practice, and teamwork, students worked together to struggle through. By the final week of rehearsals, one could hear children telling each other during such moments not to give up, for “The show must go on!” They were right, and it did.
Pictured to the right is Jacquelin Sibblies Drury, Wardlaw+Hartridge graduate, Class of 1999. While a student here, “Jackie” was encouraged to delve deeply into complex and controversial issues. Her work at W+H helped to prepare her for the exciting world of theater and the success she has enjoyed as a writer and dramatist. We were thrilled to learn last week that Jackie has just won the prestigious Pulitzer Prize for Drama for her play Fairview, which challenges the audience to examine their own ideas about race, stereotypes, and privilege.
Many things have changed in the 20 years since Jackie graduated W+H. We have seen enormous advances in technology and medicine, the rise of social media and instant access to information. Scientists have mapped the human genome and immunotherapies are being developed to deliver targeted treatment for a wide range of illnesses. We have also witnessed celebrity culture and reality television alter the collective consciousness and civil discourse devolve into shouting, or worse. If the two decades since Jackie walked these halls has shown us anything, it is that rigorously questioning our world and our actions remains critical to the achieving one’s fullest potential across any measure.
Students must dive deep into thorny issues, learn all they can about topics of personal interest and global significance, engage thoughtfully with others as they challenge assumptions, convey informed opinions in writing and the spoken word. These vital skills are a hallmark of the student experience at Wardlaw+Hartridge.
To develop the habits of mind and the behaviors necessary to closely examine complex issues requires that we help our Middle School students understand how they learn. Metacognition is the fancy word for “the awareness and understanding of one's own thought processes” (www.oed.com) and knowing this about ourselves can help us to prime the brain for new learning. In the Middle School, we have used a fantastic curriculum called MindUP, which was developed specifically for use with young adolescents to explore how their brains change during puberty and how they can tap into the great potential they each possess through positive mindsets and putting to use their knowledge of how they think and learn. To learn more about the resources available through the MindUp organization, click here: MindUp
The young adolescent brain is truly fascinating. Developing from back-to-front, the prefrontal cortex (located just behind the forehead) is the last region to fully develop, and is not fully matured until we are in our mid-twenties! This area of the brain is responsible for many things, including abstract thinking, voluntary movement, aspects of speech, and executive functioning skills. Thus, providing students with activities to assist in its development is imperative. Attention, organization, and forward planning are essential components to the sophisticated level of inquiry we pursue in and beyond our classrooms, and these attributes are honed as the prefrontal cortex develops. Knowing the frontal lobe is a work-in-progress and that each child matures at different rates, we scaffold instruction to include many activities that build their capacity for complex decision-making (such as choosing from an array of possible research questions to ask), impulse control (by using non-verbal cues and feedback to help students self-regulate), and focusing attention (breaking reading and writing activities into “chunks” to allow for pauses from intense focus).
As we learn more about cognitive development, we are able to inform our own practice as teachers to cultivate opportunities to stretch young minds, challenge perceptions, nudge beyond the easy answer, and foster a love for deeper understanding. In so doing, we tap into the natural proclivity children have for asking big questions.
I cannot help but wonder what big questions Jackie asked when she was a student here. Did she ponder the structures of a cell when peering through a microscope in laboratory life science? Did she consider the etymology of a word as she dissected language while rehearsing for a Shakespeare play in English? We know from her yearbook entry that she loved poetry, expressive writing, and taking a stand. It is no wonder then that her professional life is one that blends inquiry, performance, and social justice. In that that yearbook entry, Jackie included a powerful passage from the classic novel The Secret Garden: “At first people refuse to believe that a strange new thing can be done, then they see it can be done--then it is done and all the world wonders why it was not done centuries ago.” How fitting for a Pioneering Thinker to reflect on a beloved book and the powerful message it provides about taking risks and asking those big questions. Do it! Take that chance! Ask that big question! Hunt for answers!
I wonder what terrific things our current Middle School cohort will have accomplished 20 years hence...but first, let’s finish the 2019 school year!
A visiting student recently remarked how “open” and “interested” students here at W+H seemed in their classes. When I invited him to say a bit more, he shared that he felt welcomed to “join the discussion” and saw students asking “big” questions of their teachers. He seemed a bit surprised that teachers welcomed diverging ideas and opinions. In that moment, I understood what the young man was witnessing and why it may have so impressed him. He was watching engagement in action. Students at W+H are not only invited to engage, inquire, wonder, and challenge, but are expected to do so. Perhaps this young man has not had that experience in his school and found it an exciting possibility.
