Teaching Competency:

From 350 BCE to the Present

There has been much discussion over the millennia about what skills are necessary for success in the world. Of course, given the century in which one was born, necessary skills varied greatly; however, the search for solid foundations upon which to build essential skills has been around since the dawn of civilization.

Ancient/Classical World

In Athens in the mid 4th century BCE, the academy emphasized specific skills to develop the mind while societal prerogatives did the same for the body. In the academy and through private tutors, students were taught Rhetoric, Oratory, Philosophy and its close cousin at the time, Science. Occasionally the arts were taught, Music. Athletics were eventually incorporated, but were first the purview of each city-state community: wrestling, foot racing, javelin and stone throwing – all military in their origins. The result of all this for a well-rounded individual was to form certain skills, competencies:

1. Creativity

2. Critical Thinking abilities

3. Character strength

4. Communication skills

Late Nineteenth and Early Twentieth Century

With the development of the one-room school house model in America, a new push came along to make sure that each child had the essential skills for success in the greater world. It was pithily summed up in the “Three Rs: Reading, Writing, ‘Rithmatic.” What were the overarching goals?

1. Effective Communication skills

2. Critical Thinking skills

3. Collaboration – think older students helping younger ones to read, write, and add.

Late Twentieth Century – 1960s -1980s

The turbulent decade of the Sixties had a ripple effect upon academia. Rote learning was challenged, students were asked to think critical and analyze information and to not believe everything they read in the papers. This all led to a new set of competencies, I remember being introduced to by former Headmaster Jack Thompson in faculty meetings:

1. Critical Thinking skills

2. Problem Solving

3. Effective Communications skills

4. And teaching students to work cooperatively

2010 to the Present:

In the last few years, we have been introduced to the current skill set and competencies our students should acquire. Any guesses? The National Association of Independent Schools, in collaboration with colleges and universities have been promoting the “5Cs of 21st Century Learning”

1. Critical Thinking;

2. Creativity;

3. Communication (writing, public speaking, and facility with technology);

4. Collaboration (and leadership); and

5. Character.

If it sounds familiar, it is. These core competencies have not changed because what we are expected to do with them has not changed in over 2,500 years.

How do we teach to these competencies perhaps differently than in the past? We do so not in isolation. It seems that more and more, what we do in one discipline crosses over into another. What we learn in Latin class becomes integral to what is being learned in English, math, and science. But more importantly, we do not only teach, we live it each day.

We are glad you are here not only to observe, but also to participate in this process. So, don’t be shy, roll up your sleeves, get involved, ask questions, answer questions, collaborate, problem solve, think critically and take part in what your grandchildren and special young friends do every day.

Welcome to Mooreland Hill.

RE: “Latin Vanishes From Some Schools”, The Hartford Courant, Sunday September 25, 2011

Thank you for the article on the study of Latin in our schools, though I would have liked another title for the piece. I could have suggested a few like, “Latin Thriving in Some Schools,” or “Latin Survives the Test of Time,” or “Students Find Learning Latin Practical (and Fun).” Also, I would have suggested taking a slightly different tack, perhaps writing about why some schools have maintained the integrity of their Latin programs in the face of so many budget cuts and perceived lack of interest in the language.

The fact that the study of Latin waxes and wanes in school systems is not new, but the article does point out quite clearly that the offering of Latin in our schools is largely driven by strong personalities with strong beliefs about Latin’s relevance in today’s world. In the school systems where it does thrive, success of the program can be traced directly to dynamic teachers and administrators.

I know for a fact that at one of the schools mentioned, the program comes alive through the tireless, passionate, exuberant teaching of a former colleague who inspires students with her love of Latin. Her teaching is infectious and rewarding for students lucky enough to have her for Latin. She teaches in a school where the administrators know the explicit and implicit benefits of the study of the language. So, to simply attribute the decline of Latin in some school systems to a lack of interest or the inability to find someone qualified to teach it is too simplistic.

In our small independent school, Latin is introduced in the seventh grade in addition to Spanish and French. Most of our students study a modern language along with Latin. And we know that studying Latin makes learning a Romance language that much easier. We believe that studying how other peoples use language to communicate gives us a glimpse into how others see their world and view relationships, and the study of Latin offers students a great platform to begin this understanding.

The benefits of studying Latin are manifold. More than 65% of English words are derived from Latin roots. Understanding the Latin roots strengthens the understanding of English vocabulary and diction. The study of the systematic structure of the language helps us to understand our own grammar and improve our ability to communicate exactly what we intend.

Then, there is the study of Roman culture and history that is inextricably linked to the study of the language. Roman civilization, customs, and laws have heavily influenced our culture including science, technological innovations, city planning, architecture, leisure activities, and more. In short, it is the quintessential liberal arts course and encompasses the skills needed for twenty-first century learning: critical thinking, creativity, communication, collaboration (and leadership), and character. How ironic that our forebears have provided this blueprint for 21st century learning by perpetuating the study of a language spoken more than two thousand years ago.

