During this period of early adolescence, we create opportunities through a prepared environment that allows students to learn about themselves, their communities, and how their unique self contributes to those communities. It’s about finding yourself, and your place in the world. It’s about calibrating your inner compass.
The 2023-24 school year promises to be full of new experiences and adventures. We have settled into our downtown campus at 101 Park St., our new homebase. From here we will launch our studies of geology, botany, freshwater ecology, elections and government, ancient civilizations, applied technology, and democratic movements. Throughout the year we will have opportunities to connect to our local community as well as travel as far north as the tip of the Keweenaw Peninsula, and as far south as Pigeon Key. Get ready, because here we go!
-Tree and Kristina
"The adolescent must never be treated as a child, for that is a stage of life that he has surpassed. It is better to treat an adolescent as if he had greater value than he actually shows than as if he had less and let him feel that his merits and self-respect are disregarded.” - Maria Montessori
Kristina Weidenfeller, Junior High Guide
Kristina@traversechildrenshouse.org
Treenen Sturman, Junior High Guide
Treenen@traversechildrenshouse.org
Tori Craig, Junior High Guide
Tori.craig@tchlearners.org
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Room Parents
Carrie Goodreau
Renee Mittelstaedt
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Quick Links
Classroom Highlights
March 2025
M is for:
Melange
Mingle-mangle
Mishmash
Medley
galli-Maufry
…and March.
March is …well, all of the above. It is an eclectic combination of activities, events, and weather, all situated in the weeks between real winter, and spring break. It is also a verb, as in “to march.” When the days are gray, cold, sunny, warm, and altered by time changes, sometimes all we have is the ability to march, to continue to move forward, to persevere.
To kick off the month, we started with Human Growth and Development. We are fortunate to have a continuous partnership with Carrie Ullery-Smith from Planned Parenthood. Students begin working with Carrie in 4th grade, learning reproductive anatomy and healthy relationships. Their learning continues to grow with them as they mature, each year gaining knowledge not only about reproductive health, but also about mutual respect, and safety. Carrie creates a safe environment for students to ask ANY question without fear of embarrassment, or judgement.
Next, students prepared for their second, and final Student Led conference of the year. For some it was a more comfortable version of their first conference in the fall, while for others, it was their last of junior high. No matter if it was the former or the latter, all are snapshots in time of how they are experiencing their education, as well as their roles and relationships within their communities. To be able to see lessons, discussions, experiences, and their peers through their eyes helps us, guides and parents, best understand how they are traveling this part of their journey and informs how we can be good travel partners.
And…theatre, because why not? It’s tradition to send our school off to break with a rousing performance of student created scripts, and improv performances. Students worked over the course of a week to imagine, write, and run several scripts as well as work with instructors to practice classic improv games. Scripts were fine-tuned, slapstick comedy practiced safely, and games such as the favorite “Late for work” refined and ready for the stage. Unfortunately, we were foiled by the first day of spring…and its own tradition of bringing winter back for an encore performance! Thank you to Melissa May, and her team from Old Town Playhouse, for working with our young thespians.
Throughout Human Growth and Development, Conferences, and Theatre, we have continued working in earnest on our “Democratic Movements” workshop, and Washington D.C. trip. Students have selected topics, found multiple resources, identified locations to visit in Washington D.C., conducted interviews, started art projects, and worked on organizing it all into a research papers as well as engaging presentations. Slowly but surely, the itinerary is starting to come together. When we return after break, the following two weeks will be full of finalizing locations, food, transportation, and presentations in preparation for our trip on April 14.
With that, we continue to march forward- Enjoy some rest and relaxation over break!
February 2025
Testing the Waters
“When the child goes out, it is the world itself that offers itself to him. Let us take the child out to show him real things instead of making objects which represent ideas and closing them in cupboards.” – Dr. Maria Montessori.