We must prepare our students to grow into global citizens, capable and ready to venture off to college and beyond with the necessary skills needed to tackle complicated, chronic issues. Part of that preparation requires teachers to provide the practice for delving deeply into topics, invite discussion, struggle through disagreement, and reach an understanding of the perspectives of others, even if we do not always agree with one another. Civil discourse is a skill and life habit that requires careful cultivation. Vital too are activities that include collaboration amongst students and lessons that do not assume one correct answer, for we know that the most weighty issues facing our country and our world have no easy answers.
I was reminded by this young visitor’s observations of our responsibility to help each other honor and value our special community. It is true that will never all agree with each other all the time. I propose that the very fact we do hold different opinions is the sign of a healthy and vibrant community of interested and interesting minds. Indeed, what we model is what we promote. When students see the adults in their community exchange ideas and opinions, they grow more comfortable in sharing their own. When we encourage active listening to the ideas of others, students are taking their responsibility as citizens of our community seriously.Perhaps the young man who visited our campus recently and remarked at the openness he witnessed in the classroom was observing this respect for “the other” that we must hold dear. I am reminded by his words of the very precious resource we have here at W+H: each other and one that requires tending and nurturing each day in the smallest of interactions we have with one another.
Our theme for this month’s Division blog is Ethical Conduct. Certainly, I could write at length about the many examples that abound in my daily interactions within our Middle School. I could share inspiring stories of Middle School students choosing to do the right thing even when no one was watching or when it would have been easier to make a different choice. I could provide an overview of research or data about the positive impact that an ethical mindset and ethical behaviors have on lifelong happiness and health. I won’t be doing any of those things for this blog, however.
Rather, I must step aside this month and allow a student to do the sharing with you. It is, in fact, the ethical thing to do! Our guest blogger has an important message for us all, a reminder that strength and courage come in many forms, some loud, others quiet. I had best let her explain.
I am proud and pleased to welcome sixth grader Ruhee Hegde as this month’s author of A View from the Middle!
Introverted Minds by Ruhee Hegde, Class of 2025
People I know always ask me, “Why are you so quiet?” I sometimes even ask that question to myself. I don’t have a clear-cut answer for this question. Possibly I was born as a quiet person and I don’t have to change who I am.
I often think that the whole world is designed for extroverts. In school, it often seems like “you are so outgoing” is the best comment that someone could give to another person. Many times, teachers ask me to speak up more. I always wonder how some of my classmates are able to chat all the time with others, whereas I am not able to. During school presentations, initially I would get nervous and uncomfortable that everyone was looking at me. But slowly I got comfortable and more social with people. Now I can talk about any favorite topic for an hour at least. I can dance or do public speaking on stage without much fear. Little by little, everything got easier. Internally I have not changed much. I still feel exactly like any other introvert would feel, but now I know how to cope with the other side of the world– extroverts!
The process of understanding my limitations and powers was not that easy. Before, I always wanted to be like other outgoing kids and questioned myself a lot. I always thought: Am I normal? Why am I not like the other kids? After my own long research, I understood that it’s nothing but “I AM AN INTROVERT” and whatever behaviors I exhibited are completely normal. Introverts need some time to actually find out and explore who they are as human beings. I researched online and read some books about that topic. One of the books I liked a lot is, Quiet Power, by Susan Cain. The author wrote about her experiences as an introvert and in the book, she referred herself as being “in the world that couldn’t stop talking.” Yes, that’s exactly how I feel inside also. She also wrote about other kids’ experiences as quiet ones. I would recommend that book to anyone going through the same situation. It brought more confidence inside me and helped make it easier to talk to people from the tips she wrote in the book. More importantly, it made me realize that there are many other people like me in this world and it helped me clear many misunderstandings about quiet people. I would like to share some of those misconceptions about introverts as below:
(1) Introversion and shyness are not the same thing. Everyone is shy at least sometime in their life. People think that introverts can’t be leaders or introverts are shy just because we are quiet at times. Take the example of Barack Obama, our 45th president of the U.S. He is an introvert too! He’s one of the best public speakers and he led our country as a president. This leads us to another misconception of introverts.
(2) Extroverts often think that introverts are poor public speakers and they don’t like to make eye contact with people. It’s true that introverts, because they are quiet, might not like being up on stage with all the attention. Introverts can be quiet but confident speakers and they can express their feelings enough to the point where they feel proud.
