Morning Meeting Reflection on NYC Attack

The following thoughts were shared with Upper School students on 11/1/17.

Yesterday afternoon, while our school was ending the academic day and students were transitioning to sports, play rehearsal, and after-school activities, people’s lives were upended in New York City when a man drove a pick-up truck down a bike lane in Lower Manhattan, killing eight people and physically injuring at least twelve others—forever changing the lives of the victims, their family and friends, those that witnessed the attack, and causing those who have faced trauma to revisit their past experiences.

We have seen these types of tragedies in London, Paris, and throughout the world, but seeing it in New York feels closer to home. Many of us have strong connections to N.Y.C. through families, visits, and alumni who have moved there. Our empathy is even stronger having experienced the Boston Marathon bombing not too long ago.

Each of you are going to have your own personal feelings, responses, and emotions around these events. I want to share a few thoughts with you and ask you to think about them.

First, it is important during the times after terrorist attacks, while facts are still being collected, that we not jump to conclusions. As Ms. Christian shared, we should not make assumptions about the suspect or all people that look like the suspect. It is important to remember that when people choose to perform acts of terror, they are making individual choices and are not representative of all the people with similar identities.

The other idea I want to leave you with is how you respond to these seemingly random acts of violence. A natural response would be avoidance—taking extra precautions to stay away from “high risk” areas. By doing this, you will feel like you are helping yourself remain safe.

At the same time, though, it can feel counter-intuitive and is difficult to carry on with your normal day while keeping the events in mind. In many ways, continuing with your day can be a way to fight against acts of terror. By choosing to still visit N.Y.C. you are not allowing fear to rule your life. This does not mean you should not be cautious. Instead, it symbolizes something stronger and defeats the ideals of a terrorist. We still run the Boston Marathon each year for these reasons, and the N.Y.C. Marathon will still be run three days from today, for these reasons.

As we move into our moment of silence, I ask that you think about those that have been impacted by yesterday’s attack in New York City, the terrorist attacks that we may not hear about as easily, and all those that have been victims of terror.

Exploration

Exploration is in our nature. We began as wanderers, and we are wanderers still. We have lingered long enough on the shores of the cosmic ocean. We are ready at last to set sail for the stars.
— Carl Sagan, Cosmos
Since the beginning of time, humans have been explorers, seeking out new experiences through travel. From the hunters and gatherers that migrated across continents to Magellan circumnavigating the world to NASA’s New Horizons satellite reaching the edges of our galaxy, we learn through exploration and new experiences. At Brimmer, we develop explorers in a multitude of ways including our biennial program, Winterim. Next week, Upper School students will be spreading out across the globe, spanning nearly eleven thousand miles.
Today, more easily than at any other time in history, we can connect to people globally, learn about the history of every aspect of humankind, and experience different cultures. Access to information has allowed people to virtually travel to and explore new places. While reading, listening, and watching videos about different cultures can allow someone to deepen their global connection, it is not a replacement for physically visiting those nations, cities, or towns. It is impossible to get a true sense of the grandeur of the Giza Pyramids or to truly appreciate the awesomeness of the Parthenon without standing at those sites. One cannot fully understand the choices and values of a community without being there in person and talking directly with its residents.
I can still recall admiring with students the detail of the beautifully carved two thousand year old Roman statues and being in awe of the deep love of city and culture that drove New Orleans residents to rebuild even with future uncertainty. The power of our Winterim programs are the transformational moments that will lead students and faculty to a new understanding of people, places, and culture. It is an opportunity to learn what cannot be found in books or online. Many of these moments will be captured by pictures or videos, but it will be the ones that are etched in students’ memories that will never leave them. What will our students bring back with them when they return? I don’t know, but I’m excited to see and hear about their experiences.

 

To all our students no matter where they are going: Safe travels. Viaje seguro. Kār deinthāng thī̀ plxdp̣hạy. Bon voyage. Anzen’na tabi. Turas math dhuibh.

