Blog – Page 6 – Chrysalis School

Middle School

December 12, 2014 By:Alison McNee

Research: Middle school is a fascinating time in the course of child development. During this period, the section of the brain that’s in charge of organizing, decision-making, analyzing, and judging, is in the process of reorganization. This means that the part of the brain that monitors emotions is in charge of where information goes, which can spell trouble for learning. Author Heather Wolpert-Gawron underlines the importance of having teachers who understand and enjoy middle schoolers during this years. Teachers who can tap into their need to socialize and see their natural self-absorption as an interest to work with will be most successful. Humor, productive feedback, flexibility, and support are crucial during this period.

Practice: Our middle school program encompasses the 7th and 8th grades and is all about keeping our students engaged and preparing them for high school. Seventh graders spend 4 days at SC and Fridays at our high school campus, where they start to gain familiarity with the environment, staff, and students. Our 8^th graders make the full transition to the high school, where they take courses with their cohort and begin to interact with the upperclassmen. In preparation for a successful high school experience, they take a personalized study skills class and are taught school guidelines and cultural expectations during this very formative year. Our middle school teachers are rock stars! They love this squirrely bunch and even travel back and forth between the two campuses to maintain continuity.

Thinking Differently

December 5, 2014 By:Alison McNee

Research: David Flink, an advocate for children with learning challenges, recently posted an article and video based on his book, “Learning Differently.” He argues, “…we must accept that one in five children think differently. It is absurd to admonish children with learning disabilities to ‘simply try harder,’ and detrimental and debilitating to cheerlead them along, without acknowledging that in our current school structure they begin at a deficit.” By approaching learning differences from a deficit perspective, we undermine a child’s potential. The most important thing we can do for them is understand their challenges, teach them the tools and introduce the accommodations to allow them to be successful, and encourage them to advocate for their own needs.

Practice: Flink refers to a need for adults to be “learning detectives” to best serve a child’s needs. In our admissions process we ask our students a lot of questions, probing to get a sense of how they learn best so we can match them with the right teachers. Then the work is transferred to our teachers, who are true learning detectives. They help our students identify what works best, implement any accommodations they need to be successful, and develop tools that they can use for the rest of their lives.

Strong Relationships Equals Strong Schools

November 21, 2014 By:Alison McNee

Research: The Seattle Times sponsored an Education Lab over the last year to look at what works in schools to boost student achievement. They presented their findings in Sunday’s paper. The themes they found included strong relationships with caring adults, teacher buy-in about the school’s philosophy, and flexibility to attend to students’ needs. They conclude, “squeezing 1 million Washington kids through a single curriculum or instructional style is a strategy guaranteed to fail. The most dynamic [schools] trust educators to adapt to the specific needs of the pupils sitting before them.”

Practice: Our teachers are incredible professionals. We trust them to make the right call with their students and allow them the flexibility with their curricula and methods to change gears at any time to respond to student needs, even within the course of a single session. Not only are they highly skilled in the art of teaching, but they also provide mentorship and guidance for their students to help build upon their strengths and character.

One-On-One Instruction

November 14, 2014 By:Alison McNee

Research: In 1984 Benjamin Bloom of the University of Chicago concluded that one-on-one instruction was the most effective way to learn. Bloom found that consistent feedback, corrective processes, timely remediation of miscommunication, reinforcement, encouragement, and active participation in learning led to higher student achievement, positive attitudes toward learning, and positive academic self concept. His research remains salient today, as researchers scramble to find solutions that can challenge his results in traditional classrooms.

Practice: Our 30 years of experience endorse the value of one-on-one instruction. People often ask, how can you squeeze a week’s worth of material into one hour of instruction? The power of one-on-one instruction allows us to do just that. Our group classes are small and personal. They necessarily meet for longer periods, but continue to incorporate the elements of instruction that Bloom considered essential to the learning process.

