The Imagination Diversity and Learning Elementary School Mission Statement

The Imagination Diversity and Learning (IDL) Elementary School

The IDL Elementary School is guided by a strong belief in the promise of young people to shape a better world through understanding, tolerance and environmental awareness. It is a vibrant educational community that offers an outstanding and multifaceted curriculum and also teaches young people to think critically and approach learning with curiosity and resourcefulness. IDL Elementary is a community that strives to uphold ideals of democracy, responsibility, diversity, environmental sustainability, and citizenship. Students are challenged intellectually, creatively, personally and socially so that they will be prepared to enter the world with opportunities and a sense of purpose and personal fulfillment.
Some of the many goals of the IDL Elementary School are:
1. To create a happier, healthier school environment that improves student welfare
2. To assist school communities to operate more sustainably, providing them with the resources and skills to develop more sustainable operations
3. To provide holistic sustainability education programs
4. To inspire all people to take action in their every day lives to live more sustainably
5. To celebrate our diversity through multicultural education while building communities of inclusion and acceptance
6. To empower marginalized groups
7. To create a bilingual teacher and student body
8. To recognize the richness brought on by difference and that which is discovered through commonality

by J. Smith

Emotional Sustainability: Promoting Open Communication to Resolve Conflicts

There are three truths: my truth, your truth, and the truth. -Chinese Proverb

If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.

-Nelson Mandela

Context

I began my research for our ideal school with a few questions in mind, namely: How can we promote student health through open communication? How will we challenge our students and faculty to engage in dialogue? How might we promote conflict resolution in our larger efforts to sustain students’ emotional health? Familiar with a variety of conflict resolution models at the elementary, middle, and secondary level, I hoped to broaden my perspective and also to reach out to experienced educators to gain their perspectives.

Resources

What I found was broad in scope, including books arguing to “let teachers be teachers—not social workers and ‘happiness counsellors’ (Guldberg, 2009, p.147), numerous sites selling prepackaged character curriculum, and several open-source, child friendly guides to conflict resolution. Scanning each of these resources, I was most impressed by those sites that directed educators to reflect on their own context, to engage their respective communities of students and teachers, and to create an organic and flexible framework.

Teaching Tolerance provides an excellent worksheet for teachers, called, “The ABCs of Culturally Responsive Conflict Resolution,” which included questions for reflective practice. They also offered an annotated bibliography including books and films of which Open minds to Equality: A Sourcebook of Learning Activities to Affirm Diversity and Promote Equity published by Rethinking Schools Ltd and Let’s get Real produced by Women’s Educational Media were most engaging and instructive.

Discussion

In seeking out resources, I found myself complicating my original pursuit for effective models of conflict resolution, but ultimately appreciating that establishing common language and school culture around conflict resolution is one small piece of a larger effort to shape students’ experience of a learning community “where teachers and young people strive to create fair relationships and equitable structures enables them to envision what a just society could be” (Schniedewind and Davidson, p. 2). My research confirmed my belief that attention should be given to these goals and that conflict that arises can be a great opportunity for teachable moments that increase students' sense of personal accountability (Campbell, 2003, p.150). Our intentionality as educators can assist in developing a common vocabulary and understanding of the process and thus improve their chances of addressing differences productively (Campbell, p.150). As we talk about creating the ideal elementary school environment, we should consider how to best communicate our vision to our students through our actions. One example we can turn to of a program that actualizes a related mission through its work is the Mosaic Project.

The Mosaic Project, with singer/song writer, Brett Dennen has a vision of creating "a microcosm of the diverse, inclusive, just world we want to see and show [their] young students that peace is possible. Using song, the Mosaic Project introduces children to ways to express their feelings and work through challenges. Over the course of several verses of one song, "Fighting is Not the Solution," Dennen (2003) clearly lays out the process of conflict resolution, he sings,

Stop cool off and take a deep breath, when you get angry, don’t lose your head. Tell each other the way you feel, don’t scream, don’t shout. Use your words, not your fists to work it out. Listen to each other find out what you both need. Stand in each other’s shoes. Practice a little empathy. Make a plan that you both like and go for it. No problem gets solved by fighting over it.