(3) Another misconception about introverts is that they are unemotional and that extroverts are happier than introverts because of the way they are outgoing. Introverts might not show many facial expressions and emotions and it might look like they aren’t interested in what someone is saying. They can show emotions. Take the example of comedians such as Steve Martin and Woody Allen. Even though they are introverts, they are famous for their funny and comedic jokes. It’s kind of hard to believe that even some of the world’s iconic Hollywood actors are introverts. The overall statement is that introverts can do anything that extroverts can do.
There are some things that introverts feel hard to fit naturally into the social world. I didn’t like going to parties with a lot of noise and that fear of being with other people that I wasn’t related to made it a whole lot worse to make proper friends. Without proper company, it’s hard for introverts to enjoy the parties. I always preferred to sit with my parents at our community parties because I didn’t have proper fun company. Also, I never like noisy loud music and chatting with unknown people.
I used to get tired after talking for a long time with my friends. Introverts might need more “alone time’’ to rejuvenate after any social conversation. It’s not that they don’t like to mingle with people or talk to them. They prefer small groups of people in gatherings and more preferably like-minded ones. I can talk for an hour or so on my passionate subject areas like robotics, historical events, or fun facts trivia. Many times, my parents were surprised to see me in that “talkative mood.” So, don’t assume that introverts don’t talk more. They may not initiate the talks, but it all depends upon their interests, ambience, and most importantly, comfort zone.
To all the introverted adults and teens out there, here is some advice to tackle the fear of not fitting in or not being normal:
Always let your imagination flow and give yourself some time to just relax. Remember “being quiet” helps your brain to focus more and organize better. I myself am a deep thinker and good listener. Don’t worry what others say about you. Focus on what’s inside your mind and consider being quiet is actually a magic power!
Find your passion and use it in a way that you are comfortable. When I was in Lower School, I found that I am very passionate about math, science and other STEM related topics. I love to read trivia about all amazing things in Wikipedia. Introverts usually have a great ability to focus on multiple things and to pursue them.
Make sure to communicate well with your closest friends and let them know what you are going through. It’s never fun to be lonely and without any friends. But never rush and change yourself to fit in. Being yourself is important and your friends will slowly understand.
Get enough alone time to re-energize. It’s completely normal that you get drained out easily by the loud noises or the social interaction for longer periods.
I am now happy and comfortable with who I am and I am eager to explore more about my introverted mind power. I’ve enjoyed the process of knowing myself better so far and I would like to continue the same.
Why won’t this work? What am I missing? How can we fix this problem?
We love to hear students ask these questions. For teachers at W+H Middle School, asking questions when puzzled or stuck is a sign of deep thinking and thoughtful analysis of one’s actions.
During last week’s STEAM workshop, Middle School students worked to analyze and solve myriad challenges as they developed an original “Choose Your Own Adventure” animated game using relatively simple lines of code. The technology used a block coding platform called Pyonkee, which is not particularly difficult to use. In fact, within the first day of the workshop, students had mastered the fundamentals. The challenge came not in mastering the technology but in working to take an original idea, or concept, and convert it into reality using the tools provided and to provide instructions to others in order that they may replicate the program. Students had to think creatively, and when they encountered a problem – and they encountered many – analyze it, troubleshoot solutions together, test them out, and try again.
Using a project critiquing model, we invited students to record their instructions as they worked and then trade them with another group which would attempt replication. This form of peer review, much like that conducted in laboratories across industries, allows students to take the lead in creating something new, collaborate to build and test, support others by providing feedback on designs and programs, and celebrate successes individually and collectively.We know that analytical thinking happens across the disciplines, on courts, fields, and stages and far beyond. Providing space for students in all of their activities to truly reflect on process fosters in them agency and a sense of control over outcomes. Deliberately calling attention to the connections between desired outcomes and actual results is critical to developing deeply analytical thinking, the very skill needed to tackle life’s biggest challenges and help to pioneer solutions to our world’s most protracted problems. We are proud to be part of a school community that believes deeply in rigorous inquiry and the strength of character to face challenges with wonder.
Our second Service Learning Day of the school year took place in early October at the Ashbrook Reservation. We have worked at this site before, hauling and laying logs to stabilize the hiking trail and learning about the delicate ecosystem balance in this area. Last year’s hardy crew scavenged and piled several hundred logs for us this year in building a new stretch of trail. It was a sunny, dry day, and we returned this fall ready to continue the work we had so earnestly begun. We had no idea just how much our rainy summer would impact this day of service.
