How Do We Start?

The beginning of the school year brings the same freshness and potential as a clean sheet of paper and a never-been-used pencil bring to an eager writer.  Supplies have been gathered, names practiced, routines introduced, and the meaningful work of being and learning together has been launched.  

First classroom newsletters provide new and returning families a window into our teachers’ hopes for the coming year.  Their styles shine through.

Primaries: “We have been so proud of the Old Hands (first graders) for carefully tending the incoming Kindergartners.”
Juniors: “I believe strongly that all children can learn high levels of maths, that maths are creative and beautiful, and that appropriate struggle, making mistakes, and persistence are key to learning.”
Intermediates: “We will become collectors as we listen to all 44 poems, culling gem-like lines for the craft."
Seniors: “But it is important too, to realize that those final products can only emerge from daily, dedicated labor.”  

Intentions have been set, basic information about classroom and personal needs around celebrations and lunches shared, and clear communications have commenced. Our aims are high and the year begins. Onward with a fleet of felt mice at the prow and a sturdy collection of eighth graders at the rudder. 

In the summer our Primary (Kindergarten and 1st grade) students are sent a homemade felt mouse. They detail the mouse's summer adventures on a postcard which they send back to Arbor -- as well as building a mouse boat to bring in for the first day of school.

In the summer our Primary (Kindergarten and 1st grade) students are sent a homemade felt mouse. They detail the mouse's summer adventures on a postcard which they send back to Arbor -- as well as building a mouse boat to bring in for the first day of school.