Home ›

Blog

A Dream Playground We Built Together

Submitted by Nadine Fiedler on Fri, 06/18/2010 - 3:50pm
posted in
Printer-friendly versionSend to friend

By Karen Katz '74

From the Spring 2010 Caller
What lifts spirits more than watching children run, swing, jump, and bounce on the playground adjacent to the Fir Grove? Answer: Watching them and knowing that my family, colleagues, and friends—my community—had a hand in building the structure that provides a magical venue for boundless, expressive play.
 
With little prodding, I can recapture 15-yearold memories of Lark and Schauff (former headmaster) drilling bolts into place and chatting about the state of education while the playground underpinnings took shape around them. I picture volunteer co-chairs Leah Kemper and Jennifer Sammons cheerfully gathering the troops, with the aid of bullhorns, to announce the next task requiring attention. And I remember tiny preschool hands sanding the boards that hold the playground together. Those once-tiny hands typed college application essays this year.
 
For five days in October 1995, the campus was a flurry of activity when hundreds of school families busied themselves from dawn until past dark building the playground. Torrential rains early in the week triggered complications but did not dampen our spirits as we mucked about in ankle-deep mud chatting, laughing, working, learning, working more, and scooping out buckets of standing water.
 
The work was hard and the mood was festive as the community came together with a common purpose. Everyone had a job—moms, dads, grandparents, teachers, trustees, alumni, friends, and kids of all ages. First graders rubbed bolts with bars of soap to make it easier to screw them in. Middle Schoolers shoveled gravel into wheelbarrows and put their muscle into urging their heavy loads across rugged terrain to lay the drainage. Upper School students, now raising families of their own, toiled alongside adults sawing, routing, and sanding miles and miles of railings.
 
Before the building process even began, students and teachers had worked together to plan how our playground would reflect the campus aesthetic and our children’s imaginations. Excitement intensified as students worked together to come up with drawings and ideas. When a design group requested a castle tower, the plans were adjusted to include majestic spires. The children insisted on multiple tire swings, hidey-holes, and a spiral slide, and incorporating the beloved wooden boat. Community members suggested every feature of our grand playground.
 
Tremendous volunteer effort went into organizing work crews, each with a crew boss to direct traffic, assign tasks, and make sure people were properly trained. Skilled carpenters took novice builders under their wings. The mother of a newborn baby took charge of volunteer check-in. The cooks among us, and parents with restaurant connections, labored tirelessly to feed the hungry crews. The food was fantastic, and meals in the Barn were raucous breaks from physical exertion. Occasionally, someone would break into song. “If I had a hammer. . . ”
 
Dappled sun filtered through the Fir Grove when everyone came together at the end of the week to christen our beautiful new playground. Gathered there, we got that goose-bumpy sense that we were part of something bigger than ourselves. With a new pair of Catlin Gabel-blue scissors Lark cut a ribbon made from paper cutout hands: tiny preschool hands and great big grown-up hands. Children exploded onto the playground in a whirl of arms, legs, flying hair, and whoops of joy. We looked around at our enormous accomplishment, the children’s smiling faces, and each other, consumed by a powerful feeling of community.
 
How do you like to go up in a swing,
Up in the air so blue?
Oh, I do think it is the pleasantest thing
Ever a child can do!
Robert Louis Stevenson
Karen Katz ’74 is Catlin Gabel School’s communications director. She has been at the school since 1986. Photos of 1995 playground construction by Karen Katz ’74 and Steve Bonini.  

 

Learning Community at Catlin Gabel

Submitted by Nadine Fiedler on Fri, 06/18/2010 - 3:13pm
posted in
Printer-friendly versionSend to friend

By Allen Schauffler & Jonathan Weedman

From the Spring 2010 Caller
Community is not an elusive quest at Catlin Gabel. It is the granite cornerstone of our foundation. We can reach back into the school’s earliest history and find references to community woven throughout Ruth Catlin’s writings. In the mid and late 1960s, when the influence of the Black Mountain College group among the faculty provided foundational ideas about community, the school as we now know it took shape. Ideas about community have come from many sources since then, but those two influences are the driving forces behind what we teach and model today. From Beginning Schoolers, where community is taught and experienced as concrete cause and effect, to Upper Schoolers, where community becomes an internalized and essential ingredient for living, its teaching is intentional and direct. Beginning with the littlest children, both in the classroom and outdoors on the playground, one can hear the mantra “Be Safe and Be Kind” over and over. In the Lower School that mantra becomes the essential question when a child is learning behavioral expectations.
 
