Guest Blogger - Nicole Miller
Topics: social-emotional learning
As we look forward to spring, we are beginning to plan our Admissions Open Houses. East Woods School has Open Houses scheduled for March 6th and April 15th, and we look forward to hosting families for these visits.
Topics: Open House
It’s January! Here at East Woods, our eighth grade students, their parents, and our faculty and administration are very focused on an important watershed moment in their EWS careers: the secondary school application process. The time spent on high school placement is always a time for perspiration and bated breath as we send off the lovingly prepared application portfolios for each eighth grader, a product of hours of work by the students, their parents, and our staff. As our work on this diminishes, the secondary school admissions committees go into overdrive as they receive applications.
East Woods graduates have always attended prestigious boarding schools, local independent day schools, parochial schools and the top academic tracks at the public high schools in their home districts. This golden tradition continues into the present day. Our students are eagerly sought after by outstanding secondary schools. Some of the independent schools EWS graduates have been accepted to in the last five years are: Choate Rosemary Hall, Deerfield Academy, Portledge School, Friends Academy, Hotchkiss, Taft, Millbrook, Groton and Chaminade.
Topics: benefits of private school
At East Woods, we believe very strongly in the benefits of a school that begins in Pre-Nursery and ends in Eighth Grade. Why?
There is a small, but growing body of research that is beginning to show that teachers are uniquely poised to help students develop prosocial (positive) behaviors. Teaching kindness in the classroom setting can redirect inappropriate and unkind behaviors. Direct, unkind actions towards other children can be seen in children as young as three, including exclusionary behavior. Children may have seen these behaviors modeled in the home or in other settings, and they can bring them into the school experience. At three, these actions range from a child putting his hands over his ears to show, “I’m not listening to you” to pushing or hitting.
If students are not stopped and taught a prosocial behavior in the moment one of these actions occurs, a pattern of aggression can continue. This is why at East Woods we believe teaching prosocial behaviors begins with our youngest students and continues through Lower and Upper School.
To put it plainly, we teach kindness because we model kindness.
At East Woods School, we have just completed our first round of parent conferences for the academic year. Our teachers talked with parents about each student’s academic progress, of course, but in most cases, also discussed social-emotional learning and development.
Gone are the days of treating students as disembodied brains. All the recent brain research of the last fifteen years has underscored the importance of emotional and social connection in promoting learning.
At East Woods, we believe our small classes sizes are a plus for our students. Several research studies have uncovered a correlation between small class sizes, defined as under 20 students, with improved student outcomes. The benefits of small class size have been shown to have both an academic and social-emotional impact for students. While positive effects are especially clear for low-income students, improved learning and school satisfaction occurs across all socio-economic levels.
Have you been asking yourself, "How can I help my child cope with scary events?" In light of the recent enormous tragedy in Las Vegas, it's important to remind ourselves as parents that children are not equipped to handle the same kinds of images and information that adults are able to. They have not yet developed a context for frightening images and information. It is important not to expose children to frightening graphic images or upsetting details during or after such events. The American Academy of Pediatrics (AAP) suggests that parents, teachers, child care providers, and others create a buffer zone between the child and the ubiquitous media and talk about the violent event. Adults should filter the information about the crisis in such a way that a child can cope with the information. Author Mary Pipher calls this creating and maintaining the "shelter of each other."
Topics: parenting tips