We sat in a circle and began by establishing the ground rules.

• Listen actively.
• Build on what others say.
• Avoid interrupting.
• Silence/waiting is OK.
• Direct questions to peers.
• Ask for clarifications.
• Watch your “air time.”
• Avoid dominating.

Afterwards, parents thought deeply and quietly about the question at hand, “Do boys and girls learn differently?” and began to wonder out loud if there were other questions that preceded this one that should be considered first. We listed several:

• Does the brain develop differently in boys and girls?
• What is the difference between learning and thinking?
• Does the right brain, left brain connection impact learning?
• What is learning?
• What are the ways we learn?
• How are boys and girls different?
• Is learning linked to maturity?
• How much of a person’s gender identity is environmental (nurture) or biological (nature)?

At this point, we just began trying to answer the questions together. Every answer was followed by another question building on the answer just given, with care given to solicit clarifications, evidence, and further details. Since every person in the circle was a parent, each brought real-life examples to the dialogue which made it especially rich. We talked about the fact that boy and girl brains do develop mostly in the same way, with a few exceptions, such as girls’ executive functions in the prefrontal cortex tend to mature more quickly than boys’ which means they are able to plan and organize earlier. Girls also learn language earlier, which gives them an advantage in preschool and elementary school in the acquisition of reading and writing skills. Boys tend to have more early development of the right hemisphere which provides them with better spatial abilities, helpful in mathematics and map reading. Boys are also more active and tend to have more difficulty paying attention than girls do.

We also talked about how middle school is an especially challenging time in the lives of children as they begin to value friendship more than education or family. Attraction to members of the other sex can be a distraction that takes away from learning. But in conversations with our middle school students, I have realized that they very much enjoy being in classes with members of the opposite sex and do take advantage of each others strengths to discover new ways of learning and collaborating.

Many parents, educators, and psychologists have suggested that instruction be varied to accommodate these and other gender differences, even to the extent of creating separate sex classrooms or even entire schools. On the other hand, some argue the opposite, that schools should represent the greater society in which males and females have to live, learn, and work together.

We were not able to answer all of our questions during the Socratic seminar, but parents seemed to find the unusual discussion format rewarding, although more difficult than just listening to an expert provide all the information.

Incidentally, some of our CDS middle and high school teachers are using Socratic seminars as an instructional method designed to pique student curiosity and set the stage for additional learning. We have found that seminars increase student engagement and attention so that further learning is enhanced. Perhaps most importantly, these types of learning experiences promote critical thinking.

If you are interested in the issue of separate sex schools, or differences in how boys and girls learn, you may want to click on these links to access information online:  StarTribune; American Psychological Association; EduGuide; and GreatSchools. I have the books listed below in my office for parents who would like to borrow them.

Gurian, Michael. Boys and Girls Learn Differently: A Guide for Teachers and Parents. San Francisco: Jossey-Bass, 2001.

Meehan, Diana. Learning like a Girl: Educating our Daughters in Schools of their Own. New York: PublicAffairsTM, 2007.

Sax, Leonard. Why Gender Matters: What Parents and Teachers Need to Know abut the Emerging Science of Sex Differences. New York: Broadway Books, 2005.

I can remember just a couple of years ago when students entering middle school were not yet using Facebook; that was something they became interested in during middle school and eventually signed up for by the time they entered high school. Not anymore. Many CDS students now begin using Facebook while still in elementary school.

Should middle school students be on Facebook? In theory, most of them shouldn’t, simply because Facebook’s privacy policy cautions kids younger than 13 against registering for an account. The Children’s Online Privacy Protection Act (COPPA) prohibits websites that gather data about users from allowing access to preteens. “If we learn that we have collected personal information from a child under age 13, we will delete that information as quickly as possible,” the company says. “If you believe that we might have any information from a child under age 13, please contact us.” However, we all know that many children under 13 have Facebook accounts, at least 7.5 million in the United States alone.  Please see Underage Facebook Members: 7.5 Million Users Under Age 13 for more information.