Travel: Etiquette, discomfort, and growth
Each “going out” presents new challenges, new opportunities, and new worlds. The Pigeon Key trip is our first flight of the year, which also qualifies as our first public transportation of the year. Students are faced with packing restrictions, travel etiquette, and the general “inconveniences” of being in a crowd. All the worries start to bubble to top of mind- “I want to share a room with my friends. I don’t want to sit between strangers. What if I don’t like the food?” With the unknown, or the uncomfortable comes opportunity for personal growth. The environment How do adults act in new, unfamiliar, and/or uncomfortable situations? Which standards do we aspire to, to be “grown ups” and not just humans who have aged into adulthood? One of our classroom agreements is “be aware of your surroundings.” The intention of the agreement is to be aware of the space you are sharing, the experience you are sharing, and the people that are sharing it with you. Why? Different places have different expectations- from dress to decorum. Being able to gracefully navigate multiple settings is what socially fluent humans do, and it begins with being aware. Being downtown, having to be aware of our surroundings is a constant. We share a wall with an office space, a fairly thin wall. When we walk to recess, we share sidewalks and crosswalks. This becomes bigger as we add walking in spaces that are not familiar, waiting in lines in crowds that aren’t familiar, sharing spaces with strangers, or close spaces with classmates. All of these situations present opportunities to choose how to act, how to respond, and how to manage yourself- since that is the only person in the situation that you have control over. No matter how well you plan for travel, there are always unknowns and surprises. Adaptation is key!
Our trip went fairly smoothly; flight delays were minimal, our ground transportation was adequate and easily procured, the grocery store was well stocked, and our first order for dinner food was generally correct and filling (these are all variables that have been an issue before). When we arrived at the property we were staying at the first night, the layout of the space was different from what we had planned. Everyone had to wait while we rearranged sleeping arrangements. When we finally settled in, it was time to watch the Super Bowl and eat dinner. The next three days we spent on Pigeon Key with the incredible staff, learning about Marine biology and ecology, and our role as humans in relation to the marine environment. Students learned how to identify fish, mangroves, and types of seagrass, which combined, allowed them to identify different marine habitats. We were able to compare and contrast marine habitats and ecosystems with our fresh water counterparts; recognizing the roles organisms play, and the impact of humans within those systems. Students also tried to NOT float their boats, so to speak, as they adjusted their ROVs to be able to dive down, travel out to a marker and return while staying submerged in salt water. Our visit ended with cleaning up marine debris, and the emphasis that all drains lead to the ocean- a plastic wrapper dropped out of your pocket on Front Street can, in fact, end up in the ocean.
Miami, the Florida Keys, Homestead, and Hollywood, Fl- From snorkeling on Sombrero Reef to listening to old school crooner classics on the beach, we experienced a world that is not “on our shelf” in our classroom or in the books in the library. It was a full five senses immersion, a diverse melange of cultures that have come together to form something new, and wholly unique.
Where do we go from here? On deck is our city trip. Every year the “city trip” is the trip that requires the most from each student. Students identify a movement that has or is working for change. The change may be for protecting animals, the environment, or the rights of children, or those who are differently abled. Whatever the movement is, students need to identify how the constitution provides for the rights that are being argued for, the history and present state of the movement, and find a place or organization that is connected to their chosen movement that we can visit when we travel to Washington D.C.. As we get closer to our trip, students will provide directions to their locations, work with their classmates to build an itinerary, plan for food, confirm interviews, confirm costs, and successfully plan for using the Metro. It is a favorite trip that provides so many opportunities for growth!
January 2025
“The ‘valorization’ of the individual is in close relation with maximum effort. As a consequence, the child is always urged to a more difficult life…We can see clearly that what is necessary in order to help the child is to give the possibility of independence, living together and carrying out social experiences. The child always chooses something hard to do.” (Montessori, Moral and Social Organization)
ROVs, Ethics, Martians, and Kindergartners…
Just another day of living in the 3rd Plane
Montessori education is known for the importance it places on independence at every stage of development. At the beginning, independence looks like feeding, toileting, and dressing oneself. As the individual ages, independence grows to include choice for work, study, and activity. Independence is the foundation of interdependence. As humans, we foster our individuality, autonomy, and competence to then contribute our ideas, energy, and skills to humanity, and its posterity. For Kindergartners, independence and interdependence looks like caring for their younger classmates and taking a greater role in the care of their environment. It also looks like leaving the classroom, and exploring the larger community. For adolescents, it looks like collaboration, self expression, and contribution. Dr. Montessori’s “Plan of Work and Study” for adolescents provides a framework for fostering the growth of the individual’s independence, within the interdependence of their community.
Adolescents are in a sensitive period for social life. They need experiences in contribution for valorization; a sense of who they are and how they belong. It needs to be the right kind of work; work that has practical and social value. Work that is real, with real consequences. Work that requires collaboration, and includes a variety of roles to fill so that every talent can shine. If a student doesn’t see a role for them in the work, disengagement occurs.
Adolescents are also in a sensitive period for justice, personal dignity, and social and moral orientation. They are constructing their identity, working to understand others, and then, working to understand how they fit into a society together.
