Survival+Guide

toc  Our class operates as an open classroom, with classes taught by Jane, Tilly, and specialists. This is a guide to help answer some of the questions you might have about this unique class. Each section describes an aspect of our curriculum and the reasoning behind it.

= = =Credit sheet= The credit sheet arrives 3 times during the year. It is a mixed set of work from Jane with each study worth a certain number of credits. There are generally 45-50 credits, which the students complete over a 9 week period. Each student must complete the entire credit sheet by the end of the 9 weeks, but he can configure the workload as he chooses. Every week each student must earn 5 or 6 credits for Jane, one of which will be 1/3 of a major study. The students have a choice in prioritizing their work, which is very important in an open classroom. The studies cover a wide variety of topics, so each student is exposed to many areas. Perhaps he will become interested in one of these and pursue it further. Time management, a skill that is useful in all phases of life, is another major component of this process.
 * //Why?//**

=Major Studies= These studies involve more information and depth. Topics for major studies have included Southeastern Indians, Constellations, Dinosaurs, Wolves, and the Holocaust. A credit sheet generally has 3 major studies, each of which is worth 3 credits. =Minor Studies= These studies do not require as much time to complete as major studies, but more of these studies are required per credit sheet. The studies cover a wide variety of topics, offering the students various avenues into the world around them, some of which might pique their interest.
 * //Why?//**

=Tree and Micro Observations= Tree and Micro Area Observations are minor studies that get the students out of the classroom to explore the campus and their surroundings. Each child chooses a significant tree on campus, which he observes all year long. In this observation process, the student identifies the tree and draws its leaves, finds and draws its spirit, and measures the tree’s height and diameter. Micro areas are small areas on campus to be observed in a similar fashion. The students write about these observations 6 times year. These assignments open our students’ eyes to the abundant details around them. They become more aware of the cycles of nature and the passage of time.
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=Projects= Projects are research topics of the individual student’s interest. He chooses the topic, writes 10 or more questions that he wants to answer, then Jane and Tilly add their questions to make sure the subject has enough research. The student answers the questions, turns those in for checking, then presents the project orally to Tilly or Jane. This is a student directed study that targets their interests and lets them help design the curriculum. Presenting the project orally enhances that skill, leads to discussions, and exposes the other students to the topic.
 * //Why?//**

=Independent Studies= These student chosen projects can range from cooking, interviewing the manager of a restaurant, inviting a speaker to come talk to the class, to studying the mushrooms on the Paideia campus. Each student chooses a subject to study and this time it can have a fun factor in it. Again the choice of what to study is important and independent studies provide another way to learn so that learning is not stagnant and held hostage in the classroom.
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=Conservation Letters= Conservation letters use animal or environmental issues to help the students exercise their voice as a future voter and consumer. The students pick from many topics offered and write a business letter to a politician, a company, or an organization. The letter must relate facts and be polite. Each student writes 9 letters a year. This process shows the students that their voices can be heard if they make the effort to address an issue. So often we get so busy that we forget that we can make a difference. This activity reminds the students that they can do just that. The letter writing also familiarizes them with the proper form of a business letter. We also hope that in their efforts, the students may become passionate about a cause of their own.
 * //Why?//**

=Keeping Tabs on a Country= This study takes an article from Time or Newsweek and helps the student focus what is happening in a particular country by summarizing the article. Our world is vast, dynamic, and on occasion frightening. The students should know what is going on in our world.
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=Corporal Quantification= The students chart their physical growth over the two years they spend in our class. At an age when the students grow in so many ways, exploring the changes that are taking place in one’s own body is engaging.
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=C.R.= Correct and Return. This is the way that we check papers. A student will receive the work back many times until it is an excellent piece of work for that child at that time of the year. As the year progresses, more will be expected of each student’s work. Each study on the credit sheet will be marked off as it is completed and all CR’s are done. Every child then works for an A and succeeds! Each student is in competition with himself only. With each study, he can accomplish more work with fewer CR’s.
 * //Why?//**

=Current News= In this class, the 7th graders discuss articles in the AJC to follow events and discussions occurring in the city and state. The students find two articles a week – one focused on the state (or outside the city of Atlanta) and the other on an issue or event in Atlanta. They then summarize the articles and report, prompting a class discussion. We live in a vibrant area with many challenges. Students should know about the mayor, city council, governor, and state legislature. The knowledge of area events and politics adds to their civic identity.
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=Election Watch= We will meet as a whole class once a week to discuss news about the presidential election as it unfolds. Each week a different group of students will bring in articles (half about McCain and half about Obama), which they will summarize and discuss with the class. Students may also learn about the candidates’ positions on various issues. We have a natural interest in national politics during the lead-up to this historic election. Why not capitalize on it?
 * //Why?//**

