In part I of the engaged learning interview series, we delve into Michael's 5th, 6th, and 7th grade social studies classrooms to explore what genuine engagement looks like in his classroom—be it virtual, in person, or hybrid—and why that engagement is so essential for students' learning outcomes.
By ensuring that the literature and thematic units in 4th grade are centered on developing multicultural understandings of depth and meaning, Alison's students leave her class not just prepared for Middle School, but prepared to be global citizens in the truest sense of the word.
Images of the Capitol under violent siege are both stunning and disheartening. The citadel of our republic was the site of what Maryland Governor Larry Hogan rightly called “a heinous attack on our democracy.”
I appreciate that our connected Green Acres community of students, staff, and families is open, shares and listens to others’ perspectives, and makes space for respectful conversation. As we affirm in our Statement of Philosophy, our values at Green Acres address the world’s abiding need for compassion, community, responsibility, and independent thought.
Bevin, our school librarian who leads 5th and 6th grade social justice book clubs, and Kara, 7th & 8th grade language arts teacher and director of service learning, discuss the significance that literature has in creating an educational experience that fosters not just academic excellence, but empathy and compassion, too.
In this piece, Head of Lower School Tracey Marks illuminates the ways in which the Lower School curriculum is designed to nurture students' multicultural understandings.
Like her physical classroom, Mary has made her virtual 3rd grade classroom a unique and vibrant place for intellectual growth. In this interview, Mary shares how her students are thriving and coming into their own as thoughtful, engaged, and independent learners.
Marcia, 5th grade Techxplorations teacher and 5th & 6th grade language arts teacher, and Merita, 7th & 8th grade science and engineering arts teacher, share the importance of incorporating design thinking in class curricula and how this meaningfully shapes the kinds of learners, thinkers, and change makers that our students become.
Ryan shares how her 1st graders are blooming, both socially and academically, and how their adaptability and can-do spirit can be an inspiration for us all.
Its tongue lolling playfully on the ground, as if in response to the humid heat, the tire(d) dragon on the playground appears eager for someone to scramble on top of him and take a ride on an imaginary adventure. Sometimes I feel the residual energy of Green Acres students weaving in and out of the Castle or climbing atop the Mary Veronica pirate ship. Echoes of their laughter ring joyfully throughout our campus’s lush July greenery, vivid wildflowers, and butterfly bushes (already quivering with early Monarchs).
A “You Belong Here” sign greeted me when I first toured the Green Acres campus as a candidate. The words had a calming effect on me then, and that feeling endures as I reach the end of my first week as Head of School. I’ve begun to settle into my space here, and with excitement, I’ve started to deepen my sense of where things are, though the spaces are palpably absent of people and chatter. Our students’ masterpieces and projects still adorn the wall, vibrant vestiges of your children’s creativity and hard work—and a bright reminder of the invigorating environment that awaits us all when we return to campus.
Speaking of returning to campus, I sense the immediate pressure to share a detailed plan of what fall will look like, as we keep abreast of the ongoing changes that government and health professionals advise. While our decision-making is driven by the safety and health of all community members, as well as by our mission of child-centered, progressive teaching, it takes time to understand the needs of both individuals and the community, and to hear your voices, hopes, and concerns. The following is what I can share with you as of today:
Our first-name basis is a long-standing aspect of our school culture—an important and intentional one that reflects how the children and adults at Green Acres interact and what we value as a learning community.
We are delighted to announce that Rebecca Geary will be our next Head of School, starting July 1, 2020. Rebecca was the unanimous choice of the Head of School Search Committee and of the Board of Trustees to serve as our next leader.
In the Middle School years, students will transition from concrete to more abstract thinking, but they travel this journey at different rates. In mathematics, this process is helped along by bridging concrete and abstract thinking through representational thinking.
After learning in class about the dangers that humans can sometimes unintentionally pose to sea turtles, Julia R. ’22 and Radmila S. ’22 were inspired to create a club that would raise money for charity and help Green Acres to become even more conscious of its environmental impact than it already is as a certified Green School.
"The first time that I read one of my children’s Green Acres report cards, I cried. I was overcome by a wave of emotion and gratitude that someone knew my daughter so completely—her strengths, her needs, her learning style, her friendships, and her interests. That report card crystallized for me why I had chosen to send my daughter to Green Acres."
While our Primary Unit students are often "open books" about their interests and hobbies, other details—like what kind of learners they are—require careful teacher observation and thoughtful, responsive lesson planning. First grade teacher Ali never stops thinking about how she can teach, inspire, and connect with each learner in her care.
There's something about the eye-catching rainbow fishes hanging from the ceiling and the comforting sounds of Hedgie the hedgehog scratching in his enclosure that makes Mary's room a logical starting point for someone who wants to know more about how a classroom space can become a "home away from home."
Many may remember following Connie with her long braid down her back to the pond to collect tadpole eggs, or perhaps dissecting a fish, or taking apart the human torso model.
After reading Refugees and Migrants by Ceri Roberts and Hanane Kai and The Day the War Came by Nicola Davies, some 5th graders became invested not only in learning more about the plight of refugees, but about how they could help those displaced peoples, as well.
Join us at our annual Family Heritage and Traditions Fair this Sunday, November 3 from 4-6 PM.
The current rancorous political divide is as passionate as it is pervasive, and it has created the proverbial catch-22 in the modern Middle School classroom. Given the fractious nature of political discussion, is it wise to even touch those subjects in class, or do we owe it to our students to protect them from these issues until they are “older?”
Current events are an essential part of the 8th grade world studies curriculum, which links history with the current modern world and reminds students that history may not always repeat itself, but it does hum a familiar tune.
Alison discusses how the 3/4 Unit builds upon the foundation set by the Primary Unit and prepares students for Middle School, and the role that intrinsic motivation plays in the work she does as a progressive educator.
Our goal is to develop in children an internal locus of control, along with an understanding that self-control comes from inside themselves and that they can exercise it. We want children to do things because they love to do them, not because they want or expect to get something in return.
A chat with Irene, our 2nd grade teacher, about the unique ways in which our Primary Unit program provides the foundation upon which children will grow and blossom.
Program encourages awareness and understanding of environmental relationships that impact public health and the local community.
We want children to be healthy and happy. We hope they are internalizing habits that will help them be confident and successful throughout their lives. We assume that they will cultivate these habits at school—but very often, they won’t.
Part of the fundamental importance of the visual arts is that art so often explores the world beyond names—before names—and helps us to understand a different, non-logical (or pre-logical) way of experiencing the phenomena around us.
The student-led group, whose mission it is to educate the school community about eco-friendly practices, recently proposed a plan to phase out plastic straws at school.
Originally a reaction to the Day of Silence, this 10th annual community event is Green Acres students’ unique response to the question: “How does my silence help someone who doesn’t feel safe?”
Parents and schools are partners who share the common goal of helping children develop the literacy-related skills that they will need throughout their lives.
Our goal is for our work in math classes to bring your children joy and curiosity, along with a deeper understanding and a stronger foundation for their future work.
Young children can draw, sing, and play, blissfully unaware that their efforts may be judged by others.
Photography opens up young art students to get in touch with their interests, vision, and creativity.
At Green Acres, we purposely model and teach our students about the respect that every human being deserves, about demonstrating true compassion for all, and about the efficacy we must all feel in working toward a better world.
As students grow in their ability to interpret current events, we are able to discuss potential solutions to the problems and identify ways that they, even as students, can participate in the process.