The study of Latin has been a cornerstone of our curriculum since the founding of the school in 1930. We have had no difficulty finding Latin teachers. We have two faculty members with Classics degrees on our staff. We teach Latin to seventh, eighth, and ninth graders. Many of our students have gone on to study Latin at the secondary and collegiate levels. We have easily perpetuated the culture of the Classics and have not experienced the ennui prevalent in other schools.

*****
Michael Dooman is the Headmaster of Mooreland Hill School in Kensington, CT, and a Latin teacher. www.mooreland.org

August 23, 2011: From the desk of the Headmaster…

I am often asked by friends who do not have children in an independent school, “Why Mooreland?” It seems so self-evident to me that I scarcely know where to begin. I talk about the high ideals of education for education’s sake and how all children have the ability to succeed to their fullest if given the chance. It is then that I realize that I have lost my audience. Their inquisitive, interested attention gives way to the beginnings of a far away gaze.

I have learned to change gears rather quickly in dealing with this type of question. Now when confronted with the “why?” I answer with the concretes first. Here it is:

1. Class Size: Our classes are small. On average, our class sizes are eight or nine students. Our largest class is fifteen and our smallest is a tutorial in accelerated Latin. Why is class size important? Every student is engaged in every minute of the class period. They are actively involved in the learning process from the moment they step in to the class until they leave.

2. Accountability: Our faculty members are expected to know each student academically, athletically, and socially with his or her peers. This holistic view of the individual helps us to understand how a student thinks, works, and interacts with the outside world. It is important to know this to engage students in the learning process. If there are difficulties, we can learn why and redirect our efforts to reach each student.

Our advisor system provides each student with a faculty mentor who becomes the expert on that student. They become the point person for the transmission of information to the home and from the home to the school. In the first few weeks of school, we get to know each of our students as individuals.

3. Learning Community: It is no accident that our school is a community of learners. We have a well-established mission statement to guide us. Beyond this, the Headmaster, faculty and staff work together to create an environment where safety is paramount, and learning in and out of the classroom is the norm. The adults and children work together in a variety of ways to build this community. Ask us about our chore program, the 8th grade kitchen crew, landscaping, team sports, Fine Arts Night, and Morning Meetings.

4. Strong Academics: Our faculty provides a strong and balanced academic preparation. As an independent school, we do not have to subject our students to the testing necessary in public schools. Consequently, we have time to focus on the essentials of good preparation in all disciplines. Our students engage in active learning, as they develop critical thinking skills essential for 21st century learners.

Our students have access to two modern languages and Latin, high levels of math ranging from arithmetic to Geometry and beyond, a laboratory science curriculum beginning in the fourth grade and culminating in Conceptual Physics for our ninth graders. This is in addition to a strong English and history program. Our students are consistently placed in high-level courses at the secondary school level.

5. Secondary School Placement: As students prepare to move on from Mooreland, we help families make placement decisions for their children. With over 80 years of experience in middle school education, we know the secondary school environment quite well. At the core of our placement process is the belief that each child is different and success in secondary school is based on a good fit for the student. We explore all local options including public and parochial schools in addition to independent day/boarding schools. We use our wealth of knowledge to find the best school for each child.

I believe parents new to independent schools intuitively know what the advantages are. Experience allows them the certainty that the decision they have made to send their children to one was a good one. With this experience solidly in grasp, the high ideals I spoke of earlier become self-evident. What a student leaves with is far more than a shopping cart filled with certificates of completion. They graduate with a sense of purpose and direction, ready to take on the challenges of secondary school and beyond.

Eighth Grade Gift to the School

May 24, 2011: From the desk of the Headmaster…

Greatness

When greatness is the norm it becomes easy to overlook it. Mooreland Hill School is a great school, not only because of our reputation, secondary school placements or athletic prowess, but also because of the people who are invested in it. Investiture comes in many forms, and it is the preponderance of these forms that make for a unique community. Several events of the past week come to mind that exemplify the point.

Last week, we had two students, an eighth grader and a seventh grader, who took charge of the school schedule in a manner that was creative and non-disruptive to the learning process. The initiative they took is to be admired. The change to the routine was just what the student body needed to keep spirits up in a week during which it rained steadily four out of the five days.

On Friday evening we were all treated to a wonderful fine arts night. As I said that evening, it is noteworthy that each of our students participates in all programs at our school. The art was representative of our entire student body, and the musical performance exemplified their abilities and, for some, their willingness to stretch beyond their comfort zones for the good of the school.

On Saturday, a crew of volunteers converged on the campus to work on the raised flowerbeds adjacent to the Art Studio. Hamish Clark’s Eagle Project is coming to completion. He has done a fine job of organizing and planning for this project, and during the course of it has learned a great deal. So have we: hard work, perseverance and planning can make ideas come to life.