Early Saturday morning, a dedicated crew of 20 Wardlaw+Hartridge Middle School student and parent volunteers met with our guide and local expert, Marc Grobman, and entered the densely-packed woods. The semi-dry trail quickly became slick and uneven. In no time at all, we were calf-deep in mud and struggled to maintain balance. At times, the depth plunged deeper still. Did I mention we were also carrying loads of logs and tools in our hands as we journeyed deep into the forest?
We were not expecting the difficulty that awaited, including encounters with the more slimy varieties of wildlife that swam and slithered between our boots. Yet, we were ready.
Fortunately, our students spend time with each other and their teachers building capacity in several life skills that became critical for our success at the Ashbrook Reservation. Much of our work with students in the Middle School is focused on helping them to manage obstacles, confront new challenges, and develop strategies for sticking with something in order to learn and grow. The swampy trail at Ashbrook presented us with a very timely challenge that required us to adapt quickly and work in novel ways to be successful. It was clear that what had worked for us last year would not this year.
So, we brainstormed and tested out a few new methods for hauling wood and laying trail beams in a swamp. Where individual hiking off trail to scavenge for wood was the perfect strategy last year, it would have been a recipe for soiled clothing and potential injury this year. Thus, we formed a hybrid assembly line, with adults venturing into the deeper swampy areas and students spacing themselves effectively along the trail to receive armfuls of very heavy, water-logged wood to pass along to our trail masters up at the top of the line.
Likewise, we realized that the physical toll of working in the muck, which made every step an extraction, and carrying water-logged bundles, meant we tired long before we did last year. Safety comes first on such missions, and we had to accept that ending the work just a bit earlier than last time was necessary to keep injuries at bay.
Speaking with students after this unique service learning event, I realized anew just how resilient and thoughtful our students are. Several spoke of learning to accept the inevitability of soaked clothing and shoes, admitting that after an hour in the woods, they stopped noticing just how dirty they had become, for they were enthralled in the team effort. In the true spirit of service, students helped one another when the going got particularly tough, as it did when we arrived at the work site to find the entire area submerged. Another student shared with me how proud he felt in organizing the new assembly line method to trail building. He was able to understand and articulate his understanding that the poor quality of the area that day was necessary to provide him with an opportunity to create a new solution to a problem. That is precisely the goal of our work to instill a growth mindset, foster resilience, creativity in approaching problems, and teamwork.
Witnessing the camaraderie and unity of purpose amongst our volunteer crew was very special. It is in these moments, and many others like them, that the true character of our community shines.
We return to Ashbrook in two weeks for more work on the trail. Our pioneering thinkers are ready for the challenge. Bring on the mud!
The start of the new school year presents students with a vast vista of possibility, an opulence of opportunity just waiting to be discovered, and excitement to begin it all. As we move through the first days of school, routines are established and a rhythm develops. Teachers spend time over the summer reading, researching, planning, collaborating, and organizing. One of our many summer activities includes a faculty read. This year, a number of teachers selected the bookCulturize: Every Student. Every Day. Whatever It Takes.by Jimmy Casas.
This engaging book offers practical strategies parents, teachers, and students themselves can use to foster positive mindsets and successful outcomes. Casas reminds adults that we model what we get,and in a chapter titled “Expect Excellence” he provides a few simple thoughts that we may use to model the very strengths we wish to see in our students. For example, Casas urges readers to “embrace vulnerability,” asking when we last tried something new and challenging whether we are asking “students to do something that you are not willing to do?” (65-66) What a powerful question for adults to consider. We often ask students to take academic risks, lean into their learning, yet we sometimes stick to the familiar and our routines due to a fear of doing just that ourselves.
Providing clarity, staying the course, and risking failure are additional recommendations Casas makes. He discusses the experience of failure as a true gift and, indeed, a necessity for growth and development: “Experience is still the best teacher...we should put them [children] in positions more often to experience failure - and the consequences that come with having failed. One of the best skills we can teach kids is failure recovery” (66).
This advice can run afoul of the best intentions of those who care about children. We do not want our young people to be disappointed, lose confidence, or avoid taking important risks in their learning. Yet, we may remove crucial steps in the learning process if we deny children an opportunity to make a mistake or get it wrong. The way in which we approach the concept of failure is key to creating a safe space for learning from failing in order to feel confident to try again. Resilience, one of the eight character traits we focus on in the Middle School program, simply cannot develop without experiences of failure. Maintaining a community of caring, where second and third and fourth attempts are the norm, allow students to stay the course in their learning, as we work with the long game, the big picture in mind.
