LANGUAGE ARTS AT SYCAMORE: RISKS & LOVE ________________________
“It is not enough to simply teach children to read; we have to give them something worth reading. Something that will stretch their imaginations— something that will help them make sense of their own lives and encourage them to reach out toward people whose lives are quite different from their own.” -- KATHERINE PATTERSON / NEWBERY MEDAL-WINNING AUTHOR At Sycamore, the way the Language Arts curriculum flows from the youngest students all the way through the graduating class of eighth graders is not an accident. Language Arts teachers across all three divisions (Early Childhood, Lower School, Middle School) work together to provide continuity to engage students in a unique combination of reading, writing, speaking, and listening. A Sycamore graduate becomes a well-rounded learner because what they receive from their Language Arts teachers stays with them. Teachers focus on helping them acquire skills that will benefit them daily with decisions, with relationships, and with discovery. Developing good readers allows for students to gather a perspective on the world. In combination with writing, critical thinking, and an ability to share ideas through speaking, being a self-motivated reader is one of the most important ways a student can learn. Teachers at Sycamore work hard to develop that independence. As we talked to teachers, we asked all of them similar questions: How do you create independent thinking, self-motivated readers? How does Sycamore foster an environment that is supportive of creativity and individual ideas, with reading, writing, and also with public speaking? Sycamore teachers Marissa Argus (Kindergarten), Deb Stewart Second Grade), Chris Herron (Third Grade), and Beth Simpson (Middle School) helped us understand the Sycamore process of teaching Language Arts and ushering students into Early Childhood, through Lower School, to Middle School, and beyond.
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TAKING RISKS
Regardless of subject matter, teachers at Sycamore foster environments where students know that not only their work but also their ideas are valued and appreciated. To balance those two pieces requires a pact between teacher and student: The road to knowledge is marked by missteps, and detours, but ultimately, trust will get us to the truth. “In all of my years of teaching, I have always stressed to students that I won’t assign anything that isn’t worth doing,” Deb Stewart, says. “In my class I ask students to take risks, put forth their best efforts, and know that making a mistake is a sign of growth.” “We encourage lots of risk taking by reading all the Kindergarten students the book Bubble Gum Brain, by Julia Clay,” Marissa Argus says. “It was actually recommended to me a few years back by a Sycamore family with two sons in first and second grade. The book is all about fostering a growth mindset and has really great kid-friendly language that we use throughout the year with the kids. Using our ‘Bubble Gum Brain’ is a mantra we come back to week after week, and it really helps the kids remember that trying is what’s important and everyone makes mistakes - that’s how we learn. I try to model as many mistakes as I can in front of the kids so they see I am human.” “It is beneficial to model for my students how I, the teacher, take educational risks and meet challenges,” says Chris Herron. “The first day of every school year I give my kids a script. Whenever I make a mistake, I say, ‘Oh, Mr. Herron!’ and they know that they should echo that phrase. It never fails to make them laugh, and it destigmatizes making mistakes. Students feel safe and empowered to take risks when they see adults doing the same.”
