Project Approach
Although
teachers are expected to provide daily explicit instruction in reading,
writing, and math, the Emerson program is centered on the Project Approach,
which provides a framework for guiding children through in-depth studies of real-world
topics.
A project is
defined as an in-depth investigation of a real-world topic worthy of children's
attention and effort. The Project Approach is a clearly structured, three-phase
scientific exploration of a topic of interest. There is a complex but flexible
framework with features that characterize the teaching-learning interaction.
When teachers implement The Project Approach successfully, different subjects
are authentically integrated, and children are highly motivated, feel actively
involved in their own learning, and produce work of a high quality.
Project work
offers children opportunities to do firsthand research in science and social
studies and to represent their findings in a variety of ways. Children also
have many occasions in the course of their project work to apply learned math
and literacy skills and knowledge. The description of a Project can be like a
good story with a beginning, middle, and an end. Teachers and children can tell
the story with reference to these three phases in the life of the project. Children
are expected to work cooperatively on complex and open-ended tasks as well as
follow instructions in step-by-step learning. The Project Approach provides one
way to introduce a wider range of learning opportunities into the classroom.
Field Studies & Guest Speakers
As part of their Project work, students experience a wide
variety of guest speakers and field studies that address the students’
questions and interests related to the Project topic. (These are arranged by
the Project Coordinator, in conjunction with the classroom teacher.) Most field
studies are accessed via public transportation, with teachers leading and
parent volunteers supporting.
Positive Discipline
All Emerson staff members are trained in, and are expected
to authentically and consistently implement, the Positive Discipline framework
in their work with students. This is the
basis of all of our relationships with our students. Most other “classroom
management” programs/systems are not compatible with Positive Discipline.
As developed by Dr. Jane Nelsen, this is a program that
teaches important social and life skills, in a manner that is respectful to
both the adults and the children in the situation-raising young people to be
responsible, respectful, and resourceful members of their community. It is
based on the theory that children who have a sense of connection to their
community (home and school) and whose input is regarded as meaningful are less
likely to engage in misbehavior. To be successful members of the community,
children need to be taught the necessary social and life skills. Positive
Discipline is based on the understanding that discipline must be taught and
that discipline teaches.
Effective Discipline…
- Helps children feel a sense of connection. (Belonging and
significance)
- Is mutually respectful and encouraging. (Kind and firm at the same
time.)
- Is effective long-term. (Considers what the child is thinking,
feeling, learning, and deciding, about her/himself and her/his world-and
what to do in the future to survive and thrive.)
- Teaches important social and life skills. (Respect, concern for
others, problem solving, and cooperation as well as the skills to
contribute to the home, school or larger community.)
The Positive Discipline model is based on creating mutually
respectful relationships. The methods use both kindness and firmness and are
neither punitive nor permissive. The tools and concepts of Positive Discipline
include:
- Mutual respect. Adults can be firm by respecting themselves and the
needs of the situation, and kind by respecting the needs of the child.
- Recognizing the reasons kids do what they do. Identifying the belief
behind the behavior.
- Teaching problem solving and communication skills.
- A focus on discipline that teaches (and is neither permissive nor
punitive).
- Focusing on solutions instead of punishment.
- Encouragement (instead of praise).
Participatory Management
The Emerson School uses a Participatory Management
structure for program decision making at all levels. This means that, whenever
possible, important decisions (e.g. staffing, curriculum, schedule, budgeting
choices, etc.) are made together as a group, with all staff members having an
equal voice in the process. This requires staff members to be willing to be strong
and open communicators, and respectful and receptive listeners, as well as
understanding that—while they may not always fully agree with the final
outcome—they’ve both had the opportunity to be heard, and have the
responsibility to hold true to whatever decision is made.
Morning Movement
Instead of a traditional PE program, we at Emerson have designed
our own Morning Movement program to both engage students in a variety of
physical activities, and to meet the state physical education standards. During
sessions lasting between 4-6 weeks, classroom teachers each lead a
Morning Movement activity of their choice. (Some examples include yoga,
football skills, spirit squad, jump rope games, and jog/walk.) Each student signs
up for one of the activities, and attends the same activity (with students from
each of the grade levels) each day for the 4-6 week session.
Literacy Program
Literacy
instruction at Emerson includes the following program components: Phonological
awareness; Phonics and word recognition; Fluency; Spelling and Word Study;
Vocabulary; and Comprehension. These components are taught through a
combination of Interactive Read Aloud and Literacy Discussion; Shared
Reading/Performance; Writing about Reading; Independent Writing; Oral, Visual
and Technological Communication; and small group reading instruction. During small
group reading, the teacher provides explicit instruction and support using all
of the skills and concepts mentioned above for reading increasingly challenging
texts. At the upper grade levels, book clubs replace explicit small group
instruction for most students.
In addition
to direct and explicit instruction, literacy at The Emerson School is taught
and practiced throughout the day and across the curriculum. The children learn
to read, write, speak, and listen in a variety of settings. During Project
work, both in the classroom and out in the field, students apply reading and
writing skills and learn by listening to experts. In math class, children write
about their findings and thought processes and talk about solving problems. As
they sing and create, they read along and express themselves. And, as class
meeting participants, students listen to each other and share their ideas
aloud.
Math Program
We are
currently using both Bridges and Eureka2 (the second is currently being piloted
in three of our classrooms) as our math curricula. Each emphasizes the need for
a deeper understanding of math before engaging more abstract concepts and
achieves this by offering year-long lesson plans in which major mathematical
concepts spiral throughout the curriculum, allowing students to revisit topics
numerous times in a variety of contexts.
In
conjunction with the standard curriculum, students regularly participate in
integrated, complex assignments in which they apply the concepts and skills
they have learned to more open-ended, hands-on, and creative tasks. These
activities may range from creating 3-dimensional models of a garden, to
attempting to create the longest paper chain possible using only one piece of
construction paper. Each of these is designed to illicit and support creative
problem solving, perseverance, abstract reasoning, modeling with mathematics,
attending to precision, and developing an understanding of mathematics and
their uses in the real world.
Planning Time/ “Specials”
With the exception of weekly music instruction, The Emerson
School does not have what are traditionally considered “specials”. Instead,
classroom teachers are expected to integrate the arts (particularly visual arts
and performing arts) into the classroom activities and experiences. Frequently,
these happen naturally within Project Work.
Students do receive 50-60 minutes of weekly music
instruction, provided by our music teacher. The classroom teacher is not required
to be present for this time; instead, it is a planning/break time. In addition,
every Friday Emerson students are dismissed at 1:15. The afternoon is then
designed for teachers to have a solid 2+ hours of planning time.
Subs
Emerson has a short list of commonly used substitute
teachers who are primarily scheduled for prearranged absences. In addition,
there are two licensed teachers on staff who provide support for a variety of
activities (e.g. small group instruction), who are available as substitute
teachers for last minute needs (e.g. morning/late night illnesses). Whenever
possible, teachers are expected to arrange scheduling their own substitute.
SPED
All Special Education services are provided by an employee
of the Portland Public School District. Currently, we have a 3/5 FTE individual
providing services for all of our students with IEPs.