School Culture by Charles Debelak
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November 2015 Vol 22 Issue 3 SHARING OUR VISION – SCHOOL CULTURE BY CHARLES DEBELAK n the October Clipboard, I explained how the success cycle ing and character development far exceeds any program frames instruction at Birchwood. This simple yet deeply re- or curriculum factor. Isearched practice enables children to maximize their potential At Birchwood, our culture is one of growing and thriving. Whether while building self-confidence by tailoring their instruction and related to intellect or character, we grow, and when we grow we workload according to their individual ability and grade level. feel alive, we feel good about ourselves, and we are inspired to The success cycle will be a key component of sustaining our continue growing and help others grow. Birchwood has established mission into the future. a “garden” with good soil, plenty of water, nutrients and the love of Another factor for sustaining our mission is the preservation gardeners. Here we plant saplings so they will grow and bear fruit. of our culture. Culture is an expression of the values, practices Inspiration, encouragement, support, kindness, warmth, thoughtful- and traditions of any given institution. Culture is the cumulative ness, consideration and professionalism at its highest level are the effect of how people in an institution treat themselves, how they hallmarks of our culture. In the coming months I will explain some treat one another, and how they treat their institutional responsibili- of our efforts to continue and even enrich this wonderful culture ties day after day. The power of culture to determine student learn- we enjoy at Birchwood. UNDER THE CANOPY result is that all students receive a world-class education regardless of socioeconomic situation. The less obvious consequence is that NEWS FROM BIRCHWOOD Birchwood must operate more efficient operations than our peers. Thus, Annual Fund support allows us to improve, grow and access Why Fundraising Matters: The Students opportunities that lean margins might otherwise preclude. Every year, Annual Fund dollars So, support the Annual Fund today. Click here or stop in the Main directly benefit students. Two key Office and make a gift that directly benefits your student. focus areas include improved facili- ties and programs. For instance, Michelle Ehlert this summer, many rooms had Director of Advancement lockers removed and replaced with custom shelves. We purchased new Celebrating the Success of Birchwood’s classroom furniture and stocked the Class of 2012 National Merit Scholars foreign language building. On the Congratulations to alumni Clive Chan, Peter Abou Haidar and programming side, philanthropic Kavya Ravichandran from the Birchwood class of 2012 for being dollars seeded both the music and named National Merit Scholarship semifinalists and to Naomi Wu visual arts programs. They also and Alexander Isherwood, supported Signature Programs like who were named Com- History Day, MATHCOUNTS and Future Problem Solving (FPS). mended Students in recog- CONTENTS Donations provide travel scholarships for national competitors and nition of their outstanding Teaching Character ....................2 have permitted us to grow the December Dance & Drama Residency. academic promise. Thirty- Reflections by Charles Debelak Financial accessibility for students is also a key focus. Last year, six percent of the 2012 Early Start ...................................3 the school provided financial aid to more than 48 percent of Birchwood graduating Class News.................................4 class is ranked among the students. In addition, we maintain tuition that is 30 percent lower Future Problem Solving ............13 than our next closest academic peer. This means that all Birch- top students in the nation. Upcoming Events wood families receive an education equivalent – and often better continued on page 13 Poetry Show .............................13 than – that of our far more expensive counterparts. The obvious 1 © Birchwood School | 4400 West 140th Street | Cleveland, OH 44135 | Office: 216.251.2321 | www.birchwoodschool.org TEACHING CHARACTER Potential is a Gift – Excellence is a Habit t Birchwood, we believe for character education to be effective and enduring, we must first inspire children to Avirtue, and, second, we must teach and train them lessons in virtue. In the September Clipboard, I shared a new initiative to inspire students, featuring an all school theme that fills the atmo- sphere with positive virtue. We began the first day of school with our “smile campaign.” In October, I described how we inspire chil- dren through stories in our daily openings across all grade levels. This month our teachers share examples of how character is taught and trained throughout the school day in each of our classrooms. Helene Debelak Director of Curriculum Mrs. Debelak relishes seeing each Birchwood student cultivate their character year after year throughout their Birchwood career. First