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Principal's Newsletter

 

Winter 2019

The Beauty of Discourse

To provide context...

Throughout the fall semester, our service learning students in the fourth and fifth grades thoughtfully researched ideas regarding composting organic materials and the environmental benefits. Together with their educator, they wondered how we at Council Oak could engage in a schoolwide composting project. As a result, adults within our school community, parents, PTA members, educators and myself, began to put into motion the steps needed to make composting at Council Oak a possibility. Considerations for such an innovative addition include needed financing, community-wide education as well as operating logistics.

The logistics is where this story takes hold...

In preparation for the children's return from winter break, the faculty and I met to discuss any needed operational changes to enhance the daily experiences for our children. It was at this point the suggestion to alter our lunch seating protocol was made. Prior to the break, children were invited to choose a table of their choice, as long as it was marked available for their grade level (with a rotating schedule for lunch, complete free choice of seating was not an efficient strategy as dismissal for recess would be very confusing). This new suggestion modified the children's options, honestly, it removed their seating option all together. The suggestion was to assign each class a particular table. With this new organization, children could more easily be dismissed to move through the clean-up and composting organization processes.

For those new to the composting process (like me), the food would need to be sorted as the children cleaned up from their lunches...milk cartons going into one trash can, organic materials such as bread crusts and chip crumbs into another, and so on. An additional byproduct of this suggestion would be the possibility for a calmer cafeteria environment. If you have had the opportunity to dine with your child, you might have noticed that children can become so excited, and very animated, to share the events of their day with other children not in their class. As the teachers and I measured the pros and cons, it seemed simple: making this small change offered our school the opportunity to move forward, if so desired, with a composting project while also decreasing the potential noise level in the cafeteria. In our mind, the downside included bummed children, no longer able to sit with friends from other classes. As experts in the world of children, we should have known better.

We pride ourselves in the respect and partnership we demonstrate for the smallest members of our community. In fact, one of our guiding values includes community partners. A value that states "Together, the school and community exchange ideas, areas of expertise and distinct experiences to enhance the learning environment." Yet, in hind sight, here we were, our community of educators making decisions and assumptions without engaging the voices of our youngest community members. Community members who this change directly affected. Still, we all agreed this change was necessary to even consider the composting project and so, the change was made. The cafeteria tables were relabeled and classes were assigned a specific table to sit during lunch.

It's been a few weeks now, the children have remained at their assigned tables and the feedback from both educators and visiting family members has been very positive. Many have observed how much quieter the cafeteria is and how the dismissal process is much more organized. All indicators are good...except the most important.

Emerging advocacy

This week, a small group of fifth grade children presented me with a petition. Yes, a petition. Signed by the entire fifth grade class, the children have been working since returning from winter break to identify their shared thinking and present a unified position. Their rationale is sound...

"Lunch is the only time we can talk to our friends in other classes."

"Sitting with our friends could increase how happy students are therefore relieving stress so we do better on tests and work."

"Sitting where we want means people have freedom."

These are just a few of their defending positions. As the eternal educator, my response was to provoke the children to think deeper with an unexpected ask. My intent of the prompt was to help them understand why we had to make the change. Maybe if I had their buy-in, they might better understand and therefore comply. And so I prompt, "Offer an opposing view." And so they did.

"A table might become over-crowded."

"It could get loud. It could get crazy. So we would talk more and eat less."

"If the classes sit together, it is easier for a teacher to know who is who."

In advocating for both perspectives, they're not wrong.

As the school leader, this is a small but extremely important moment to pause. With this small group of children in front of me, firm in their convictions and clear on the opposing view, I found myself without words. Instead, I relied on what I know to be true. We believe each child is intelligent, curious and innately capable. So when I find myself without words, I turn to our children.

This experience does not have a neat and tidy closure, it is still unfolding. Rather than dismiss the children back to class, I asked if they would like to bring this discussion back to the entire fifth grade. Resoundingly, they agreed in excitement and are thrilled to host a fifth grade, town-hall style, conversation. I do not know the outcome. I have more questions than answers. But I am equally thrilled to share these questions with our children and engage this incredibly important voice of our community in meaningful dialogue and critical thinking.

Why this experience is paramount

How amazing is it that we have, through respect, honor, engagement and love, instilled a belief within our children that their voice matters? That what they have to say is not only equal, but often, more important than the older voices that act on their behalf? Our children have learned to be advocates, passionately committed for the good of a group of peers. That our children have considered varying points of view in their requests, rather than demand what they want without regard to cause. That because of their work every day, our educators have created a space where children truly see themselves as partners in their learning, not recipients of the knowledge imparted on them by the oldest human in the room.

I am excited. I am curious. I am amazed. I am nervous. I am worried. I am proud. I am joy-filled. And I am honored to be a part of the next chapter of this experience.

Update: Our Year in Transition

Throughout the spring of 2019, the Council Oak community will begin to see modifications to the exterior of our building. In collaboration with the Tulsa Preservation Society, Tulsa Public Schools has been given approval to move forward with changes to our exterior structures. Changes will include preservation and covering of spaces such as the gym entrance, stadium arch, and marquees. On structures such as the main entrance, metal lettering and sidewalk benches, these plans include thoughtful archiving as items are respectfully removed and replaced. With safety as our highest priority, construction on these projects will be prioritized to not occur with children in the building. However, community members may notice an increase in Tulsa Public Schools staff and approved vendors as they will be frequently visiting our school site in preparation for the on-going work. Our goal is to have these changes concluded by the closure of our school year.