The Good

I believe that social networking sites can be beneficial to students that have the maturity, self-discipline, and training to use them effectively. For those who use them for educational purposes, social networking has increased collaboration. They are able to share information quickly, which can increase productivity and help them learn how to work well in groups. It allows them to develop familiarity with computers and other electronic devices which may help them succeed in education and later in the work force. Social networking teaches students skills they’ll need to survive in the business world. Students also benefit from the skills obtained by customizing the layout and designs of social networking profiles and can use these skills later to create resumes and personal websites. Students that are able to easily and quickly share pictures, videos, or stories are able to obtain feedback that allows them to refine and develop their creative work.

Something that I consider very good here at CDS is that students have created their own grade level Facebook pages that are open only to students of a specific “generation” or class, i.e. the class of 2015, and this is used to help each other study, to remind each other of deadlines, and to arrange social events for their entire grade. For our older students, Facebook has become an integral part of school life in the sense that it is an important communication and study tool, completely created and managed by them. Some teachers have also created Facebook pages, separate from their personal accounts, for the sole purpose of answering student questions about school work.

The Bad

You might be wondering why I should care about something that occurs off-campus since we don’t allow students to use social networks while they are at school, but Facebook does have an impact here at school. Despite the obvious advantages of social networking, there are also bad aspects. Our younger students gossip about the latest posts to Facebook instead of paying attention in class; they also find ways to access Facebook at school even though it is blocked on our network. There is a direct relationship between Facebook and grades, the more time on Facebook the lower the grades. Students have discovered that they can often fool their parents into thinking they are using the laptop to study, when they are frequently juggling homework with social networking for hours.

According to Larry Rosen, a professor of psychology at California State University, “We have created a world for students where they cannot focus because we have given them all this really cool stuff that is distracting. We’re teetering on the balance – too much time online can lead to health problems and narcissism, but it can also teach you to be more empathic and develop your sense of self.” Please see Kids Who Use Facebook Do Worse in School for more information.

Here are some of the ways that social networking can have a negative impact on education; for the original article, see Ways Social Media Impacts Education.

• There is a reduced focus on learning and retaining information because students rely on social media and the web to provide immediate answers that are often not remembered.
• The distractions caused by multi-tasking, especially checking social media sites while studying, result in lower academic achievement.
• Students who spend a great deal of time on social networking are less able to effectively communicate in person. Because of the lack of body signals and other nonverbal cues, like tone and inflection, social networking sites are not an adequate replacement for face-to-face communication.
• Social media has created a lax attitude towards proper spelling and grammar, reducing effective writing skills.
• Most students don’t evaluate the content they’re publishing online, which can bring about negative consequences. Many colleges and potential employers investigate an applicant’s social networking profiles before granting acceptance or interviews.
• Children seem to find it easy to post harsh comments about people they know, comments they wouldn’t even consider saying to someone face-to-face. This causes conflict and drama that spills over into school.
• Some people become addicted to social networks, to the point that they have difficulty balancing their online and real world lives, even spending so much time on networks that they do not take care of real world responsibilities such as school work and physical activity.

The Ugly

Over the past year, Consumer Reports said more than five million online households in the U.S. have been subjected to some kind of Internet abuse, such as virus infections and identity theft, via Facebook. About one million children who went on Facebook were exposed to bullying. The survey also revealed that parents of kids 10 and under are friending their kids less frequently than parents of older kids, which means they don’t have the opportunity to monitor their children on the social network.

A New Jersey middle school principal, Anthony Orsini, got so tired of all the drama and conflict brought into the school from outside activity on Facebook that he blocked the site at school and urged parents to block it at home. Mr. Orsini made this move because he saw students as young as fourth grade creating Facebook pages to bully others online. “It’s become meaner and meaner,” he said. “They aren’t socially and emotionally ready to understand.” Mr. Orsini told the news media that administrators and guidance counselors spend “a huge amount of time” dealing with the social and emotional problems that arise online. Please see New Jersey Middle School Principal Urges Facebook, MySpace Block.