=U.S. History and Politics= This year both the 7th and 8th graders will start off the class by reading Lord of the Flies, a book that deals with the concepts of power and governance. The 7th graders will then take a close look at the time of the American Revolution— the ideas and circumstances that helped to shape our government. Then we will delve into the executive and legislative branches. The 8th graders will get into the amendments and court cases that have shaped our country since that time. Both groups will have a chance to develop their own opinions through writing, discussion and debate. History, particularly American History, is an important part of our identity. While we may or may not agree with the policies of the past or present, we have a cultural relationship with them. An understanding of the past helps us understand our place in our society today. Also, an in-depth understanding our government and its past can spark an interest in current events, locally, nationally, and internationally.
 * //Why?//**

=Creative Writing= Writing is an meaningful part of Paideia’s junior high. In our writing program, each student will write about her life, learning to be a good storyteller by listening to her own true voice. While Jane’s curriculum encourages students to get out and explore the world beyond their immediate surroundings, the writing program gives students the chance to explore inwardly. At a time when they are all growing and changing dramatically, writing enables them to be more self-aware, to discover what is meaningful to them, and to be authentic with themselves and with each other.
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=Literature= This is a class where the students can choose to read one of two books, one offered by Jane and the other by Tilly. The classes are mixed between 7th and 8th graders, which is wonderful for discussion because the difference in age brings varied ideas. We generally read about 40 pages a week and discuss those pages in a seminar like environment. These classes are excellent ways for the students to look at life situations and explore how the characters in the book react, interact and grow. The seminar style allows the students to lead the discussions with the teacher adding some comments and occasionally (when needed) bringing the discussion back to the main points.
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=Independent Reading= Each student is required to read five books during the school year in addition to the literature classes. He will complete a book review and have a parent signature confirming the completion of the book. We want to encourage them to choose books for additional reading experiences. Students will also have the choice to participate in the Reading Bowl, a junior high competition about books from a previously chosen list.
 * //Why?//**

=Fridays= We use Fridays to wrap up the week. Jane and Tilly will check each student to see if he has met his academic requirements for the week. If not, he will have to work on Friday and over the weekend to finish so that he can begin fresh on Monday. If he has completed his weekly work, he earns a privilege period. We end Fridays with time to share writing. We like to tie up loose ends so we can be ready to tackle the next week. Ending the day together on Friday is a nice way to punctuate the week, before we go our separate ways for the weekend.
 * //Why?//**

=Class trips= Trips are essential to an open classroom. We will visit the Zoo, IMAX at Fernbank, the Atlanta Botanical Gardens, the High Museum, the William Bremen Holocaust Museum, and anything else that pops up. Learning occurs in many places outside the classroom. We want the students to explore the world in which they live and see what a vibrant city we live in.
 * //Why?//**

= = =Community Service= Community Service is an integral part of our classroom. We help a family at Christmas, send packages to wounded soldiers, and everyday we write to one of “Our Ladies at Wesley Woods”. Many additional opportunities to help may pop up during the school year. We have been serving people who are homeless at the Lutheran Church of the Redeem for over 30 years. We leave school at 10:00 and return at 11:45. Parents may sign up to drive and can help serve, if they wish. There are many adults at the church including a policeman, so it is a safe and inspiring atomosphere. We have so many gifts. It is good to be able to share with people whose lives we can touch in a positive way.
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=Mediators= These elected positions held by 4 students at each grade level help monitor the dynamic of the class. Whenever there is a problem between students, the individuals involved select at least 3 mediators to hear the dispute and offer suggestions on ways to mitigate it. Elections are held twice a year. This is a student-based way of handling disputes. The teachers take a back seat. It is an alternative to the court system used in some classrooms in the junior high.
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=Class Council= Once a week, four of our mediators lead a discussion of pertinent class issues or devise group exercises to bring us closer together. The mediators are rotated each week. The teachers are present, but not in the role of leaders. This empowers the students to enhance relationships and to work out problems.
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=Thrower= Thrower is a High School counselor, who taught three years with Jane. He meets once a week with each grade level to talk about student or school issues. We are very excited about having him work with us. Again, both teachers are present. Thrower is a master at working with the students on issues involving relationships. We like his gentle approach and the way he makes the students feel safe.
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=Cleaning the Room= This is vastly important. The students set up the room at the beginning of the year because it then becomes their room, not the teachers’. They choose jobs to do throughout the year, which keeps the area habitable. It is their room. It is their responsibility, and we certainly want to help the cleaning crew.
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//**And last, but certainly not least. . .**//

=BANDIT! =



Bandit is an icon in the class and school! She teaches us what sentient creatures animals are. She is a gentle vegetarian. Her cage is cleaned each day by the students on a rotating schedule. This is another way to learn about the other creatures who inhabit the world with us and to learn compassion.
 * //Why?//**