Presidio Hill School Weekly News

September 12, 2003

From the director:

Unlike the first week of school, the second week did not begin with a thunderclap and end with an earthquake—but that does not mean that there is never a dull moment around here. That beginning-of-school buzz is still very much in the air: excitement bubbles in classrooms and hallways, students and teachers are learning new paths around the building, and we are all beginning to know each other better. Last year at this time, we had not even been inside the building until a couple of days before school opened. What a difference Year Two makes! I have had many conversations with parents and staff about the good ‘vibe’ we are enjoying so far—there is positive energy everywhere, even as we continue to adjust to a growing school.

Students sometimes feel that all we talk about at the beginning of school is rules, rules, rules. (I suspect that some parents feel the same way at dismissal time! I encourage all of you to read the traffic section of the Parent-Student Handbook on pages 15-16 to understand what we are asking you to do and why we are so strict about traffic rules and safety.) School rules evolve over time and adapt to circumstances. Students create rules of their own to govern games, equitable use of space or equipment, communication, and much more. Most school rules become second nature to our students because they understand the inherent fairness that underlies them, or can see the logic behind them, or appreciate the potential consequences of not having them. Our goal is not to feel constricted by regulations, but rather to create a place that is safe for everyone and where mutual respect and responsibility are the paramount guidelines. If you or your children have any questions about why we do what we do, please ask.

Helping students increase their sense of responsibility is one of our joint tasks as teachers and parents. On the one hand, a small school like PHS can do a great job of keeping kids ‘young’ in the sense that they are surrounded by caring adults in a setting that encourages open and honest communication, and we want them to have fun. On the other hand, we encourage students to ‘grow up’ by expecting them to take increased responsibility for themselves and others, to think critically, to engage in thoughtful dialogue, and to care. In short, as the Kindergarten Wall song says, “Don’t hurt each other and clean up your mess.” As our nation marks the second anniversary of the horror of 9/11, it seems ever more important that together we strive to raise this generation to understand the deeper meaning of these simple words, and to lead lives that are respectful and responsible, both locally and globally.

FYI, the deans’ column in this Friday Letter features rotating authors. We began with Mohammed Soriano-Bilal, the dean of multicultural programs. This week, we have Ann Meissner wearing her lower school dean hat, and next week you will hear from middle school dean Karen Amaker. Carey

From the deans:

Welcome to school year 2003-2004! And welcome to our newly formatted Friday letter. I am delighted with the changes as they will give all of us an opportunity to know more about parts of the school with which we might not regularly interact. As you know, my job title includes lower school dean and learning specialist. Often there is obvious overlap between these two jobs and on other occasions I need to consciously put on one hat or the other. For this newsletter entry, I will speak as the lower school dean and then next time I will address topics related to the learning specialist job.

This is such a great time in a school year. Everything is new and orderly. Students are thrilled to see one another. Teachers and administrators are rested. We have had time to reflect on the successes and challenges of the previous school year and make adjustments to do an even better job this year. This is one of the few jobs where one really does get to start over every September!

In this starting over, it is important that we take time to get to know one another and share our hopes and worries. This is much of what has been taking place in the lower school classes in the past few days. What do you want to learn to do this year? What do you already know about multiplication? What are you scared about? Who are your friends? What is fun for you? As teachers are getting to know their students, students are also learning about their new teachers. What are the expectations for behavior? Is it okay to get a drink of water in the middle of class? How much homework will there be and where do I put it? How do I let the teacher know when I don't understand something? Will the teacher help me if I'm having a hard time with my classmates? It's no wonder we all go home exhausted. I routinely hear from new kindergarten families that their child has fallen asleep in the car on the way home. And I must admit to sleeping more than usual this weekend myself. There is so much that is new and unfamiliar!

As parents it is also your job to learn about the new classroom, new teacher, and new school year. Parenting is always about learning as your child develops and matures from day to day. Undoubtedly many of you have experienced the feeling of having "figured out" your child when a maturational spurt occurs and you have to start adjusting all over again. Please help us as partners as we work together to best support these growing, developing, changing kids. Make sure to share with your classroom teacher any questions, concerns, or ideas that you have. The teachers and I are available by phone, email, or scheduled appointments. It is usually best if you speak first with your child's teachers since s/he is the one who knows the most about your child's daily experience.