Facebook activity has also led to disciplinary action and legal problems. Last year, three middle school students in Georgia were suspended for making untrue, insulting comments about a teacher on Facebook because one of the students was mad at the teacher. The student then argued that the school principal violated her privacy by taking her to a school computer and ordering her to log in to her Facebook account. After reading what had been posted by the student, the principal made the girl delete the posts. The parents sued the school. Please see Student: Principal forced deletion of Facebook posts.

Even the American Academy of Pediatrics is beginning to worry about social networks. They are calling on pediatricians to incorporate questions about social media usage into doctor visits. Experts are worried about cyberbullying as well as how childhood has changed now that many kids prefer digital play over activity outdoors. The shift means that much of children’s social and emotional development is influenced by the Internet; experts suggest it could even lead to “Facebook depression” among children who spend a significant amount of time on the social-networking site. Please see Pediatricians Should Discuss ‘Facebook Depression’ with Kids.

School Policies and Procedures

At CDS, middle school students are encouraged to bring their laptops to school, but they are expected to abide by guidelines. Teachers determine the tasks for which laptops are used. In addition, students are expected to establish passwords to protect the privacy of their information and are responsible for all activity on their computers. Students must follow class directions on the use of the laptops at all times and only access the Internet sites indicated by the teacher. Students must not chat or play video games. Laptops are for school work only and cannot be used during breaks for listening to music, playing games or other non-school related activities.

In addition, we have specific guidelines with respect to social networks. This information appears on page 26 of our Middle School Handbook which you can access through my blog Middle School Principal: Sharing Life in the Middle School. “Social networks are part of each individual’s personal private life. As a general rule, CDS does not approve of staff members sharing social networks with students. Students are not permitted to access any social networks while on campus. In the event that a student uses social networking for the purpose of bullying, teasing, or misrepresenting another student, a staff member, or Country Day School, and this behavior comes to the attention of CDS personnel, the student involved may be required to desist from further inappropriate behavior and receive a logical consequence. Depending on the gravity of the situation, parents may also be asked to attend a conference with the Principal and Counselor.”

Parent Involvement

I had a meeting in December with 20 middle school girls because I wanted to learn more about Facebook and its impact on our school from their perspective. After I shared some of my concerns, I was very impressed with the feedback and recommendations they gave me, especially with regards to trying to balance safe and enjoyable social networking with responsibilities such as school and extracurricular activities. When I told them I was planning to write a blog post for parents about Facebook, they asked me to include the following information.

• Parents should also get Facebook accounts.
• Teach us how to have self-control about Facebook and how to use it appropriately.
• Make sure you tell our parents about the good things like study groups, fun, and socializing.
• We know that some people have no self-control, are easily distracted, and are not aware of the need for balance.
• Mention that only some students have Facebook, and only some have a problem with it.
• Tell parents to watch their kids and be sure they have finished all their homework before logging into Facebook.
• Parents should set time limits on Facebook, but let kids have some privacy.

How can parents reduce the negative aspects of social media while enhancing the positive? I recommend that the school and parents work together to follow the suggestions given above by our students. The easiest and most effective method is to simply control the amount of time children spend on social network sites. Another important method is to pay attention to their academic progress. If grades aren’t where you think they should be, or if you realize that homework assignments are not being done despite your child spending lots of time on the laptop supposedly doing homework, then something clearly isn’t right. Children are notorious for using homework as an excuse to stay on the computer for hours, but what are they actually doing?

You can also use our school as a resource. Facebook safety and privacy will be the focus of the next Family & Education Series presentation on Jan. 25 in the CDS middle school assembly hall beginning at 8:15 AM. I invite all parents with children in grades 4 to 8 to join Josh Knudson and Greg MacGilpin for a A Parent’s Guide to Facebook.

For more advice on what parents can do, please see Common Sense Tips for Digital Generation Parents, The 10 Best and Worst Ways Social Media Impacts Education, and Facebook Class for Parents.

