The Four R’s: Relationships in Twenty-First-Century Schools
What structures and systems does Envision Schools use to prepare students for success in college and their futures in the twenty-first century? We focus on four guiding principles, and the second concerns relationships and how we build them among students and educators. Read a previous post of mine that defines the principles and reflects on the first one, rigor.
Our schools are small, personalized learning environments. Class sizes are also small, and teams of teachers and peers provide students with academic and social guidance.
Remember the coach that spurred you on to athletic achievement that you never thought you could attain by yourself, or the teacher for whom you would do anything because he or she understood you so well? We believe schools need to be designed to intentionally create more of these experiences for kids -- school must be be a nurturing, caring, high-expectation place where students feel well known, well supported, and well connected to their peers as a community of learners.
We employ the following structures and strategies to achieve this goal:
- Our multigrade, interdisciplinary teams of teachers have planning time together.
- We have an academic advisory program for students.
- We hold biannual student- and parent-advisory conferences.
- We hold community meetings.
- Academic and emotional-support programs are a part of our Response to Intervention Program.
Teams of core subject-area teachers, including instructors in art and digital media, share the same group of students for two years. In the lower house -- grades 9-10 -- the classes are blended. In the upper house -- grades 11-12 -- the team of teachers loop with the same students through a Junior and Senior Institute.
By teaching the same students for two years, teachers get the opportunity to know their students well. This approach is especially helpful in jumping off to a fast start in the second year. The teachers also have common planning time, which they use to plan projects, coordinate their curriculum, look at student work together, and discuss the learning and engagement of individual students. (A teacher leader plans and facilitates this effort.) Teachers can then collectively target students for more support within the classroom and possibly plan for other interventions outside of the classroom experience (such as tutoring or counseling).
In addition, the teacher team helps students build their own learning-community teams, each of which has a name. For instance, one school has four teams: Earth, Air, Fire, and Water. The students take courses, work on projects, go on field studies, visit colleges, and solve problems together. Many of the students describe their school friends and teachers as family. One student explained to me, "It is not as if we always get along. We are like a family. We might have disagreements, but we know that we will always be there for one another."
We believe that being in a safe learning community, where students are known and supported as learners and people, allows students to reach for and achieve more academically rigorous learning. Students will strive for excellence because they do not want to let down their teachers or peers. It is a cultural shift.
Having students feel supported is a good outcome, but we don't think it is enough. If we don't use these strategies and structures to increase student learning, we have just made kids feel better without preparing them for the twenty-first century.
In my next blog entry, I'll provide more on building relationships through the academic advisory program, but please share your thoughts about this post.