Thank you for sharing your children with us. As one lower school teacher told me recently, “I'm falling in love with a whole class of kids! ” What a great way to spend our time.

~Ann Meissner

Kindegarten Curriculum Spotlight - Steve Manseau

Curriculum Spotlight - Adra Valentine, Art Teacher

Students in grades 0ne through Eight occasionally comment that they wish they were in kindergarten because all they do is free choice. While that is an important component, as well as something children fondly remember, we do inject a bit of regular academics into the kindergarten equation. The language arts program includes plenty of reading aloud to children using a variety of books such as folktales from all over the world, non-fiction, poems, Big Books, predictable readers, and class made books. The developmental levels of reading ability vary widely throughout the class, and students who show an interest in reading independently are appropriately supported. The program does not require children to be reading at any particular level by the end of the school year, but we are aware of reading strategies and skills that each child demonstrates. Students are encouraged to write using “best guess spelling,” which is basically phonetic spelling, or spell it as it sounds to you. I imagine many of us continue to use this kind of spelling, and for the children it allows them to begin independent writing. The math program involves exploration and activities in graphing, probability, spatial order, arithmetic, counting, measurement, geometry and patterns. When children are building with blocks, measuring in the sand box, counting markers for bingo, updating the daily calendar, they are doing math. Science includes the study of chemistry (making play dough), geology (sorting minerals in chocolate chip cookies), health and nutrition (eating our way through the food pyramid), and physics (watching how far the toy car rolls).

The kindergarten uses units of study as a way to structure the program. This year the units include Families, Animals of San Francisco, South and North America, Wheels, and Pre-Historic Earth. Last year we studied Reptiles and Amphibians, Food and Nutrition, Asia, Geology, and Insects and Spiders. Sometimes I think that we study these kinds of topics because I want to learn more about them and children can share a lot of knowledge with us. Well, in addition to that, children often suggest these units, so I try to follow their lead as much as possible. We are also open to children’s interests throughout the year, honoring what they would like to learn.

I wanted to follow up with students who were in the kindergarten program the past two years to find out what they thought about their experience. Here are some of their replies to my question of what they learned or remembered. “That it was fun—fun doing art and learning cool stuff.” “I have no idea.” “Insects, reptiles and amphibians, food and nutrition, and at home I ate everything in the four basic food groups.” “Learning about science and how rocks sometimes float when they are not heavy.” “I don’t know.” “Use to draw pictures for Steve and Bobby, and it was cool, and I had fun, and I wish I was in kindergarten again.” “Learning about insects, reptiles, spiders, planets.” “Not that much.”“Volcanoes.” “Miss playing with snap-togethers.” “Watching a bunch of Magic School Bus videos.” “I remember everything.” “Math—adding letters and stuff. ”

~Steve

Art, art everywhere! The school year is off to a great start with creativity bubbling over.

As many of you know, it is my firm belief that everyone is an artist. We all have a variety of unique interests, experiences and strengths that shape us as artists. These qualities also inform our attitude about making art, and my hope is to help each child develop positive and open-minded attitudes. Some forms of art have to be learned and practiced, while others may be more intuitive. My goal is to teach solid foundational art skills, while recognizing and celebrating the variety of artists in my class.

This looks a little different in kindergarten than it does in 4th or 8th grade. This week is no different. In kindergarten we explore the experience of looking at and making art, and start to develop many of the basic foundational skills. This week eighth graders we painted large group paintings with easy to control paint bottles, and made basic pinch pots. By fourth grade students have a greater facility with the media, and build on their basic knowledge. This week the fourth grade put the finishing touches on abstracted seasonal paintings using primary colors to mix limited color palettes. By eighth grade students are using their experiences to go to greater heights, as well as explore their expanding awareness of themselves. This week students created clay sculptures from the mundane to the wacky, and will soon be pondering a self-designed individual project based on an artist they select. Projects like this are important as students take on a greater responsibility for their life as an artist.