Resources

“Common Sense Tips for Digital Generation Parents.” Edutopia, accessed Jan. 13, 2012. http://www.edutopia.org/digital-generation-parents-commonsense-video

Dunn, Jeff. “The Ten Best and Worst Ways Social Media Impacts Education,” Edudemic: Connecting Education and Technology, July 11, 2011, accessed Jan. 12, 2012. http://edudemic.com/2011/07/social-media-education/

Fogg, Linda, Baird, Derek, and Fogg, BJ. Facebook for Educators, accessed Jan. 10, 2012. http://facebookforeducators.org/

Heussner, Ki Mae. “Underage Facebook Members: 7.5 Million Users Under Age 13.” ABC News. May 10, 2011, accessed Jan. 10, 2012. http://abcnews.go.com/Technology/underage-facebook-members-75-million-users-age-13/story?id=13565619

Levinson, Matt. From Fear to Facebook: One School’s Journey. Eugene, OR: International Society for Technology in Education, 2010.

Tagami, Ty. “Student: Principal Forces Deletion of Facebook Posts.” The Atlanta Journal-Constitution. March 3, 2011, accessed Jan. 10, 2012. http://www.ajc.com/news/student-principal-forced-deletion-858326.html

So many of these words found in conversations, speeches, books, and memories are related to education, but not directly to academics. While I find the content and skills taught through the various disciplines to be vitally important, I also recognize that much of the learning that takes place in middle school is about life.

Some words came from the valedictorian speech of CDS graduate of 2011 Manfred Reiche in which he reminisced about his years at our school. When he described middle school, Manfred mentioned the annual Olympic Festival, the seventh grade Geography Fair, and the eighth grade trip to Manuel Antonio National Park, all events that elicited strong feelings at the time.

We had our most recent Olympic Festival three weeks ago. It was an all day celebration that involved all 12 advisories reinventing themselves as countries with their own governments, economies, colors, t-shirts, national dances, sports, and mascots. The dances and silly games were absolutely wonderful! But what stood out in my mind were the words I overheard spoken by a member of our service organization, Roots and Shoots, on the telephone half an hour before lunch. “Are you sure you don’t have any special deals today, no two for one, or anything like that? Well, what can you give us? We’re ordering a lot of pizza!” Then she grinned, agreed to something, and disconnected. “We’re getting free drinks!” she announced. This 13 year-old was honing negotiation skills through a pizza sale to raise money for charity.

Other words came from the elective I teach on study skills. Last week I asked the students if they liked school. All of them did for the same reason, “It’s where we get to see our friends.” What they didn’t like? Homework, tests, and quizzes. One acknowledged, “Homework is good for you, but when there is too much you get tired a lot.” According to their words, middle school isn’t about academics; it’s about friends.

I am an admirer of John W. Gardner, the Harvard professor who developed the theory of multiple intelligences. My favorite words from Dr. Gardner are, “Much education today is monumentally ineffective. All too often we are giving young people cut flowers when we should be teaching them to grow their own plants.”

Four years ago I went through a period of uncertainty about the way I taught language arts. I thought that my structured approach emphasizing grammar, vocabulary, reading, and research was solid, but if students didn’t remember half of what I taught them, why was I teaching it? I think I was giving my students too many cut flowers. When I shifted to critical thinking and put student interests and concerns at the center of the curriculum while forcing them to be critical of their own thinking, students became more engaged. Growing their own plants seemed to be the answer.

I’ve also been talking with students about the purpose of education. That’s pretty advanced for 12 year-olds, but a class of seventh graders gave me a lot of words.

• It’s to get us ready for the real things like working and living without your parents and getting food every day.

• It’s so we can get to be intelligent and know a lot of things so when we get out of school we can do well in life and not be on the streets; we’ll have a house.

• It’s to open the doors and give us the opportunities to get into the best university.

• Prepare you for life, get organized, be intelligent.

• The education you get will help you know what to do when a bad situation comes.

• To know what is right and what is wrong.

Notice that not one child said that the purpose of education was to learn English or math or science? Some were thinking about education leading to more education which tells me they don’t really know the purpose of education. Others mentioned learning to manage life. These kids know they will have to grow their own plants.