Though his words are a script of sorts, they hold both weight and importance. Dennen describes how to go about making “I statements” while children chime in with their personal examples. The song itself is a great teaching tool, but this simple model can be replicated easily as long as students are familiar with the language of its steps. While teaching at public school in San Francisco, I witnessed the principal prompting two teary kindergarten students to use “I messages” to share how they were feeling. The students proceeded to express their struggles and reconciled their concerns. I believe that this is an important first step. One of my sixth grade students expressed appreciation for “I statements” explaining that the framework gave her a place to start. Karen Campbell cites research showing that young people tend to “shed the formal scaffold as they internalize the resolution process and begin using their advanced communication skills in classroom-based working relationships (2003, p.150).” She references Vgotsky’s notions of Zone of Proximal Development and how structure may serve as a useful support for students as they develop their communication skills (p.149). A more concrete example of what this might look like is included in a short informational video provided Edutopia whose aim is to showcase "What works in education." This video showcases elementary students at a public school in Brooklyn and their “Peace Helpers” Project.

While all classrooms may not need formal procedures to resolve conflicts, it seems that establishing common language and safe, direct dialogic exchanges can only help students as they navigate school and life outside of the classroom. At our ideal school we will want to be proactive, understanding “by neglecting to provide needed leadership and instruction for coping with conflict, school-based educators may be unwittingly reinforcing dysfunctional and oppressive peer relations (Campbell, 2003, p.150).

An educator friend of mine teaches at an affluent boarding school serving sons and daughters of New York City professionals in the Hudson River Valley. He reports theft at school as a top concern and source of conflict despite the school’s disciplinary committee’s tendency to “hand down sentences.” He describes, “Everyone gets nervous. The innocent get angry. The students either know or suspect the offender. Tension rises. There are announcements...and on and on.” (J.Bradley, personal communication, August 19, 2009). He also expressed the limitations of school policy,“[Resolution] either comes or doesn't, but always causes a ruckus of faculty alarm and lecturing, student accusation, and the drama of someone coming forward or not. The school makes this into a widespread moral issue reflecting the health of the school and its maintenance of values. It is, in short, the talk of the town, whether or not that comes to much” (personal communication, August 19, 2009).

Another friend of mine, an educator in the Gulf Coast, wrote to me about his experiences with conflict teaching at a vastly different school in the Mississippi Delta, almost exclusively African American yet in a town that is 50% white and strictly segregated. He notes that,

Many situations are ignored or avoided altogether. Nobody wants accountability or responsibility. Many adults say one thing and do another. Many blatantly lie, and often to themselves as much as one another. Few conflicts are ever really resolved. [They are only] put off, ignored, and redirected perhaps.

(D. Doyle, personal communication, August 22, 2009). Doyle describes his attempt to construct an alternative system, “In my case, I tried to make my classroom my world. I developed relationships with my students built on mutual trust, respect and genuine concern. They knew I cared, which made them care more. I’m not saying there was never any conflict, but it was rare” (personal communication, August 22, 2009).

To suggest that the introduction of a conflict resolution program could remedy these problems that manifest at a high school level would be naïve and simplistic. Offering a critical perspective, Campbell categorizes some “modest initiatives” as “too superficial to mitigate the social complexities of modern school communities,” arguing that they are “not sensitive to factors of gender, race, culture, and class” that may be recognized as root causes of school conflicts (2003, p.153). However, both of the above stories highlight the need for thoughtful, school wide understanding. While our ideal school will not be similar in terms of location or demographics, we will no doubt have issues that arise. We will hope for our teachers to make their classrooms their worlds as suggested above, but we also want to make sure we provide a safe scaffolding and solid framework to support teachers and students on a school level.

I will conclude with the following recommendations acknowledging that they are simply a foundation for moving forward.

Recommendations

To further the end of sustaining healthy relationships at our ideal school, I recommend we:

· Do what we can to actualize Sniedewind and Davidson's (2006) vision of school as a place “where teachers and young people strive to create fair relationships and equitable structures enables them to envision what a just society could be.”

· Seek the input of all school community members and create an original statement of Community Values that reflect student concerns and voice.

· Promote attentive listening and dialogue with the inclusion of flexible, yet shared conflict resolution vocabulary and framework.

· Dedicate time to introducing, practicing, and reflecting upon basic conflict resolution to ensure all students have concrete tools to use when working through a problem.

· Carefully organize, record, and evaluate our efforts at the classroom and school wide level while providing faculty and staff with questions for reflective practice.

"Emotional Sustainability" content was written by Erin Blanchard.

References

Campbell, K. (2003). The Efficacy of Conflict-Mediation Training in Elementary Schools. The Educational Forum 67(4): 148-155.