I invite the adult members of the community to model the artist within. It is time for a parent/ staff art show! Any adult in the community is welcome to participate- you do not have to be a professional artist to exhibit. It is important for our students to see that many adults live as artist, even those who do not support themselves financially with their art.

Work will be accepted in a wide variety of media. In the past we have exhibited paintings, textile/ fiber art, drawings, jewelry, sculpture, photography, collage… The show will be hung in the halls, so please talk to me if you have a large 3-dimensional work or are concerned about space. Please limit yourself to 2 works of art per adult.

I will be hanging artwork on Friday October 3rd after school. Please bring in your artwork October 1st and 2nd, and if you can help me hang artwork on the 3rd I would be greatly appreciative! If you need to make special delivery arrangements please email or call.

From the after-school director

After having a week to see the after-school program in action, we are working out the kinks with the sign-out system. Here are a few important reminders for you and your kids. When you come to pick up your child, make sure to check out on the computer AND on the hard copy, which is located on clipboards behind the computer. The clipboards get lost easily, so please don’t move them from that spot. On the hard copy, please write both your initials as well as the time out. It is important that we have a double check for both security and billing.

With enrichment classes starting next week, it is also important that your kids know to check out before they go to their class and check back in once they leave. As many of your kids have never done this before, tell them to feel free to find me or any other staff member to help them. If you are not sure what enrichment classes your child is signed up for or when they start, please call me.

Also, please remember to sign up for childcare for upcoming night meetings. The next one is the LD Parents group on September 23. I would like to know a week in advance so I can have the appropriate number of staff present. Finally, it is also important that I know who your child is authorized to go home with. Please send me an e-mail and I will put it on my master list.

Without further ado, I am proud to introduce you to the after-school staff. I hope you have met some of them already. They are all excited for a fun, productive year in ASR.

Robert Holmes

Robert graduated from Presidio Hill, and is currently taking classes at City College. He loves to skate and enjoys school and his youth. Robert is interested in teaching a poetry writing session at some point this year.

Kiah Jeffries

Most of you who have used after-school know Kiah well. He graduated from Presidio Hill and this is his fourth year working here. When he is not taking classes at City College, Kiah likes playing basketball. He enjoys being a leader and role model, and is happy to be returning. Kiah has especially enjoyed seeing how much your kids have grown over the summer. He wants PHS families to know you can come to him for anything.

Anne Mannes

When she is not at Presidio Hill, Anne is very busy teaching literacy in Bay Area public school districts and teaching art at the Bay Area Discovery Museum. Before joining our team, Anne was the Community Programs Coordinator at the San Francisco Art Institute. She has a B.A. in History and English as well as a Master’s degree in Arts Administration.

Blake Swihart

Blake comes to us from Indiana, where he received a B.A. in History from Indiana University. He spends his free time reading, writing, enjoying the outdoors, and exploring all that San Francisco has to offer. Blake is excited to join the PHS team to see children enjoying learning and welcomes the opportunity to both educate and learn himself.

Sarah Weidman

Sarah, a Boston native, recently graduated from Sarah Lawrence College where she studied Portuguese and Spanish, sociology, and anthropology. Sarah spent the summer interning and creating a performance piece for the San Francisco Mime Troupe. She is also starting an acrobatics course this fall. Sarah is excited to get to know your kids and possibly start a creative writing group in the winter.

A note from Siamak Vossoughi

I'm writing to let you know that I will be taking a leave from the school for about 2 months, starting next week. I will be in Seattle with my family. It is not an emergency, just a time of discussion of some family issues. I hope to be back soon. ~Siamak

We are sad to see Siamak leaving and wish him the best. The entire staff appreciates him staying to help start after-school off on the right foot. I would like to thank all of you for being so welcoming and patient with me my first weeks here at Presidio Hill. It has been a pleasure seeing and getting to know you and your kids.

~Deborah Holley - After-school director

The Friday Archive

Presidio Hill School | 3839 Washington St | San Francisco CA 94118
Voice: 415-751-9318 | Fax: 415-751-9334