Philosopher and educator John Dewey has also given me words. He believed that the only real purpose of education is growth. The child learns and grows by doing and interacting with his or her social and cultural environment. Our different experiences help shape our humanness and determine our values. Forcing children to focus exclusively on ideas and values foreign to their own experiences results in disengaged, unthinking people. Education must allow children to learn to solve problems within their own contexts. In his words, “We only think when we are confronted with problems.”

Here are some words from science teacher Scott DeBoer. “I got into education because I wanted the opportunity to influence kids, to set them up with the tools to be successful in life. It can mean academic tools, but also social tools. A big part of my role is not necessarily to teach everything but to facilitate the learning, then extend learning through a trial and error process. I give tools, a basic understanding, but then how to implement a project; they have to figure that out.”

Have you read the book by Robert Fulghum, All I Really Need To Know I Learned in Kindergarten? Among the things Mr. Fulghum learned in kindergarten were the following:

• Play fair.

• Don’t take things that aren’t yours.

• Say you’re sorry when you hurt somebody.

• Wash your hands before you eat.

• Flush.

• When you go out into the world, watch out for traffic, hold hands, and stick together.

• Goldfish and hamsters and white mice and even the little seed in the Styrofoam cup – they all die. So do we.

A couple of weeks ago I got some words from our middle school counselor, Isabel Urrutia, who came to me with a quote that she wanted to use in her eighth grade life skills class. She is in the habit of beginning classes with a brief discussion from Sean Covey’s book Daily Reflections for Highly Effective Teens. She wanted to know what I thought of these words, “Don’t let school get in the way of your education. Although grades are important, becoming truly educated is more important, so make sure you don’t forget why you’re going to school.” We talked about it and I mentioned that a thoughtful discussion on a provocative idea like this could be a very meaningful experience for her students. Afterwards, Isabel shared with me that students were at first confused by the quote, but as they began analyzing it, they came to realize that learning comes in many forms and much of it is not really academic, but skills for life.

I have more words related to my own childhood education. In my classes, the teacher was the authority and, along with text books, the source of information. Students were expected to master the information as given. The purpose of education was obvious. You went to school to learn the 3 R’s of Reading, wRiting, and aRithmetic so you could grow up to be a productive, democratic citizen with a job.

Today, traditional classrooms still prevail, but many teachers who currently teach in our CDS middle school have modernized their teaching methods. Students learn to create, manipulate, and use information to solve real-life problems, often reaching beyond the classroom to use global resources. Both teachers and students are expected to think creatively and critically. I know that I can count on our middle school teachers to get across the important academic content and skills that students need to be successful in middle school, high school, and eventually college and work. You only have to see our standardized test scores each year to know they are doing a fine job. Our average middle school student is at least two years above grade level in basic language and math skills, as well as in science and social studies. But I also feel confident that teachers have not neglected areas such as communication, collaboration, problem-solving, and critical thinking. We have reached a point in which academics and life skills are balanced. And that is what middle school is all about.

Clearly, I agree with John Dewy when he said, “Education is a social process; education is growth; education is not a preparation for life but is life itself.” If you have any words on that, I’d love to hear from you.

Although teachers are responsible for helping students learn how to organize a locker, use an agenda, take notes, study for a test, and follow directions, there is a lot that parents can do at home to support their child’s development of good organizational and study habits. The single most important thing a parent can do is create a home culture in which education is valued. Helping your child establish educational goals, asking about school, providing the necessary school materials and correct uniform, reading the Middle School Handbook and In the Middle weekly newsletter, being a role model for learning yourself, maintaining contact with teachers, attending school functions, and helping your child study all contribute to the message that education is important.

There are concrete steps you can take to support your family’s education. First, your child needs the right place to study. Most of them seem to have a desk in the bedroom, but surprisingly, the bedroom is NOT always the ideal place to study. For those who are easily distracted, the bedroom is far too entertaining. It might be better to set up a study place at the dining room table or even in the kitchen where parents can offer assistance and help keep the child focused. The desk or table surface should be big enough to spread out papers and books. Make sure essential supplies such as pens, paper and calculator are close by.

