Community News

Enhancing Sixth Grade Leadership with Emotional Agility and Neuroplasticity Written by Darci Cadieux, 6th Grade Teacher

Stay Curious. Show Up. Be Plastic.

These are three core values of the sixth grade leadership class here at Community School. It may seem pretty simple, and the curriculum has been designed with that intent. Within these contexts, student leaders are given opportunities to flex their emotional agility and demonstrate their neuroplasticity as they continue to hone their individual and collective leadership skills.

Emotional Agility is the ability to be with your emotions with curiosity, compassion, and courage. Resources used in sixth grade are largely based on the research of Susan Davis, Ph.D., a psychologist at Harvard University, and Marc Brackett, Ph.D., a professor at Yale University. This is a topic that is gaining attention and momentum as we continue to navigate through life’s uncertainties during this pandemic. Well-being is dependent upon building awareness of self and others. That awareness requires one to STAY CURIOUS and, in return, allows one to fully SHOW UP.

Neuroplasticity is the brain’s ability to change and adapt. It allows for more flexible thinking and better problem solving. By consistently creating new pathways in the brain, research is showing an increase in resilience and grit. Adapting to the challenges that present themselves on a daily basis, without complaint or added resistance, takes patience and practice. That work pays off when experiencing the transition from surviving to thriving. Getting unstuck and embracing change ultimately allows for greater well-being. Therefore, one should also strive to BE PLASTIC.

In class, the sixth graders are learning how well-being factors into leadership. They are increasing their emotional literacy by using a mood meter and applying practical strategies that keep them in the driver’s seat with these emotions. They are learning to lean into any emotion they are experiencing, refrain from labeling it positively or negatively, and allow it to be the teacher that it is intended to be through that feedback. By Recognizing, Understanding, Labeling, Expressing, and Regulating emotions, our leaders-in-training are becoming better equipped to inspire, motivate, and help change the world around them.

Sixth grade student leaders are also consistently priming their brains to be more flexible by practicing coordination and rhythm exercises that involve a juggling ball, syncopated finger taps, and drinking cups. Each exercise includes mildly stressing the brain to present opportunities to push through the stickiness and form new neural pathways, with the goal of not giving up on a given challenge. Breakthroughs happen when students are able to let go enough to allow their bodies’ natural, automatic intelligence to assist in the task. Oftentimes different parts of the body are asked to perform unique tasks, but finding the necessary synergy is what leads to success. New neural pathways are achieved as a result, and the undeniable mind-body connection is on full display.

Dr. Brackett states, “Emotional skills are the key to unlocking the potential inside each one of us.” They help provide us with a road map in times of uncertainty. One thing we can be certain of is that things change. We all need the flexibility to ensure that we can change too. Dr. Davis reminds us that, “Our values give us the opportunity to live our fullest lives and to be the people we aspire to become in challenging times.” That requires first identifying your values and then committing to them. Inside the leadership notebook of a sixth grader, this (growing) list looks something like:

Stay Curious (Not Judgmental) Show Up (For Yourself and For Others) Be Plastic (In Your Mind and Your Body)

Students for Change

Written by Jennifer Thomas

This page: 2021-2022 Students for Change group members with Fifth Grade Teacher, Sarah McCarthy, and Director of Diversity and Inclusion, Jonelle Harris.

“Students for Change gives you an opportunity to learn more about the people around you and what they might be going through. You also learn how to ask questions.” -Ainsley, Fifth Grade

Students for Change is the brainchild of Janae Harris ’19, a Community School alumna who wanted to provide a space for fifth and sixth grade students to have deeper conversations about issues of diversity, equity, inclusion, and social justice. Janae started the group during the 2018-2019 school year with the support of Jonelle Harris, Director of Diversity & Inclusion, and Sarah McCarthy, Fifth Grade Teacher. “Students are able to talk about topics that they are interested in with our facilitation,” Ms. Harris shared. “It has been such an enriching addition to our programming.”

