EMG
A NEWSLETTER FROM GILLISPIE’S LEARNING VILLAGE IN LA JOLLA.
THE RIPPLE EFFECT OF COMPASSION
ALISON FLEMING, HEAD OF SCHOOL
g soccer game, and an administrator can become self-critical when enough daily to-do tasks haven’t been completed. Perhaps you have
SPECIALTY SPOTLIGHT COMPASSION IN THE AGE OF TECHNOLOGY
p. 2
INNOVATION CORNER DESIGNING COMPASSION p 4
HAPPY HAPPENINGS IN EARLY CHILDHOOD A PLAYFUL PRESCRIPTION FOR COMPASSION
p 6
ICARE BUILDING A CARING COMMUNITY
P. 7
COMMUNITY OUR COMPASSIONATE COMMUNITY
p. 9 IN THIS ISSUE
THE RIPPLE EFFECT OF CO
berated yourself when you can’t find your keys (again). In each case, how can we show compassion for one another and ourselves?
At Gillispie, on our best days, students and educators view each other’s challenges with more understanding and less judgment. It also means not being so hard on ourselves when we inevitably make mistakes.
Empathy starts when we recognize and seek to understand another’s emotions, and compassion moves us to take action to help others. The ripple effect is that we build community through positive social interactions. “When I’m hurting, you see and listen to me, and I feel I belong.”
As described in very practical terms by students (who always express it best), “Compassion is important because “It shows that as a school we are kind and people feel safe at recess,” and “Compassion is letting my dog out because my mom was making food.” Enjoy our October Gem highlighting some of the ways we build the compassion muscle at home and school.
COMPASSION IN THE AGE OF TECHNOLOGY
LISA HASLER WATERS, PHD, DIRECTOR OF TECHNOLOGY
At Gillispie, one of the core elements of our digital citizenship curriculum is its alignment with our ICARE Values which not only guide how our students interact with each other in person but also shape how they use technology Throughout the first six weeks of the school year, we emphasize each value, putting them into practice as students use their iPads for learning
Among these, compassion is especially important as we teach responsible digital citizenship In today’s digital age, helping children understand the significance of being kind online is just as vital as fostering kindness in the classroom, on the playground, and at home
COMPASSION IN THE AGE OF TECHNOLOGY (cont’d)
Compassion in Action for Our Youngest Learners
In grades K-2, we introduce the idea that being a compassionate digital citizen means supporting others when using technology For example, when students notice a classmate struggling with an app or device, they are encouraged to offer help by saying, "Can I help you troubleshoot this?" These small acts of kindness in the digital space help reinforce the importance of empathy and collaboration.
Developing Compassion in Older Students
In grades 3-6, we expand on these principles by teaching students how to communicate kindly and constructively online. For example, when collaborating on programming projects, students learn to offer helpful feedback such as, "I really enjoyed your Scratch game! I wonder if you could add a scoreboard so users can track their points " This kind of constructive feedback fosters growth and improvement while maintaining respect and
consideration for others’ feelings. Rather than criticizing, students learn how to inspire each other to improve their work.
The Role of Technology in Relationships
At the start of the year, our 5th and 6th graders reflected on how technology can both support and sometimes hinder personal values, particularly in building and maintaining real friendships. Many students noted that while technology helps them stay connected with distant relatives, real friendships feel more genuine when experienced in person. This awareness shows their deep understanding of what it means to be compassionate, not just as digital citizens, but as individuals who care about the world around them.
By teaching compassion in the digital space, we empower our students to be thoughtful and kind, both online and offline. As they grow, these lessons will help them navigate the increasingly digital world with empathy and respect for others.
DESIGNING COMPASSION
BRIAN BELSHA AND CHIP EDWARDS, SCIENCE & DESIGN LEADS
When we plan a design project, we make sure to identify the “end user” or “audience.”
Often, projects result in a physical product of some kind (like a map, sculpture, film, board game, water bottle holder, etc ) and are designed with the user’s experience as a key consideration.
When planning their design, students keep in mind the user’s experience from the outset We’ve facilitated projects like conveyor belts crafted specifically for small EC hands, movie sets for a book trailer intended to convince other 4th graders to read the book, and birdhouses for house wrens (but designed to sell to Gillispie Parents!).
In every case, design students must empathize with their audience As they make design decisions, they need to put themselves in the shoes of others, over and over. By practicing to consider different perspectives, students are taking a necessary step in developing compassion, while ultimately designing a successful product.
This year, during our first few Design sessions with our Grade 2-Grade 6 students, we’ve been leading discussions of the Gillispie ICARE values, building toward a community mural project. The project, which will be installed around the Sandbox Lunch Deck, will honor student thoughts on each of our five school values in the form of individually designed wooden tiles.