We have asked ourselves, and I ask you, what new thing will you try this year? Will you fail on your first attempt at making that fancy soufflé, speaking your first full sentence in a new language, completing a three-mile run, broaching that difficult topic with a loved one? Will you give up after one try? Or, will you stay the course and build your resiliency quotient? We model what we get, as Jimmy Casas reminds, so we must try and fail, and try yet again. This year’s motto for my learning and growing is: Onward! Perhaps this single word captures the resilient spirit, the can-do and must-do attitude we are thrilled to see in your children when they jump into their learning each day in Middle School.
Interested in Jimmy Casas’ book? Culturize: Every Student. Every Day. Whatever it Takes by Jimmy Casas
The rhythm of daily life seems to ebb a bit with the arrival of the first heatwave in summer. We experienced our first heatwave of the summer recently, followed this past week by tremendous thunderstorms, complete with splendid displays of nature’s own fireworks in the form of lightning. For many, the normal routines of life are happily interrupted by a vacation or simply a relaxing staycation (the new word, I believe, for remaining at home while on a break from work). I hope that your family has or will enjoy some restorative time before the new school year is upon us.
During these summer days, I look to find a quiet moment for reflection upon the school year that has recently ended. I think about our students’ growth and achievements, where we as a community have best supported them and shined a light on their unique qualities, and also where we can do more and better by each student and teacher.
Looking back over the school year that was, I am struck by how deeply connected our students and teachers have been to their local and broader communities. Despite our relatively small size, the Wardlaw+Hartridge Middle School has had a vast reach, one that has made a significant and positive impact in lives across the country and around the world. Through acts of service, students have embraced and practiced the mission skills we work hard to foster: Creativity, Curiosity, Teamwork, Resilience, Time Management, and Ethics. Tied to these traits are the equally important qualities of Empathy and Kindness.
It is indeed quite incredible to consider that our small Division of fewer than 100 students completed nearly two dozen off-campus service learning activities and even more on-campus awareness and fund raising activities during just one academic year. Students across the three grades in Middle School worked to restore local habitats and packed tons (literally, many tons) of food for distribution to needy families in and beyond the central New Jersey area. In addition, they taught each other about childhood and adult cancers, raising money in the process to donate to worthy research organizations. Current events informed their service as they learned about disaster recovery and then took action by adopting a school in Houston that was nearly destroyed by Hurricane Harvey, connecting with students and teachers there to learn what they needed and then setting about on a weeks-long project of gathering, packing, and shipping the many supplies and books the school would need to reopen its doors.
Wardlaw+Hartridge Middle School students also extended their learning by making personal global connections with individual students at The Riverside School in Kenya. They were able to speak in real-time with other middle school students many thousands of miles away, in the process learning they have so much more in common, including a love of sports, technology, memes, and having fun.
What do our Middle School students learn about themselves and their world through these activities? Their teachers and advisors have had many discussions with them about service learning and global interconnection. The contemplative responses of our young adolescents demonstrate just how deeply Wardlaw+Hartridge students think about the world and their place in it. One sixth grader with whom I spoke shared how “grown up” she felt in helping to lead the effort to restock the school in Houston hit by Hurricane Harvey. She explained that as students who care “we all want the work we were doing to mean something.” This sentiment, making an impact that lasts, is shared by the Middle School students who yearn to contribute and help to solve large-scale problems through learning and taking small steps.
Our eighth graders take part in a special micro-finance project each winter. Wardlaw+Hartridge alumnus Greg Casagrande ‘81 visits with the eighth graders each year to teach them about the world of micro-finance and his work as the CEO of MicroDreams, a non-profit organization that works to empower women in the islands of the South Pacific. He inspires our students by helping them to realize they can have a direct and lasting impact on the lives of the individuals a world away by engaging in entrepreneurial philanthropy. The eighth graders form small businesses complete with detailed business plans, and set about creating products and services to raise money, which is then donated to MicroDreams. The money these eighth graders contribute is distributed in the form of small loans to clients of MicroDreams. Over time, the loan is repaid and the cycle repeats. Thus, the funds our very first group of students donated years ago is still repeating dividends and improving the lives of formerly impoverished families a world away.
This year, Mr. Casagrande shared with us a special note of thanks from one of his clients, a woman living in the Solomon Islands. He explained that our donations helped her to complete “six micro-enterprise loans to date,” beginning in 2013 with a loan of $125 which she used to start a small bakery. She has since grown that business and now uses the microloan process to work on constructing a proper home, for many in her village live in homes made from scrap materials without flooring or plumbing. When our students learn of the very real benefits of their organizing and giving, they experience first-hand the power of service to change lives for the better….both those they help as well as their own.