Each CDS middle school student was given a beautiful agenda on the first day of classes. This agenda is the student’s most important organizational tool, but in order to be helpful, it must be used. Sixth grade teachers require students to bring it to class daily and do provide a few minutes during class to write down assignments. Teachers of older students usually expect them to use the agenda without telling them to do so. If you notice that your child is not using the agenda, then make an arrangement with the teachers that they check the agenda and sign it regularly, as will you at home. Help your child get in the habit of writing down each daily assignment in each subject and checking it off when it’s complete.

Help your child develop a system of keeping track of papers. I recommend a 3-ring binder, although some students prefer a single accordion file with various sections. The accordion file works providing the student takes time to keep it organized, otherwise it becomes a bottomless pit where everything disappears. Whether the student uses a binder, folders, or an accordion file, the most important thing is to use it consistently and not lose it.

Parents are experts at asking the question, “Did you do your homework?” And students are experts at getting parents to stop asking with responses like, “Oh, I did it in class,” or “I don’t have any homework.” If you are noticing low grades or missing assignments and yet your child rarely seems to have homework, clearly something is wrong. Follow up! Talk to the teachers, check edline, and check your child’s agenda.

Your child may need a crash course on time management. People are productive at different times of day. Help your child find the times that his efforts will be most effective and then establish a well-structured homework routine. Our CDS sixth graders are expected to have about 60 minutes of homework daily. Seventh graders have 70 minutes and eighth graders have 80 minutes. Each student is also expected to read an additional 30 minutes daily. If your child is spending more than this on homework, it is possible that he is not just focused on homework, but also on FaceBook, using the cell phone, taking frequent breaks to surf the web, playing video games, or downloading music. Research shows that multi-tasking may increase “homework” time by up to 400%. I strongly recommend children complete all homework that does not require a computer first and that they not be allowed to be on social networks or use cell phones while doing homework unless they are online with a classmate who is actually helping study. Parents, you have the right to ask what your child is doing with the computer and if it isn’t homework, you should limit computer access until the homework is done.

Students also benefit by studying together; I know of students who have gotten great help from each other by posting their own study guides on FaceBook and Skyping a friend to quiz each other. The only danger here is getting off task, but if the students really do stay focused, studying together online can be beneficial.

In middle school, students start getting long term assignments. Help your child learn how to break these bigger projects into smaller chunks and plan how he’s going to tackle them. Children often underestimate the size of a project and procrastinate until there’s not enough time left to do a good job. Help him learn to manage his time by making sure he does some work each day instead of leaving it all until the end.

Younger students really have no idea how to prepare for a test or quiz. Sometimes they don’t realize that when a teacher writes something on the board or tells them to take notes, it’s because it is important. And if it is important, it may show up on a test. Some students just don’t know where the questions come from. They might glance over class notes again, but rarely think of rereading a textbook chapter or making a study guide or flashcards. I highly recommend parents sit down with a child and reread a chapter and all class notes together, paying special attention to chapter and section headings, review questions at the end, and words in bold. The student should also make flashcards for key concepts and vocabulary words. On one side goes the vocabulary word or a question and on the back is the definition or answer. The child should be making the flashcards, not the parent, because it is the physical act of making the flashcards that often helps the child remember what is on it. Some teachers provide study guides on edline and these are invaluable. The student should make sure he looks up everything on the study guide and prepares the related flashcards. Flashcards and mnemonics can also help when materials have to be memorized. Mnemonics are images or tricks that help us remember information such as My Very Educated Mother Just Sent Us Nine Pizzas to remember the correct order of the planets, back when Pluto was still considered the ninth one.

If your child is really struggling, you may want to ask for help. Start by talking to the teachers. Teachers are aware when a child is struggling and can give you concrete advice. Sometimes all that is needed is getting organized or paying attention. In other cases, there may be a learning disability and you may want to get your child evaluated. In addition, our guidance counselor, Isabel Urrutia, has a list of tutors. Some high school students are also available after school for a reasonable rate. If your child is struggling with organizational skills, talk to Ms. Urrutia or teachers about what might be causing the problems and brainstorm approaches to solve them. If the work seems too difficult for your child or the workload too great, contact the school. There are times when a child is placed in the wrong level of math or Spanish and just needs to be moved. Often children don’t ask for help because they’re afraid of looking dumb. Remind your child that it’s the smart people that ask the best questions!