During the 2021-2022 school year, about a dozen members met monthly with Ms. Harris and Mrs. McCarthy. Janae joined the first meeting via Zoom, and students enjoyed learning more about her vision for the group and how she balances academics and extracurriculars now that she’s in high school. Students also made a list of what they wanted to talk about or learn more about over the course of the year, and Ms. Harris and Mrs. McCarthy identified common topics and themes.

When asked about conversations that stood out to them, Rylan, a fifth grade student, highlighted the topic of microaggressions, which Merriam-Webster defines as comments or actions that subtly and often unconsciously or unintentionally expresses a prejudiced attitude toward a member of a marginalized group. “You might say a joke to someone, and you don’t think it’s harmful, but it really is,” he explained. “That’s really important to know because when you get older, it’s good to be aware of how other people might feel after you say something.” Ainsley, also in fifth grade, agreed and added, “I appreciated the vocabulary we learned. We talked about words that can have a meaning we all know and another meaning that’s new to us.” Students also participated in activities that encouraged them to share about themselves and their loved ones. At the beginning of the year, for example, students completed an iceberg activity on identity and the things we see and don’t see. “At the top of the iceberg,” Ainsley said, “we shared the visual things that people know about us like our hair or eye color, and under the water, we shared things a lot of people might not know just from looking at us like hobbies or family traditions.” Students engaged in another activity about Covid that had them look at how it has affected them, their families, their friends, and the larger community. These activities helped students look at topics through a DEI lens and to be more open and empathetic as they learned about each other’s experiences.

In addition to fostering conversation, Students for Change provides a safe space for students to ask questions and continue to develop leadership and critical thinking skills. “I’m learning to be a leader by helping others understand these topics and to not be afraid to ask questions,” Rylan said. “I’ve also realized the importance of learning more about people before you ask a lot of questions,” fifth grader Chloe added, “so you don’t make assumptions or offend them.” This learning has informed how students interact with their younger peers and their approach to leadership more broadly. “You understand people and the world around you better,” Rylan observed, “and that’s really good for later in life.”

Looking ahead, students are excited to expand on discussions from this year and to explore new topics and interactive activities. Most students will return as sixth graders and can share their learning with new students while continuing to develop as leaders at the school and beyond. “It is such an honor and privilege to engage in rich conversations around diversity, equity and inclusion with these thoughtful students,” Mrs. McCarthy shared. “They encourage and challenge each other as they learn to think critically about their world.”

Honoring Our 2022 Faculty & Staff Retirees

As we transition from one school year to another, we’d also like to celebrate three team members who are making a personal transition to retirement. The following article is a collaboration between our retirees and Jennifer Thomas. transition to Advancement was a challenge but one I could make my own. All the events that our department put on were all a success in different ways and that was a great accomplishment for me.”

Robyn Corwin, 4th Grade Teacher Robyn retired after eight years at Community. Robyn started in sixth grade teaching math and social studies for three years. She then went to fourth grade teaching math and social studies for five years. Prior to Community, she taught in Austin, TX.

When asked what makes Community unique, she said, “Working closely with another teacher in the same room! It not only builds close relationships between the teachers but also helps children successfully learn by having two teachers to support all the students.”

Robyn enjoyed taking students on field trips during her time at Community. “My all-time favorites,” she shared, “were the 6th grade trips to Springfield, IL. We had so much fun learning about President Lincoln, his home, his family, and his presidency.” Robyn also noted that she will miss the campus. “How can one not be happy to work here,” she noted, “when the building and grounds are so inviting?”

In retirement, Robyn looks forward to spending time with her mother, volunteering at a senior living facility, and soaking up time with her five year old granddaughter. She will also invest time in hobbies like reading, cross stitch, gardening, interior design, and travel.