Grade (Mrs. Sprau) Seedlings Mrs. Sprau’s first grade homeroom listened to stories about friends Seedlings have been working on sharing. Mrs. Shumway and during opening. Through reading “The Price of Friendship” in Miss Hoelter encourage the Seedlings to take turns and share “Uncle Arthur’s Storytime” by Arthur Maxwell, the students with their classmates. During center time there are many friends learned that friends stick with each other, even if they would eager to play. The children are reminded that the classroom works rather do something else. The children are practicing this at recess. best when everyone takes turns. Giving students the appropriate They’re learning to sometimes play what others would like to play language to share also assists in creating an environment where and to follow the rules of the game even if it means they get out. students respect one another. First Grade (Mrs. Mamone) Sprouts Mrs. Mamone’s first grade class has been excited about the new Sprouts are learning what it means to be kind to their friends and “on a positive note” program taking place in their classroom. teachers. The children are using kind words and actions throughout Each week Mrs. Mamone selects a student on Monday morning. the day. Recently, a student was struggling to put on his coat and Throughout the week, she keeps track of the positive character another friend offered to help. Mrs. Sabruno and Mrs. Brady are traits she sees that child exhibit. On Friday, after a drum roll and helping the students experience the importance of what it means to much anticipation, the student’s name is revealed and they get to use kind words during snack time and lunch. Sprouts are under- take home a special letter to share with their parents. standing that when kind words are used, classroom friends feel happy. They have also been learning to work as a team to clean up. This involves offering to help a friend even after they have finished Second Grade (Mrs. Syed) their own clean up. As classmates work together, each child is Mrs. Syed’s second grade homeroom has finished learning how developing a sense of teamwork. to be a good friend. The class read books about friendship and the character traits of being a good friend. During the day the children Kindergarten practice being a good friend by being helpful, considerate and kind. The favorite quote of the class is “A slice of nice makes a Mrs. Chen and Mrs. Hallett’s kindergarten classes have learned mile of smile” from the book “Kindness Is Cooler, Mrs. Ruler” by how to be “bucket fillers.” Students have learned that a bucket- Margery Cuyler. Currently, the students are reading books about filler is someone who is helpful, caring, kind and considerate of believing in yourself. So far the children’s favorite books on this others. The classes have been recording bucket-filling actions on topic are “Stand Tall, Molly Lou Melon” by Patty Lovell and paper links when a student is seen “filling someone’s bucket.” “Dandelion” by Don Freeman. They understand the importance of For example, helping another student pick up spilled materials being yourself regardless of what others may think. from their supply bin without being asked to do so, asking another student who is alone at recess to join in and play, and comforting continued on page 12 another student when he was sad and missing his mom. 2 Birchwood Clipboard | November 2015 | Vol 22 | Issue 3 REFLECTIONS BY CHARLES DEBELAK EARLY START A NOTION ROOTED IN HISTORY AND MODERN RESEARCH e have established that good character is built upon good habits, and good habits are a result of practice Wover time. Also, we asserted that good habits are formed primarily during youth, the first 15 years of life. Now I hope you did your homework from last month, which was to study the personal histories of friends and relatives that you consider of good character, that is, those who could be role models for your children. Were you able to make the connection between childhood experience and adult character? I will guess you did because I have done this little exercise hundreds of times whenever I meet someone whose character makes an impression on me. The connection from early childhood to good character in adulthood is always evident. Furthermore, when I’ve talked to friends from different cultures or ethnicities, the story remains the same. A few years ago while chatting with friends, I described the advantages of building good habits in youth. One friend of Hindu background told me that was I was moved by this conversation, though not surprised. Here was how many Hindus viewed early childhood character development. something so universal, so common to our shared humanity. Con- In fact, his family had a traditional saying that parents should clusions are self-evident. People are people, humanity is humanity, regardless of cultural, religious or ethnic background, and history ... if children learn to read early, has evidenced that the development of good character occurs pri- the benefits of being a competent marily in childhood.