Teaching Resilience

Resiliency: Capable of withstanding shock without permanent deformation or rupture; tending to recover from or adjust easily to misfortune or change –Merriam-Webster Dictionary

In recent years resiliency and grit have become buzzwords in education. There has been a growing sense that character building is a critical part of education and supports screen-shot-2016-11-01-at-11-01-48-pmclassroom learning. The University of Chicago has positioned themselves as a leader in research for Resiliency, Grit Education. They have found that the most effective methods are those that are focused on the skill development coupled with supporting a growth mindset. As educators, it is critical for us to develop the tool box for students, because we know those tools lead to improved academic performance. (To learn more about the noncognitive factors involved click here for the paper published by the University of Chicago.)

So, how does one teach the general ability of being able to recover from misfortune or change? As educators, we often are focused on a student’s ability to recover from a poor grade, but does this truly represent resiliency? There certainly is an aspect of resiliency in these moments, but how reasonable are our expectations for how a person responds to major disappointment.

When incorporating ways to develop student grit and resiliency, their ability to overcome disappointment or change, teachers look at the lower stakes moments that occur in classes. Some of these questions to consider are:

  • Do you celebrate failure in the class and encourage risk-taking: How do you respond when a student gives an incorrect answer or an interpretation that is off-base. These are small moments to encourage students to take risks
  • In what form is feedback delivered to students: Is feedback auxiliary to the class or is it a core component. How do you hold students responsible for using the feedback and promote growth in their work? How does constructive criticism flow in the class- teacher to student? student to student? student to teacher?
  • Do you model resiliency in class? How do you respond to adversity in the class? If a part of the lesson is not flowing as anticipated do you show frustration? If some piece of technology is failing, what is your response? Are you as aware of your body language as you are of the words you choose?
  • What is the role of revisions? Can students rewrite essays and papers? Do students receive an opportunity to run an experiment another time?  Can you promote opportunities to renew or revise that will help develop these habits of mind.
  • Are you explicitly developing the skill? Are you looking at teaching and assessing resilience in a traditional manner or are you considering this to be a skill that needs to be practiced honed?

Our students are growing up in a society where information is available at their finger tips in unprecedented ways. Considering how often an adult may get annoyed if the internet is running slow or if there is a bad cell phone reception, think about the kids that are growing up in this type of fast-paced era. It is our responsibility, more so than ever, to help provide the scaffolding for students to develop the ability to overcome adversity and be flexible when they face change. The research shows that this is a duel approach and the development of a growth mindset is critical to this work.

If you are interested in learning more about how children develop resiliency, I invite you to read the article How Kids Really Succeed from The Atlantic, a comprehensive look at the development of resiliency in children from infancy to teenage years .

In what areas of school do you think resiliency plays out most often?

The Power of Camp

I was talking with a friend last weekend and he was a bit surprised to hear that we start the school year off at Camp. He jokingly asked, “Didn’t they just get back from camp?” After admitting that students did just return from summer break, I had the opportunity to talk about the value experiential learning has in education.

dsc_1028During Upper School Camp “Embrace the Discomfort” was a running theme. At the beginning of Camp we discussed that every student and adult were going to be exposed to something that was not in their natural comfort zone and that created an opportunity to have a new experience. The discomfort may have included things such as overcoming a fear of heights on a Zipline, sleeping in a shared bunk, eating a meal with people you do not know well, or leading an activity for the entire school. The camp experience serves as a way for students to develop resiliency and to take risks by embracing the discomfort.

ropesCollaboration. Communication. Critical Thinking. Empathy. Problem Solving. These skills were an essential part of the activities students participated in throughout the week. Whether it was finding a creative solution to the ropes course, working as a team during evening activities, or helping classmates overcome a fear, students were immersed in real opportunities to further develop the skills that will help them be successful in their academic classes this year.

Camp served as a living laboratory for Brimmer’s Core Values, Guiding Principles, and leadership development. This was evident during our grade level meetings where students shared their experiences at Brimmer, goals for the year, and ways to strengthen our community. During these discussions it was clear that our students are living the values of Kindness, Responsibility, Respect, and Honesty. It was inspiring to hear our students talk so passionately about Brimmer and how they were going to explore new ideas, lead the school with compassion, and set new learning goals for themselves.