Dennen, B. (2003). Fighting is Not the Solution [Recorded by The Mosaic Project featuring Brett Dennen]. On Children’s Songs for Peace and a Better World [Compact Disc]. Oakland, CA: The Mosaic Project. Video retrieved from: http://www.youtube.com/watch?v=nPCo24dzVYw&eurl=http%3A%2F%2Fwww%2Emosaicproject%2Eorg%2Fvideos&feature=player_embedded

Precita Eyes Muralists. (2008). Peace 'n Frisco. Image retrieved from: http://www.precitaeyes.org/youthmurals.html

Schniedewind, N. and E. Davidson. (2006). Opening Minds to Equality: A Sourcebook of Learning Activities to Affirm Diversity and Promote Equity. Milwaukee: Rethinking Schools.

The Mosaic Project. Mission Statement. Retreived from: http://www.mosaicproject.org/

Teacher Mission Statement

All teachers...

□ will be responsible to assist with the coordination and learning about sustainable schools
□ will understand the importance of living sustainable and will reflects these practices on a daily basis
□ will uphold the mission statement of the school
□ will have an open classroom where community members and parents are warmly welcomed
□ will implement instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences
□ will provide a positive environment in which students are encouraged to be actively engaged in the learning process.
□ will be detailed note takers who constantly refelct on how to improve the learning experience and allow for more growth of the teacher and student
□ will collaborate with peers, students, parents and the community to enhance the learning environment
□ will be an agent of change and have relevant field experience
□ will promote a safe space where diversity is seen as an asset
□ will be a person who can contribute to the diversity and excellence of the school and community through their teaching and/or service
□ will be a teacher researcher who studies in depth one aspect of education that resonates with them

Outdoor Education & Community Service

Practical Curriculum:
Outdoor Education & Community Service

Children are able to name the next fashion trend, but are unsuccessful in naming events and landmarks within their communities. They are members of a generation with cellular phones at hand at all times. Some even start at the young age of six. I would know because my nieces use their cellular phones to text their family members, including their own grandparents. These are the children that commute to the classroom without taking notice of the trash lining the streets, the graffiti in parks, grocery stores where their parents shop, and all other areas which make up their environment. All children should know the importance of the community and the impacts one could have on it because the preservation of mankind and the future lies within the youth. One of the first steps in creating personal awareness and power is creating an awareness of community. Becoming an active community member supports sustainable communities and inhibits problem-solving and social skills within students.

According to Piaget, children are like “little scientists” whom investigate and learn by “using the environment as their laboratory” (Oakes, p.73). Of course, they can use the environment as their expansive learning facility, but it would be killing two birds with one stone if the community could benefit from their education as well. “In diverse societies students can reach society’s highest standards for knowledge and skills only when schools allow them to use all the knowledge (from all the cultures) they have experienced and when standards are not so narrow as to exclude the value of that knowledge and experience” (Oakes, p.84). As students and scientists of their environment they will learn that their relationship with it is one of give and take.

David Sobel, an education writer, would agree that it is imperative for children to create meaning through place-based education as opposed to classrooms usually dominated by print and electronic media. Essential characteristics of place-based education (but may evolve in the future) are: 1) its unique emergence specific to its geography, ecology, sociology, politics, etc.; 2) it is multidisciplinary; 3) it is experiential; 4) it practices and reflects upon broader objectives; and 5) it connects place with community and self (Woodhouse & Knapp, 2000). Through place-based education students gain the ability to actively participate in a democratic society. Sobel illustrates this in his book, Place-Based Education: Connecting Classrooms and Communities:

Place-based education is the process of using the local community and environment as a starting point to teach concepts in language arts, mathematics, social studies, science and other subjects across the curriculum. Emphasizing hands-on, real-world learning experiences, this approach to education increases academic achievement, helps students develop stronger ties to their community, enhances students' appreciation for the natural world, and creates a heightened commitment to serving as active, contributing citizens. Community vitality and environmental quality are improved through the active engagement of local citizens, community organizations, and environmental resources in the life of the school. (2004)

This form of alternative education allows students to learn and love their environment, which then develops and empowers students’ need and desire to save it. Outdoor education is geared towards empowering individuals to connect to the environment, using multiple subjects as tools to achieve sustainability.


Citations
Oakes, Jeannie. and Lipton, M. (2003). “Contemporary Learning Theories: Problem Solving, Understanding and Participation” in Teaching to Change the World. McGraw-Hill Companies.

Sobel, David. (2004). Place-Based Education: Connecting Classrooms and Communities. The Orion Society.

Woodhouse, Janice L. and Clifford E. Knapp. (2000). Place-Based Education and Instruction: Outdoor and Environmental Education Approaches. 20 August 2009.