Designing ICARE tiles
DESIGNING COMPASSION (cont’d)
The fifth graders who have been assigned Compassion as their focus had these thoughts:
At Gillispie, it’s important to show COMPASSION
so that we can make new friends so that people will feel happy so that Gillispie is a safe place for everyone because it will make Gillispie a better community so that everyone is being kind because it shows that as a school we are kind and people feel safe at recess so that you can say something without fear of judgment
so that people get the help they need because when we’re nice to others, they will be nice to us because we want to keep Gillispie a safe environment so that others around us feel safe so that we help others when they need it
We can’t wait to see the completed project. We know that the students’ community mural will be a source of pride for our students, not only showcasing the hard work they put into the physical project but also their dedicated work on defining what their ICARE value means to them.
Painting the ICARE tiles
A PLAYFUL PRESCRIPTION FOR COMPASSION
MS. ABBI AND MS. BOISNARD, EARLY CHILDHOOD TEACHERS
In Juniper, a transformation was underway. What was once the reading nook became a busy doctor’s office, complete with an examination table, a stethoscope, scrubs, xrays, a research and teaching lab, a waiting room, and of course, pretend patients Our Pre-K friends immersed themselves in their roles, and their imaginations took off as they practiced playing patient and doctor.
One student, stethoscope around her neck, examined her stuffed animal patient, asking, “How are you feeling today?” while checking its heart rate and temperature. One student
gave a presentation to his lab students on the anatomy of the body, using anatomy puzzles on skeletal, nervous, and muscular systems. Meanwhile, another student asked his patient, “Can I give you a shot?” and carefully administered the vaccine to his puppet friend, who bravely endured the procedure The children’s laughter and excitement filled Juniper as they engaged with each other in their imaginative play.
This doctor’s office was so much more than just dramatic play. Students learned about their bodies and wellness and practiced
Juniper’s imaginary doctor’s office
A PLAYFUL PRESCRIPTION FOR COMPASSION (cont’d)
essential skills like communication and empathy
These young learners were already demonstrating the compassion and kindness that will shape their character and relationships.
As they stepped into the roles of caregivers, our young doctors understood the feelings of their patients and offered comfort and support to their friends. They shared their own experiences at the doctor’s office and empathized with each other as they expanded their understanding of each other and the world of healthcare.
It has been incredible seeing how their doctor’s office has inspired curiosity, questions, and compassionate interactions among our students. Who knows? We may just have some future doctors in the class!
BUILDING A CARING COMMUNITY
SARA JOHNSTON, SCHOOL COUNSELOR
At Gillispie, we define compassion as, “having empathy and being mindful and generous ” Our students create meaning in this important skill as they navigate their interactions with the world each day. As a school counselor, I strive to amplify student voices. To better understand their viewpoints, I set up a poster for our elementary students to reflect on and share their perspectives on what compassion looks, sounds, and feels like in their experiences. Through our discussions and their written or drawn expressions, they shared the following in response to the prompt, 'Compassion is…'"
Taking care of each other and helping them when they are hurt
Giving someone a hug when they are sad
Saying hi to each other
Saying I love you
Being extra nice to someone on their birthday
BUILDING A CARING COMMUNITY (cont’d)
My parent taking care of me when I’m sick
Asking someone to play if they are alone
Treating others how you want to be treated
Helping someone in math when they are stuck
Asking someone if they are okay
Saying sorry when you hurt someone on accident
Telling the truth
Letting my dog out because my mom was making food
Playing together
Listening to our students' heartfelt expressions of compassion, it became clear that th
value is woven into our community at Gillispie. Their insights remind us that compassion manifests in simple but profound ways - through acts of kindness, inclusion, honesty, and support At home, you can nurture this skill in your children through modeling compassionate behavior, engaging in community service, teaching conflict resolution, or even creating a family kindness challenge. Through the strong partnership between families and our school, we can further empower our children to recognize and express compassion both within and beyond our school community resulting in a brighter and
OUR COMPASSIONATE COMMUNITY
Compassion is at the heart of our philosophy, beginning with the Great Depression when our school’s small cottage provided hot meals to children in need
Each year, students put our Gillispie ICARE values “C” is for Compassion into action through community. They partner with local organizations like the San Diego Blood Bank, Feeding San Diego, and Lucky Duck Foundation. By the time they graduate,
students will have participated in up to 15 meaningful community service projects, developing empathy and a lifelong commitment to making a difference
Because it takes a village, our faculty, staff, students, and families regularly join forces throughout the year for additional service initiatives. From beach cleanups to clothing drives, the Gillispie community is dedicated to making a positive impact in San Diego.
GET INVOLVED WITH GILLISPIE’S COMMUNITY RELATIONS COMMITTEE (CRC)!
The CRC is dedicated to building and strengthening relationships within the Gillispie community and beyond, reaching out to the greater San Diego area. We do this through various collaborative efforts, including Grandparents Day, Gillispie events, and community service projects. Our mission is to foster a strong sense of community among Gillispie students, teachers, staff, families, and alumni, while also creating meaningful connections with the broader San Diego community.
Meetings are held once a month on the third Tuesday (10/15, 11/19, 12/17, 1/21, 2/18, 3/18, 4/15, 5/20) from noon - 1:00 p.m. All meetings will be virtual. If you’d like to participate, please contact AnneMarie Sachs at aminredlands@yahoo.com.
Gillispie families volunteering at Feeding San Diego, April 2024