This morning (Monday), I arrived on campus mentally preparing for the day. I walked to the Old Building with Jack King who nodded at the flagpole and asked if I had noticed a difference coming up the driveway. I admitted that I had been deep in thought and did not. He directed my attention to the flagpole. I saw standing tall a newly painted white flagpole with a flowerbed at the base, a gift of the eighth grade class. This is a special gift, more valuable than a purchased item. In it, I see classmates and students, citizens of our school community, taking care of their school.

Acts and events like these are the norm here at Mooreland, and they serve to underscore the true nature of our community. We give of ourselves for the good of the whole, and we learn by doing as much as we learn in the classroom studying. Mooreland Hill is a great school.

Re-connecting to our Ideals

Over the break I had time to catch up on a few things that lingered from the winter months. These are usually items that require a certain tranquility that a school can provide during a spring break. One of the exercises that I look forward to during these quiet times is re-reading the school’s Mission Statement and philosophy and assessing our progress in light of its stated goals. In doing this, a few thoughts came to mind.

The most obvious sign of a successful year is our strong athletic program. Our opponents have been amazed at the quality of play of our athletes in a variety of sports. I have explained to many that it is not that we enroll only strong athletes at Mooreland Hill, but that our coaches work hard to promote team play. Our student-athletes have not only done their best to improve personal performance, but they have also taken team play to the next level. The work that has taken place behind the scenes has made this kind of play second nature.

Likewise, academically all one has to do is read our list of students achieving academic honors. Aside from momentary bumps along the way, our students are learning well. They are excelling in courses that their contemporaries find difficult. Again, all of this is only possible with committed and caring adults who make time to praise and encourage, and to push and cajole until our students approach their academic responsibilities with personal conviction. They are learning with confidence in their abilities and gaining a good understanding of their personal and academic challenges.

Less obvious are the personal triumphs of our students. Each one has grown tremendously since September. For some students it might be conquering the fear of climbing on an element of a ropes course, and for another it might be understanding how to approach a word problem or to make a speech in front of peers. It is because of these small successes that great triumphs are possible. There have been many of these small successes throughout the year.

From time to time, we need to take stock of our accomplishments, our successes. We are fortunate that we are a part of a strong learning community. Even so, we should not allow ourselves to rest on our laurels. We have much to be proud of without doubt, but life-long learning demands that we not become complacent with our efforts.

Reflect on our accomplishments this year and assess our progress against the explicit goals in the Mission Statement. I have included the complete statement below. As we have said in morning meetings more than once, “Work hard, then play equally hard.” As we head into the final trimester, we will renew this call to work hard and play hard.

MISSION STATEMENT

The mission of Mooreland Hill School is to prepare its students for admission and success at the secondary schools best suited to their needs, interests, talents, and abilities. Emphasis is placed on developing all aspects of the child, including academic, artistic, and athletic abilities. Moral character, a strong sense of community, and an understanding of the responsibility of citizenship are stressed through the advisor system, a student work program, community service activities, and a partnership among parents, students, and the school.

EDUCATIONAL PHILOSOPHY

The immediate and expressed purpose of Mooreland Hill School, ever since its founding, has been to prepare its students for admission and success at the secondary schools best suited to their interests, abilities, and needs. Several principles are implicit in this commitment:

First, to develop the whole child by emphasizing strong academic preparation and offering opportunities for social and physical growth.

Second, to provide a traditional, structured curriculum with emphasis on fundamental studying and learning processes while providing opportunities to become active, independent learners and creative, critical thinkers.

Third, to encourage each child to perform at the highest level of his or her ability in all areas.

Central to this philosophy is the conviction that each child be helped to develop a realistic sense of worth, a respect for others, high moral character, and a strong feeling for family and community. Mooreland Hill endeavors to provide the opportunity for considerable individual attention from faculty. This is done in partnership with the home through a system of guidance and communication extending beyond the school day. This personal approach will help assure that each student leaves Mooreland Hill with a sense of accomplishment; a pride in standards of excellence; an understanding of the responsibility of citizenship; and a confidence in his or her preparation to accept the challenges of the future.

GOALS

• To attract STUDENTS whose interests, aptitude and character will enable them to undertake the Mooreland Hill program with enthusiasm and success.

• To recruit and maintain FACULTY who themselves are committed to high standards of academic and personal excellence; who respect and care deeply about young people; who have the energy, initiative and imagination to keep learning about their disciplines and the process of education.

• To offer a PROGRAM OF STUDIES which will provide all students with a strong academic background in the traditional disciplines of English, math, science, history, foreign language and an introduction to the arts, so that students will come to value discipline, imagination, order and discovery.

• To provide our students with ACADEMIC AND SOCIAL STANDARDS and expectations that challenge them to give their best in an accepting and compassionate setting which encourages each person to be an individual.

• To nourish a CLOSE-KNIT SCHOOL COMMUNITY—a community that is marked by shared enthusiasm for living and learning expressed through caring, respect and courtesy that results in a happy and purposeful environment for all.