Human Power Generators

We will purchase five Human Power Generators by Windstream Power. You can sit in a chair in front of this device, and pedal, and electricity will be generated. It is not a large amount of electricity (one hour of pedaling will generate the equivalent of one cent of electricity), but it will supplement the solar panels and wind turbines (Gulland 73). These power generators can be used as a teaching tool, where the students can pedal and actually see their hard work turning into electricity. Students can take turns using them during recess. They can also be used as a station during P. E., where five students use them at a time.

Works Cited:

Gulland, John. “Make Electricity…While You Exercise.” Mother Earth News October/November 2008

Photo from http://www.windstreampower.com/images/human_power_generator.jpg

By Miriam Ban

Wind Turbines

We will install 4 Skystream 3.7 wind turbines up above the main school site to generate electricity. Wind turbines used to only be used in rural areas, but now they are becoming more practical in urban areas. Skystream offers wind turbines that would be simple to attach to the electrical system in the school (Pahl 40).

Works Cited:

Pahl, Greg. “New and Improved Wind Power.” Mother Earth News June/July 2007.

Photo from http://www.segen.co.uk/images/Skystream1.jpg

By Miriam Ban

Composting Toilets

We will install two Sun-Mar Centrex 3000 NE composting toilets in each bathroom. Each year in the U.S. we waste five billion gallons of water by flushing toilets (McLennan 102). These composting toilets are odor free, and look very similar to normal toilets. They also have a very large Bio-drum so one would only need to remove the compost maybe once a year (Composting Toilets by Sun-Mar).

Works Cited:

Composting Toilets by Sun-Mar, 15 August, 2009. http://sun-mar.com/

McLennan, Jason F. The Philosophy of Sustainable Design. Kansas City, MO: Ecotone Publishing, 2004.

Photo from sun-mar.com

By Miriam Ban

Water Use Measuring Device

This device will be installed below each bathroom sink. It collects and measures the water that each student uses while s/he is at the sink. Once the student has looked at his/her water use level, s/he can press the “reset button”, the water will continue on to the grey water system, and the device will be ready for the next student to use. This will be a great teaching tool for making students more aware of their water usage.

By Miriam Ban

Rain Catch System

A. These roof tiles are actually solar panels. They are south facing and will generate much of the electricity for the school.

B. Rain water will fall onto the roof, flow to the gutter, and then into this large water cistern.

C. This pipe will connect to a plumbing system in the building, and the water will be used for everything except drinking water. (Hand washing, dish washing, irrigation, etc).

D. When water levels are low this pipe will be used, and water will be pumped up to the sinks.

By Miriam Ban

The Facts about Multi-Graded Classrooms

Elissa Levin

Multi-Grade Classrooms

History

• First instance: one-room school house – original way of education (mainly rural communites)
• In the 1960s and 1970s, "open education" and individualized instruction became influential curriculum and instructional models. Such models were commonly implemented with multigrade classrooms.

o When placed in a multigrade setting, teachers of the 60s and 70s discovered that the time requirements and skills needed to be effective were simply not part of their prior training and experience.

• School aritecture changed, walls broken down for large open spaces or “cubicle farms”
• Flexible Spaces: increase sense of intimacy, more engaging less overwhelming, trigger curiosity by flow of open space
• Flexible space provides “anything goes” attitude

Research

Klein (1975)

A study among third graders with low levels of anxiety found that they were more creative in an open school environment than a traditional school. Children with high levels of anxiety showed no difference. Also, students in open space classroom show increase in academic achievement, curiosity and creativity.

Reiss and Dydhalo (1975)

A study of second grade students showed more persistence among children in open-spaced schools towards a difficult talk. However, non-persistent boys from open-space schools had significantly lower test scores than non-persistent boys from conventional schools. Study suggests, open-space schools may not be beneficial to all.

Horwitz (1979), Lukasevich & Gray (1978), Stallings (1975)

Suggest traditional schools produce greater achievement at reading and math than open schools. The same studies showed that students of open schools were overall more satisfied with themselves and their school experience. Parent, teacher and student reviews were all positive and thought the program to be educationally sound.

Miller (1990)

Miller reviewed 13 experimental studies assessing academic achievement in single-grade and multigrade classrooms and found there to be no significant differences between them. Of the 21 separate measures used to assess student affect in the studies reviewed, 81 percent favored the multigrade classroom (Miller, 1990).

Six Key Instructional Dimensions for Successful Multigrade Classrooms:

1. Classroom organization: Instructional resources and the physical environment to facilitate learning.

2. Classroom management and discipline: Classroom schedules and routines that promote clear, predictable instructional patterns, especially those that enhance student responsibility for their own learning.

3. Instructional organization and curriculum: Instructional strategies and routines for a maximum of cooperative and self-directed student learning based on diagnosed student needs. Also includes the effective use of time.