The points I’ve touched on in this posting are a sample of some of the ways you can support your child’s education at home, but if you would like more detailed information, I’d like to recommend two books. That Crumpled Paper Was Due Last Week by Ana Homayoun is a fabulous book written for the parents of distracted boys; however, many of the tips can help girls as well. If your child appears to be chronically disorganized, you might want to read The Organized Student by Donna Goldberg and Jennifer Zwiebel. It gives detailed instructions on how to get work turned in before it gets lost.

Finally, you are cordially invited to my presentation for parents, “Help! My Child Is So Disorganized!” on Oct. 25 in the middle school assembly hall from 8:15 to 9:30.

Last year, the Association for Middle Level Education wrote a position paper, This We Believe: Keys to Educating Young Adolescents (2010) that has been extremely useful in helping to redefine the role of the middle school. It specifically pointed out the essential attributes of an education for young adolescents. It should be developmentally responsive, challenging, empowering, and equitable. At Country Day School, I believe we have these attributes because we have the right kinds of people.

We have the right kinds of students. Our students range in age from 10 to 15. They represent dozens of nationalities. They come to school with varied religious beliefs, home languages, and interests. And they are nice, nice kids. Yes, our students are often loud and some run in the halls, but they quiet down and walk carefully when reminded. They may get a little rough playing soccer or be rude when angry, but most of the time, they are kind and courteous. For every child who thoughtlessly tosses trash on the ground, there are ten who take care of our shared spaces. Our students are more concerned about social relationships than academics. They enjoy solving real life problems, working collaboratively, and moving around. They are still children, but in positions to make decisions that can affect them either positively or negatively for the rest of their lives. They are old enough to think critically, but young enough to still get very excited about doing a science experiment or reading a really good book.

We have the right kinds of teachers. Our middle school teachers have chosen to work with young adolescents.  They offer an educational program that is exploratory and challenging, and incorporates student-generated questions and concerns. Instruction takes advantage of a wide variety of skills and abilities. Teachers respect multiple intelligences and individual learning styles. They utilize a variety of authentic and appropriate assessment measures ranging from essays, tests, and quizzes to collaborative projects, in class and online discussions, multimedia presentations, and performances. Health and wellness are supported in the curriculum and through the school-wide theme of Healthy People Healthy Planet. Teachers have also organized spaces to suit the needs of our students. Desks are arranged in groups or circles or U shapes so students can work collaboratively and discuss. They frequently learn outside. Literature classes have small rugs and pillows so students can sprawl comfortably on the floor while they read.

We also have the right kinds of parents. Parents are the first and most important teachers of their own children. What children learn at home can have a tremendous influence on how successful they are at school. Many parents make the financial sacrifice necessary to pay for a private school because they want the best education available, based on United States standards, even though they live in Costa Rica.  Many also volunteer, attend meetings, communicate with teachers, and spend time talking with their children about the importance of education. Parents and the school have partnered to reduce the drinking of alcoholic beverages and drug abuse among students through our Hogares Seguros (Safe Homes) Covenant. Parents who sign it make a commitment that no alcohol or illegal substances are available to underage guests in their homes. Our parents also show the teachers how much they appreciate the work they do by treating them to special monthly breakfasts and a fabulous staff party at the end of the year. The successful middle school must involve families in the education of their children.

We also are a community with a distinctive culture. Its environment is inviting, safe, inclusive, and supportive.  It balances hard work with fun. After all, our students are still children and they should enjoy school. That is one reason we have spirit days, sports days, and our now infamous Olympic Festival every year. Through our advisories and Student Council, students have a voice and decision-making power. Every child has many adult advocates. Students regularly work on service and environmental projects that extend our community beyond the gates of the school.

So what makes a successful middle school? The people in it.

