PHS Friday Letter

Classroom teachers’ collaborations can supplement curriculum or be a full-fledged project.  We work closely with seventh grade humanities teacher, Jennifer to make the most of our seventh-grade writing buddies as they support the second graders in their research, creative writing, and budding editorial skills. Second graders in turn, read with their first grade buddies, supporting them in many ways. Next year, Emily looks forward to working closely with Erainya during People in Profile; a complex, multi-disciplinary project that is sustained and deepened by teacher partnership.  But classroom teachers collaborate in smaller and more casual ways all the time.  At divisional staff meetings lately we have been sharing assessment methods. Finding fair and meaningful ways to assess student work is an ongoing process for most teachers. By sharing our strategies, we’re all given new avenues to consider or tried-and-tested methods to implement.  Our ability to build and strengthen the bridges between grades also happens in this collegial atmosphere.

Drawing on the experience of parents can also enrich classroom lessons.  For example, when Emily’s class was studying Japan, Louise Gregory came in to teach the students ikebana.  Tony Magoncelli supplemented Patty’s class’ study of the solar system by taking apart camera lenses in order to understand telescopes, while Gary Angel shared his knowledge of telescopes with Emily’s class.

I often think people have the idea that teachers go inside their classrooms, shut the door and create their own worlds. However, especially in progressive education, we all rely on the advice, experience and inspiration of our colleagues and community members.  Without that contact our daily teaching would suffer and we would find it a less joyful profession.

Sincerely,

Emily and Patty