4. Instructional delivery and grouping: Methods that improve the quality of instruction, including strategies for organizing group learning activities across and within grade levels.

5. Self-directed learning: Students' skills and strategies for a high level of independence and efficiency in learning individually or in combination with other students.

6. Peer tutoring: Classroom routines and students' skills in serving as "teachers" to other students within and across differing grade levels. (http://www.ericdigests.org/pre-9221/teaching.htm)

Veenman (1995)

Multigrade classes have a slightly negative effect on student achievement due to less effective instruction. The tendency for them to have better students/teachers masks the negative effects. Students have a better attitude towards school, self and a tendency towards more positive social relationships in the multigrade classroom. Research later found that 80% of subtests in reading, math and language reveal no significant difference between the classroom types.

Mason & Burns (1994)

Suggestions for supporting teachers in multigrade classrooms:

• Provide ample staff development and philosophical orientation
• Supply alternative curricula and supplemental materials
• Encourage collaborative teaming approaches
• Promote different scheduling and evaluation system

Main Concepts of Multi-grade Education

· Opportunities for unique knowledge that addresses the cultural and social context of the learner

· Training for geographically and culturally diverse content is provided

· Learning reflects diverse nature of the situation to which it is to be applied

· Language and learning are inextricably linked

· Apply all learning and knowledge with meaningful activities

· Strong need for reflective planning

· Teacher and student share instructional responsibility

· Teacher produces a classroom climate that promotes independence from an early age

· Teacher must emphasize similarities among grades and teach to them

· Whole-class instruction that revolves around open task activities

· Cooperation within the classroom and the community

Positive Attributes

(+) Some studies have shown children to have a more positive image of themselves, their

school and diversity

(+) Promotes independence at an early age

(+) Students take on role of the teacher and learn cooperation as a necessary condition of

life

(+) Close classroom and community bonds

(+) A flexible workspace is ideal for some students

Negative Attributes

(-) Lower-quality instruction

(-) Selection bias

(-) Heavy teacher workload could lead to negative effects on teachers without proper

training (ie. Most teachers)

(-) Is “no worse, but no better” enough of an argument

(-) Classroom management is complex and demanding

Resources

• http://rer.sagepub.com/cgi/content/abstract/66/3/323
• The Development of Spatial Cognition by Robert Cohen (http://books.gooble.com)
• http://www.usm.maine.edu/cepare/pdf/meg/meg16.pdf
• http://www.ericdigests.org/pre-9221/teaching.htm

Community: Parent Professionals In the Classroom

Parent Professionals

In regards to parent involvement and community based education, an important aspect would be to have parent professionals involved in the classroom in order to allow students and teachers to gain a sense of diversity in the classroom. This would involve participation of all parents, no matter what their profession is: a mother that works in the fields or a father that owns his own company. Parents visiting the classroom would be able to teach the students about their job, enabling each student to understand the diverse professions that are in their community. We would strive to make the parents feel comfortable coming into the classroom no matter what. If a parent only speaks Spanish, great! The lesson or presentation will be a learning experience because our ideal school is bilingual. There are often assumptions that go along with students in the classroom and understanding the background and familial context of each individual will help to break these preconceptions. This idea sounds a lot like career day at a typical school, but it goes much deeper than that.

A parent, either mom and/or dad (or guardian), would visit the classroom once throughout the school year. This would allow the students to understand what professions are in their community and that they should be aware of the different possibilities they have once they have continued on after finishing their education. Professionals could bring in pictures of where they work, possibly wear what they would wear to work, talk through a typical day at work, and even possibly bring in examples of what they do (a taste of something if they work with food, show the construction process of a certain item if they work on an assembly line, etc.). This will allow the students to have a hands-on experience with each parent professional.

Parent involvement is very important in the lives of students because it shows each child that their parents, or guardian, are making the effort to be involved in their education. It helps each student, teacher, and parent gain an understanding of the dynamics of home life as well as school life. It is very common that when teachers have a better sense of their students’ lives, and parents have a better understanding of their child’s life in the classroom, the child will feel more confident about themselves and feel more able and willing to learn.

I would like to extend this idea to even include parents who may successful with math being given the opportunity to participate in the classroom by teaching a lesson or two, or plant a garden if a parent has a passion for this. When teachers know have access the strengths that their students’ parents hold, it will be easier to form community in the classroom because teachers can build off these strengths and allow for more parental involvement and participation.

Further information:

•Funds of Knowledge

•Setting up a School Speakers Bureau

By: Kelly K.