Each day, Emma is greeted in the carline by one of her teachers. Following our COVID-19 health and safety protocols, her mother has taken her temperature at home and has completed a daily wellness screening prior to arrival.
When Emma gets to her classroom, she puts her things away in her cubby. Students then gather for the Morning Meeting, which sets the tone for the day, and then dive into activities. Some of these are independent and some are interdependent and include art, block-building, sensory play, dramatic play, and library time.
Snacks and lunch are brought to the classroom, and Emma and her classmates enjoy lunch outside when the weather permits. Safety is paramount right now, but Emma and her friends can still socialize with each other and teachers.
At age 3, Emma is already learning about shapes and math. Our youngest students are integrated into learning experiences at age-appropriate times through math, language, literacy, and social studies.
Emma has been learning about the 4 C’s — Courtesy, Consideration, Cooperation, and Compassion — which are practiced school-wide and encourage students to think about how their actions affect each other.
Emma and her classmates spend time learning about how food is grown before practicing reciting the days of the week in Spanish. In Exploration Alley, a space specifically to encourage STEAM skills, Emma’s group is building an ant farm.
Emma picks out her own books from the Chilton House library, which helps encourage a love of reading.
Chilton House ends the day with a closing meeting before Emma’s mom arrives to pick her up.
Each morning, John walks to his classroom from the carline or the bus drop off on his own. Along the way, multiple members of the EMS community, from teachers to staff will greet him by name, making sure he feels seen and heard.
John starts the day in Morning Meeting, where he and his classmates talk about setting shared expectations for behavior and what the day’s schedule will be.
The morning goes by quickly, John has a few classes in math, language skills, and his favorite, STEAM (science, technology, engineering, the arts, and mathematics). In between classes, he catches up with his classmates.
After lunch, it’s time for ensemble. John plays the viola, which he takes home every day to practice. John has ensemble three times each week.
It’s time for Physical Education, and today the students are playing in the gym a game of Gaga, a famous EMS tradition.
In the afternoon, John’s class is in environmental science, so they’re down at the brook where they’re studying amphibians.
At the end of the day, John reviews his homework with his teacher and packs up everything he’ll need before heading out to the carline or bus.
One day a week, John stays late for an After School Adventures class. This adventures class is called “Inventive Art,” and he is looking for natural, found items to create his masterpiece! Next semester, John’s taking a stop-animation class after school.
Elise rides the bus from the city and arrives at school with just enough time to greet her friends before going to the main entrance in the courtyard for class. There, her teacher greets her at the door.
Elise’s day starts with English, history, and math. In between classes, she and her classmates have a break to catch up, take a breath, and reset.
Today, Elise is researching a paper for humanities, so she heads to the library. Elise uses the skills she learned in Library Science to find the books she needs.
At lunch, Elise meets with her advisors. This happens every day as a way to check in with Morrow House students and ensure they’re being seen and heard. Since Elise is in eighth grade, they’re also discussing how to best prepare for high school applications.
After lunch, Elise heads to Latin class. She could have also chosen Spanish, as some of her classmates have.
In art class, each student works on their own digital photography assignment. Afterward, Elise’s group heads to Science Lab. In Science Lab, Elise’s group is preparing a project they’ll present to the Little Schooler students as part of a mentorship program.
This semester, Elise is taking theater, where they are studying Shakespeare. Last semester, she took dance and, next semester, will take a music class.
Just before the end of the day, Elise heads to cross-country running, where she’s working on her stride. She has noticed that the pilates she took last semester seems to help her running.
A few times a week, Elise stays late and does homework in the library, where she can get help if she needs it. On those days, she takes the late bus.