Student Voice

October 24, 2014 By:Alison McNee

Research: Russell Quaglia, President and Founder of the Quaglia Institute for Student Aspirations, recently conducted a study on the importance of student voice in schooling and student achievement. He found that students who are engaged are 16 times more likely to want to do well in school and concludes that “students who feel respected and have a sense of control and purpose over what they do at school have a much greater chance of doing well.”

Practice: At Chrysalis we recognize the importance of student voice and engagement in learning. We listen to students’ wants and needs and personalize their educational program to them. They have a say in their schedule, the selection of their teachers, and the direction of their classes. When we receive a new student we’re not only assessing where they are academically, but trying to connect with them on a very human level to understand their goals and help them find purpose in school. All of this adds up to engagement, which forms the basis for any and all academic work that follows.

National Bullying Prevention Month

October 17, 2014 By:Alison McNee

Research: October is National Bullying Prevention Month. Unfortunately, bullying is often considered part of the school experience — something that kids are expected to endure and overcome on their own. However, study after study outlines health and academic risks to both the bully and the bullied, including increased indices of depression, anxiety, and risky behaviors.

Practice: We know that physical and emotional safety is primary to well-being, and that without it learning cannot occur. We take great pride in our ability to maintain a positive school culture, not only for the sake of learning; it also makes Chrysalis a great place for everyone to be! When situations inevitably arise, we take the time to talk students through them, to help them see new perspectives, and build empathy and community. If you suspect that your child is experiencing any form of bullying, please let us know so that we may deal with the situation appropriately.

Paradigm Shift

October 10, 2014 By:Alison McNee

Research: Research on the brain and in education clearly shows that many of the practices held tightly by traditional schools are flawed and even harmful to continue. Even though we can all see a desperate need for change, schools remain status quo, with rigid structures and a focus on norms, efficiency, obedience, and passive learning. Marilyn Ferguson described the need for a paradigm shift in education in her classic book,The Aquarian Conspiracy, to find more effective ways to educate our children than the traditional school model.

Practice: At Chrysalis we recognized the paradigm shift occurring in education years ago and have been operating in this new paradigm for 32 years. In the new paradigm, learning is individualized and flexible, based on human relationships, and focuses on each child’s potential. We enjoy watching our students adapt to this new sense of schooling, where learning isn’t defined by the number of worksheets you fill out, but by the depth of your ability to think critically, creatively, and independently.

Is Homework the Problem or the Solution?

October 3, 2014 By:Alison McNee

Research: The latest National Center for Families Learning survey found that 60 percent of parents admit they face chronic struggles helping their children with their homework, which is up about 10 percent from last year. Parents complained about their level of involvement in the process, not having enough time, not understanding the subject matter, and experiencing push-back from their kids as specific challenges.

Practice: At Chrysalis we view homework as a measure of independent learning, meaning that we ask parents to minimize their involvement in the process. While it may be important to help your child by setting aside for homework, we want and need to know if your child struggles with or is stressed by the assignments we send home. This is crucial information for a teacher and an important element of personalization. In our elementary and middle school programs homework is typically done in class or study session. We take purposeful steps to expand students’ independence and increase their capacity to do homework over time. We may choose not to assign homework when a student isn’t ready because we know it has to be purposeful to be meaningful. So if you’re not feeling the struggle this year, welcome to the club!

Is Your Child Getting Enough Sleep?

September 26, 2014 By:Alison McNee

Research: The American Academy of Pediatrics recently issued a new recommendation for later start times in schools. They conclude that early start times are key contributors to insufficient sleep, especially among middle and high school students. Chronic sleep loss can increase indices of obesity, depression, and automobile accidents within this population. Just as significantly, it makes it harder to learn. Sleep boosts memory, attentiveness, and ultimately, student performance.

Practice: We want our students to perform their best, so unless they ask us for early classes, we tend to start their schedules after 9am. As parents we can promote good sleeping habits by helping them establish restful bedtime routines, removing their phones and computers at a reasonable time so they are able to rest without the pressure to respond to texts, and letting them sleep in when their bodies need it.

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