Jennifer Hennessey, Advancement Associate Jennifer started as Community’s School Secretary in 2015 and is retiring after 7 years at Community. “I enjoyed starting in the office and getting to meet so many of the parents and all the sweet students,” she said. “The When asked what she will miss most about Community, Jennifer said, “The kind and generous parents, and the sweet and caring faculty and staff. I will miss the kitchen and facilities teams very much as I worked hand in hand with them and they inspired me by how hard they work to keep the school in amazing order. I will also miss the sounds of the students playing outside our door or popping in to just say hi and sharing a dance they created during recess.”

In retirement, Jennifer looks forward to relaxing, reading, traveling, spending more time with her kids and siblings, and playing golf and pickleball. She will also invest more in outdoor hobbies like walking, hiking, floating, camping, deer shed hunting, and gardening.

Fun fact: Jennifer started springboard diving at the age of three, received a diving scholarship to Fort Lewis School, in Durango CO, and qualified for regionals and then nationals in Canada at Simon Frazier University. In 2015, she received an award for the highest point holder in springboard diving for the past 100 years for the NAIA, and she still holds the record today!

Debbi Krieg, School Librarian Debbi Krieg worked as Community’s school librarian for 23 years. ”I was in banking until my youngest child was born,” she shared. “I was home for 15 years and sort of fell into the job at Community School when a friend said they were looking for a part-time librarian.”

– the school’s philosophy, programs, history, campus – but in my mind it all comes back to the people. I think of all the good people doing their part every day to enrich the lives of the children in our care.” Debbi continued that she will miss her many colleagues and the parents she got to know through the years. “But mostly, I think, I’ll miss the children,” she noted. “Dostoevsky said, ‘The soul is healed by being with children.’ I think that’s true. I’ll miss the rhythm of the school year, too, but I will miss the kids most.”

Debbi shared a recent memory that illustrates the joy she feels seeing students. “A few weeks ago,” she said, “as I was walking down the hall to the Discovery Center before school started, I glanced out the window and saw a student walking to her classroom. Right then a breeze caused a blizzard of dogwood blossoms to snow down on her. She stopped, raised her face to the sky, threw her arms in the air, and delighted at the beauty of the scene, as did I, watching her.”

Debbi will be remembered as a collaborator. She frequently worked with Alissa Rowan (Drama Teacher), Taylor Mata (School Counselor), and Jonelle Harris (Director of Diversity & Inclusion) to identify books and other resources that would support students’ social emotional growth and learning. They also developed the Community Reads video series to provide a way for the entire school to read the same book and connect it with curriculum that Taylor uses in the classroom. Each April, Debbi and Alissa worked together to infuse poetry everywhere during readings at lunch and by posting poems on bulletin boards and walls throughout the school – even in the bathrooms! This dynamic duo collaborated as members of the Family Groups Committee, as well.

Additionally, Debbi partnered with Veronique Gardet (Lower Division French Teacher) on “Story Time with Madame and Mrs. K” several times each year. They took turns reading books in English and French in each Lower Division grade. They often recruited students as helpers to act out stories using puppets as they read. This provided an opportunity for students to interact with other grades and to shine in a leadership role. “Those collaborations were a favorite part of my time at Community!” Debbi recalled.

When asked what advice she would share with someone starting as a new employee at Community, Debbi summed that, “I’ll just give the same advice a dear friend gave me, from Arthur Ashe: Start where you are. Use what you have. Do what you can. Oh, and it took me 22 years to believe this one enough to actually do it, but it really does help to get to school 15-30 minutes before you need to be there.”

In retirement, Debbi looks forward to time with family, not only with her children and grandchildren here and in New York, but with her siblings, mom, and nieces and nephews. She will also garden, read, travel, take a few classes, get back into tennis and maybe pickleball, and find an outlet to share her love for children’s literature.