Springtime at the Wardlaw+Hartridge Middle School is filled with action and excitement. There are no fewer than one dozen special activities infusing these culminating weeks with great energy!
During the month of May alone, our Middle School students have:
*rehearsed speeches and provided constructive feedback in order to bring out the best in one another;
*performed in a Shakespeare dramatic production;
*worked on teams to explore physics by planning and construct a working roller coaster;
*formed small businesses and engaged in entrepreneurial philanthropy to raise awareness about compelling social and environmental issues as well as to raise funds to support a non-profit organization that helps women in developing nations of the South Pacific to start small businesses of their own;
*joined with other vocalists and instrumentalists in a variety of musical ensembles for our spring concert and piano recital;
*participated in a full Division art showcase and toured visitors through the gallery;
*and welcomed our current fifth graders as they prepare to join our division next school year.
One of my favorite culminating activities of the school year is the publication of our literary magazine The Hyphen. Student authors and artists contribute their original work to this publication, which is distributed at the end of the school year. Designed and produced by students, the collection features artwork, short fiction, poetry, photography, and academic pieces written by students across the three middle grades. This publication allows students to showcase individual talents through collaborative effort.
Our magazine is aptly named, for we are the hyphen between two divisions (Lower and Upper), and also the connective tissue between them. This year’s Hyphen magazine has just been distributed to students. Within its pages are students communicating in many modes about their own experiences, ideas, and beliefs. The Hyphen serves also as a keepsake of the three years students spend in Middle School.
Yet, more is to come during these last days of the school year.
Our sixth graders will build seaworthy crafts to race across our pool on Regatta Day. Our seventh graders will enter their roller coasters in friendly competition and judges will select winners. Our eighth graders will rehearse for the Stepping Up ceremony, the somewhat bittersweet conclusion of their Middle School careers. They are ready for Upper School, but we will miss their presence and their energy. As we prepare for next week’s Stepping Up ceremony, we look back on the year that has been and recognize just how much joy and hard work each student has contributed to the community. In short order, students and teachers will embark on myriad summer journeys and activities. For now, let us enjoy the days together here in the middle...in the Hyphen.
She peers into the microscope, eager to examine the zebrafish eggs recently brought by Mrs. Barnett from their catchment area outside Philadelphia to the science classroom. Her study of cell biology and practice using scientific equipment have prepared this sixth grader for today’s hands-on inquiry. Certainly, she could read about zebrafish in a textbook or even watch a video of zebrafish eggs growing and hatching. However, the experiential study which is a hallmark of the Middle School science program allows this budding scientist to put her skills and knowledge to the test in a real-time laboratory environment.
He moves beyond the study of vocabulary to a deeper understanding of this ancient foundation to the English language. He is enthralled by Roman culture and fascinated by the rich discussions in Mr. McElroy’s Latin classroom. This young man translates passages from Latin to English and can replicate a scale model of Roman architecture. Thoughtfully and with poise and polish, he explains to younger students and peers alike the cultural importance and physical properties of architecture to the daily life of Romans. Perhaps he could have learned the subtleties of this beautiful, ancient language via Youtube tutorial; however, the joy and support of learning together with like-minded peers in a lively and rigorous setting with encouragement from a dedicated teacher allows him to embrace academic risks each day and move far beyond his own expectations.
They begin their final year of Middle School with the largest academic challenge of their careers. Essential questions guide initial research into what will become a unique year-long inquiry into a topic of personal interest and global significance. The Capstone research project challenges all eighth graders to move far beyond recall and recitation to complex synthesis. They demonstrate the many cognitive and character skills and capacities honed through their middle grades experiences, and by the final month of the school year, they will have conducted multiple phases of this special project. The Capstone project invites students to utilize research and writing skills, translate salient findings into a work of art, practice the art of public speaking, and reflect on the experience. The rigor intrinsic to the Capstone program pushes students to lean in fully to their learning and take ownership of the outcome.
The phrase “academic rigor” may suggest to some a rigidness or unyielding high expectation that is less about individual student outcomes and more about a ceaselessly changing definition of success. At The Wardlaw+Hartridge Middle School, we define academic rigor as the continual pursuit of learning at a level that is adaptable to each student and which inspires all to achieve to their highest potential. At W+H, academic rigor is personal.
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