By definition, a young child enters Catlin Gabel as a somewhat egocentric being. It is the primary job of the preschool to lead a child from the exclusive notion of “me” to the seed of understanding about what “other” might mean. The underlying philosophy behind this is that we strongly believe that the learning of content cannot begin and is meaningless unless there is a firm foundation of social conscience. As we watch children progress through the developmental stages of play and learning, the move from being merely a cooperative player and learner to a truly collaborative being is crucial to success at the school. In order to thrive as an experiential and process learner, one must be internally driven to be open to the riches that flow from the ideas and experiences of others. The goal is for children to embody, “I am made better by those who surround me.” Taking this as a given, then, we begin with simple guidelines that ease children into the experience of being a group learner.
 
Raise a Quiet Hand and Hand on the Arm are the first lessons for a preschooler. These teach that interrupting another person, whose ideas are important to one’s own and the group’s learning and understanding, is rude and unkind. Stop, Look, Listen, and Respond is the behavioral expectation when someone speaks your name. Speaking to someone is not an idle behavior; it demands respect. When the conundrum of group problem solving emerges in the classroom or on the playground, younger children are often befuddled by what to do. Talk, Walk, and Squawk provides an accessible place to hang one’s hat. First you try to talk to the person or group. If that doesn’t work, you can try walking away. If the problem persists, you must squawk to the nearest teacher or grown-up, who can help untangle the issue by providing vocabulary coaching and by scaffolding a conversation. But first, the child must have tried to talk. These simple mnemonic devices provide easy and accessible tools for young children as they wind their way toward a deeper and more practical understanding of community. This also sets the foundation for successful problem solving; a fundamental element of a fruitful community.
 
As children move through the grades we use both implicit and explicit interventions to further set the stage for community development. We teach kindergarteners the fundamentals of working in a group and how to get along with others. They are taught to discover if the choices they make are wise and ask themselves, is it safe? Is it kind? Is it honest? Is it fair? A good problem solver is a good community member, and from this early stage of their academic career children are taught the steps to problem solving, through stories, coaching, or through a tool called Kelso’s Wheel, a list of strategies for conflict resolution. Learning to be a good friend is also imperative as a kindergarten Eagle. Children spend time Fishin’ for Friends and discussing the components of good friendship, such as empathy, taking turns, problem solving, sharing, and helping each other. In fact, children learn that being a good friend helps their classroom and ultimately the entire community work well.
 
In 1st grade and onward through the Lower School, children are surrounded by messages of community and being a good community member. Through service, tradition, and class instruction children learn that being a community member is a requirement of Catlin Gabel. Children donate time to the Oregon Food Bank, host a food drive during Harvest Festival, and implement programs about sustainability such as the recent “1 oz. Campaign,” a plan led by 5th grade students to reduce our school waste. Children celebrate their community each week by attending Community Meeting, where they sing songs, read poetry, and celebrate holidays such as Martin Luther King, Jr. Day. The Lower School shares community through its traditions, whether it is the rolling of the oat cake or partnering 4th graders with 1st graders as school buddies. Finally, classroom instruction is an explicit form of teaching community. First graders are taught about community, making choices, and healthy and unhealthy play, as well as using helpful and not hurtful words. Second graders learn the value of diversity, friendship, and conflict resolution. They discuss resiliency and the characteristics that help them “bounce back” from hard times.
 
In addition to the children of Catlin Gabel, a parent body that embraces the school and its ideals is imperative for successful community building and to further solidify community engagement. We encourage parents to participate across the school in official and unofficial capacities, carry over classroom lessons to home, and serve as extended eyes and ears of the faculty while supervising children on the playground and on class trips. Elected Parent Faculty Association representatives for each grade strive to relay communication between parents and teachers. Unofficially, parents celebrate community with their children by attending Friday Sing in the Beginning School and Community Meeting in the Lower School. They volunteer across the school in a variety of capacities and are essential for successful completion of fundraising initiatives, conferences, and special events. Engaged parents model to children the emphasis on community and demonstrate a desire to make it a stronger and better place. Parents are asked to help each other’s children, to intervene in conflicts, and to help children understand that every adult at Catlin Gabel is there to support them.
 