Alissa Rowan

Lowenhaupt Award Recipient

Excerpt from Mr. Cooke’s speech from the Annual Meeting in May 2022:

Every year one Community School faculty member is recognized for his or her work furthering the education of young children through excellence in program development in their classroom, presenting educational information at conferences or workshops, or publishing works for other educational professionals. The award is named in honor of Henry C. Lowenhaupt, an important member of Community School in the 1970s. In addition to recognition tonight and in a permanent display in the main office, there is a cash award that accompanies it. In the nomination that led to this year’s award winner, this teacher was described as “a builder of a program far above and beyond what is expected in an elementary school,” and who has made it her mission this year to return our entire school community’s experience back to normal. She came to us in 2015 with a varied background that included marketing, sales, and event management. Of course, that is not why Community School hired her; rather it was her extraordinary talents and experience as a playwright, director, and teacher that brought Alissa Rowan to Community School. Her work as a drama teacher here at Community is extraordinary. She directs plays for 8 grades—which can mean a dozen or more different plays each year—and takes the time to ensure that each play connects with the curriculum, to a subject students are studying, or to a social or emotional need that the grade as a whole is wrestling with. When she doesn’t have a play on the shelf that fits the need, she just writes a new one…but what you may not realize is that for Alissa, there is NEVER a play just sitting on the shelf that she can use. Every play, every year, is either entirely original, or has undergone a deep rewrite. Every year she comes up to me and says, “thank you for allowing me to write new plays every year,” and I think, “most drama teachers would be demanding that I pay them to write plays, or refusing to do it altogether!” (Please don’t share that observation with Alissa!) What you may not realize is just how deeply her commitment to the growth of each individual student goes. Most drama programs are content to cast students in roles that serve the needs of the play; Alissa casts students in roles that serve students’ individual needs. Shy students get large speaking parts—but not before they are ready—students who need leadership opportunities are put in charge of set design, or stage managing—students who need the experience of working for others are given tasks that support a team. This dedication to the social emotional growth of children extends beyond her program, however. For instance, when Taylor Mata, the school counselor, wanted to start a “Counselor’s Corner” video series, Alissa took on the videography and editing duties.

When we decided a few years ago to create an annual Veterans Day celebration, Alissa took that on—and then when the pandemic forced us to go virtual, she took over the direction of the video production. To create a shared sense of community revolving around literature, Alissa creates videos for our Community Reads series. And now that we are moving toward a more normal school experience, Alissa once more leads the way, lobbying to return to live performances in front of audiences, bringing the “community of Community” back together once more. Her contributions to us all go far, far beyond her classroom.

Perhaps most importantly, Alissa is kind, sincere, and genuine. Her love of Community School, the children in her care, and her peers here at work is unparalleled. She is committed to collaborating with others, which multiplies the positive effect she has throughout the school. Alissa has a great sense of humor, and can be relied upon to bring levity even in the midst of the stress of a drama production. She is committed to her craft, and has created a program that reaches every child, every employee, and into every classroom, but she remains modest and self-effacing. I suspect that the only person here that is surprised Alissa is receiving this award is Alissa herself. If I asked her to, she could right now name multiple people who she truly thinks are more deserving of this recognition, and point out that she could not do her work without others. And I agree with this last point; she could not do it without others, but it is Alissa’s devotion to the idea of collaboration, and her belief in hearing all voices, that ensures that her work is really a reflection of us all.

Opposite page: Alissa Rowan, 2022 Lowenhaupt Award Recipient. This page: 2022 Service Award recipients.

SERVICE AWARDS

We honored twelve Community School team members for their tenure at the Annual Meeting.

Thank you for your service!

5 Years of Service (2017) Marieann Barratt Darci Cadieux Meriam Dwidar Rachelle Luster Natalie Westerholt

10 Years of Service (2012) Lori Berry Eve Rudolph Rita Scott

15 Years of Service (2007) Jered Gruszka Kris Major

20 Years of Service (2002) Nancy Schmer

25 Years of Service (1997) Rob Knight