Ms. McCray’s advisees asked for permission to have a class pet, hopefully a guinea pig, which students say will help them become responsible, reduce stress, and be happy. 7D, Mr. Morales’ advisory, would like to either do a beach cleanup or plant trees in a national park. They also suggested CDS extend its No Bottle Thursdays to one more day each week and also have a Green Day when no paper is used at school. Mr. DeBoer’s advisory 8A would like everyone to get more exercise by participating in dodge ball and soccer tournaments here at school. Mr. McCorkle’s students challenged the entire middle school community to drink only water and natural fruit drinks for one week, with nothing out of disposable bottles.

I am very proud of our students and their splendid ideas for contributing to their own health and the health of our planet. I’ll send you an update as we see the projects unfold.

Parents, you can also do your part by encouraging your child to bring to school each day a reusable bottle filled with water or a favorite beverage from home.

I will be sending home through email at least one In the Middle newsletter every week to keep you posted on upcoming events and to also share with you many special moments at school. If you did not receive the newsletter that was sent August 19, please let Vanessa Prendas in the middle school office know so she can make sure you are on our mailing list.

I would like to remind you that we will continue this year to encourage our students to reuse and recycle. One way is by having No Bottle Thursdays. No disposable bottles will be sold anywhere at CDS on Thursdays, beginning this week. If your child has not yet purchased a reusable beverage container, I highly encourage you to take him or her shopping before Thursday.

The middle school uniform policy has not changed in many years, with the exception that since last year, students have been able to wear navy blue and black sweaters or jackets. It used to be only navy blue. Now it appears that some students believe that they can also wear navy blue shoes. This is not correct. The Middle School Handbook available on the CDS web site http://www.cds.ed.cr/middle-school clearly states that the middle school shoe is black. A very small amount of white or another color in the shoelaces is acceptable, but the basic shoe itself is black.

Finally, we will begin basketball practice tomorrow, Wednesday, August 24, for both boys and girls. All middle school students are allowed to join the teams. Normally, the practices will be from 3:00 to 4:30, but tomorrow only, because the coaches have a meeting at 4:00 to work with coaches from other schools to plan the games, the practice will end at 4:00.

I look forward to seeing all of you on Wednesday, August 31, during our middle school open house which begins at 5:30 in the assembly hall and ends at 8:00 in the classrooms. You will have an opportunity that evening to meet all of your child’s teachers, go through a shortened version of his or her schedule, and sign up for volunteer activities if you wish.

Some students are anxious to find out what the first day of school will be like. Students should try to arrive early as there is a lot of extra traffic and limited parking on the first day. Before 8:00, students will find the name of their advisor posted on a panel in front of the middle school office. They should go to their advisory and meet everyone else. Then advisors and students will cross to the CDS gym for an all school assembly. They will go back to advisory to receive class schedules, locker assignments, agendas, and to sign up for electives. After a break, students will go to every class and meet all their
teachers.

I wanted to let you know about an exciting new initiative. One of the values of our middle community that we plan to explore this year is that of stewardship, of taking care of ourselves, each other, and the planet. This year, throughout Country Day School, teachers and students will reflect on the theme “Healthy People, Healthy Planet” and use it as the catalyst for lessons, discussions, and projects. This theme was selected by our CDS Director and Principals as one that embodies a philosophy of stewardship, of caring about our personal health as well as that of the planet we share. As a first step, we are asking that all CDS students obtain a reusable water bottle to bring water from home each day (it can be refilled at school). This will benefit our students who need to stay hydrated and at the same time reduce the waste of disposable bottles.

I want to take this opportunity to let you know that there will be many new faces next week. We have two new teachers, Brendan Riley from Canada, and Angela McCray from the United States. Mr. Riley will be the girls’ basketball coach and the sixth and seventh grade science teacher, as well as a sixth grade advisor. Ms. McCray will teach seventh and eighth grade mathematics as well as be a seventh grade advisor. We are very pleased to welcome these dynamic new teachers! We also want to welcome over 20 new students to CDS who are coming from Costa Rica, Canada, Brazil, Honduras, Argentina, Mexico, Spain, and Holland.

I wish you all an engaging and beneficial school year.