We know from experience that children who have achieved compassion for others and have absorbed and live these ideas of relationship make a firm and constructive community. A child can achieve almost anything when he or she has internalized community and can use it as both a cognitive and behavioral tool to contribute toward future good. Each June, graduating seniors who started at Catlin Gabel between preschool and 1st grade are invited to come to the Beehive “lifers” ceremony with their parents, teachers, and other community members. We sing together, and each senior gives the younger children in attendance a piece of advice or talks about something he or she learned at Catlin Gabel. Inevitably, the advice and the important experiences they speak of are centered on their understanding of what this community is about and the way it has shaped their experience and, more importantly, has shaped them as young adults. We hear statements like, “be kind to your friends: they will be with you for a long time” and “take care of your business, and if you have trouble there is always someone there to help.” They say things like, “there is life beyond homework” and quite poignantly “being a friend and keeping a friend is the most important thing you will learn at Catlin Gabel.” It’s always exciting to see those early lessons in community come full circle.
 
Preschool teacher Allen Schauffler has been at Catlin Gabel for 42 years. Jonathan Weedman is the Beginning and Lower School counselor at Catlin Gabel. He has worked with children, youth, and families in the Portland area for the last 10 years.  

 

Communitas: The Gift of Coming Together

Submitted by Nadine Fiedler on Fri, 06/18/2010 - 3:06pm
posted in
Printer-friendly versionSend to friend

By Lark P. Palma, PhD, Head of School

From the Spring 2010 Caller

What is a community? It’s undoubtedly different for every person, and each of us may have many different intersecting or distinct communities in our lives. A school community, like the one we have here at Catlin Gabel, distinguishes itself because in the process of education we explicitly teach children how to become good members of their society and their world, and we model behavior constantly for them. We show our students that we are always there for them, and that they are surrounded by caring adults who are ready to catch them if they fall, both literally and metaphorically. Students who have been at Catlin Gabel for any length of time feel that this school community, in which they have been immersed for hours every weekday, and maybe even evenings and weekends, is an enormous part of their lives.

 
We are fortunate to have the sense of connectedness and formation of social networks here at Catlin Gabel that we do. Grade-level friendships among parents and children, sports team affiliations, interactions among divisions of the school, and extracurricular and other groups help weave the complex whole that is our school. So many different kinds of people make up this entity—from facilities workers to fundraisers, to teachers and students of all ages, and families of all backgrounds— that building community takes time, empathy, and trust.
 
Scott Peck, in his work The Different Drum, offers some useful ideas on how to think about community. He asserts that when people are able to move beyond fear of controversy or revealing of strong opinions and talk frankly with each other, greater community can occur. Sometimes these processes are difficult, even painful, but, as Peck says, at the end of the process true community can exist.
 
True community comes to fruition when we are each able to speak our truth about our feelings and ideas, when we are able to listen to and appreciate one another, and are able to subsume our own personal desires to the higher, social good. We endeavor to teach our students to be humane and open to others’ needs, that sometimes the needs of a few spotlight important issues that need to be addressed, that any community needs to order itself through its guidelines, and that often the needs of the community must trump the needs of the individual. That is why the notion of community is so complex and elusive. Good community is like good communication: you know it when you really have it, but sometimes the journey to that point is long and uneasy.
 
We struggle along on that journey together, for good and bad, old and young, and share our deepest selves in the process. All of the stories in this issue of the Caller explore this notion of community and offer wonderful examples of how we try to live true community every day. How can we not be successful with all of this effort?
 
Enjoy this issue of the Caller, and please accept an opportunity to come to one of the many events that secure true community here. It’s wonderful to join together and see how our children learn to be part of a greater whole.

 

Faculty reach 100 percent participation in annual fund

Submitted by Karen Katz on Tue, 06/15/2010 - 1:16pm
posted in
Printer-friendly versionSend to friend
Bravo!

We are grateful for the outstanding efforts of Faculty-Staff Giving Committee members Kathy Qualman, Lynda Douglas, Ginny Malm, Kate Grant, Ron Sobel, Chris Balag, Chris Woodard, and Spencer White.

Thanks to everyone who made a gift to the 2009-10 Annual Fund. Your contributions directly support our students and our school.

The Catlin Gabel Lower School Crier, June 10, 2010

posted in
Printer-friendly versionSend to friend

 

Catlin Gabel Summer Programs with Jackie and John!

 

More Summer School Offerings below!

Register here!

SUMMER BEEHIVE
WOODWORKING FOR KIDS  (above 3rd grade)
WOODSHOP WONDER (4th & 5th)
BIKES ARE US!
RUN TO THE SUN
KIDS IN THE KITCHEN
YOUNG AUTHORS SOCIETY
GLASS FUSION (4th &5th)
READING, WRITING, RECIPES
SUPER STAR ALL SPORTS CAMP