What does that look like? Well, this is what it looked like in January:
The “hotel” or “guest house” is an element of the prepared environment for an adolescent community. The concept behind the “hotel” is to provide opportunities for hosting that requires collaboration of various talents and interests to contribute socially. This month, the “hotel” consisted of hosting our very own kindergartners for a field trip, and parents and students of the upper elementary for a Junior High Open house. Through adult collaboration with the Primary guides, we planned a date for a field trip. Megan (primary guide), set the parameters required for the field trip, from growing independence, to safety considerations. The Junior High Student Senate then got to work to design a trip that met the requirements. They decided to create a scavenger hunt of sorts, where their Primary guests would work together with Junior High partners to find seven crayons at seven downtown businesses, and color in their rainbows. They added favorite spots and historical points of interest, as well as recess, snacks and a bathroom break. The group broke up into committees to handle the tasks and then reconvened to further collaborate on the delivery of the plan. An additional ask was that the students pair up with a pen pal after the trip. Senate members organized classmates into groups with the Kindergartners and paired them up so that the Kindergartners went home with their first letter, and a pencil with which to write their return letters. All JH students participated in the hunt. We connected with our downtown neighbors, and were good hosts to our Primary friends!
Less than a week later, a self-selected group of students chose to be “Junior High Ambassadors” for the JH Open house, hosting Upper Elementary families. Students hosted three rotations presenting information about student life, workshops, and travel as well as a fourth rotation hosting the Elementary students for pizza and games. JH students created presentations on what they found important to share, and then presented and answered questions of younger students and their parents. They are regarded as competent, capable, contributing members of not just our JH community, but of the larger TCH community.
For our workshop, Applied Technology, students had various opportunities to further develop their sense of self, and find ways to share themselves through contributing to the design and construction of ROVS (Remotely Operated Underwater Vehicles), developing a personal code of ethics, and reading, writing, and discussing The Martian. Workshops are designed to provide diverse opportunities for contribution so that all students feel a sense of belonging through the work they choose and share.
For building ROVs, students rated themselves on various teamwork skills, and personal interests. That data was used to choose team leaders, who then participated in a “blind draft” where they used the unlabeled self-ratings to choose a team based on skills, and abilities they thought would work well together. After constructing teams, we received a presentation from Michael George, and one of his students from Career Tech Engineering Academy on the “Design Process,” as well as project management. With their teams, students set a project management schedule and got to work. Control boards, solder, wires, PVC pipe, tape, foam, drills, and more went into the creation of little robots tasked with driving to the “floor” of the test tank, the river, and soon, spots on Pigeon Key, to pick up pool rings. Students needed to design ROVs that have neutral to slightly positive buoyancy, and a part that can grasp the pool ring and bring it all the way to the surface of the water. Through a long standing relationship with John Lutchko of NMC, students were able to learn about the uses of similar, albeit more advanced technology, locally and around the world. They were also able to “fly” one of NMC’s ROVs in their tank at the Parsons-Stulen building, before returning to fly their own ROVs a week and a half later.
As a part of this workshop, students read The Martian, a science fiction novel about an astronaut stranded on Mars, who needs to find ways to survive until he can be “rescued.” Science fiction has historically predated inventions that sometimes become true and part of our reality. Reading The Martian at this time allowed our students to engage in the conversation humanity is having about whether or not to go to Mars. Students were able to read every morning, allowing them time to prepare questions for literature seminar. Literature Seminar is structured in such a way that everyone has a chance to contribute to the conversation, through clarifying, interpretive, or evaluative questions. Students bring their own perspectives to discourse, and practice listening to understand, and speaking to be understood. They can share their understanding and connection to the story, and hear all the different ways others experience the same text. It is important to know that we as humans don’t experience the world around us in exactly the same way. We are all interpreting it through our own lens, created through who we are, and the experiences we bring with us. When you read about being stuck on Mars, some folks get excited to go, while others are just fine keeping both feet on this planet. Humanity needs both.
In talking about technology, conversations about ethics and best practices tend to arise. Throughout human history, new inventions, or “tech,” have challenged what we feel we intuitively know, and understand, what we hold sacred, and how we define ourselves as being human. It also challenged our view of how humans belong, and the roles we play, and hope we continue to play in a society that is continually changing, and being changed. Students explored their own feelings, understanding, and beliefs about how they view themselves, how they want to be known. They have put into words what they believe it means to be alive, to be human, and to have “rights.” Through these discussions and reflections they developed their own Code of Ethics; and then used it to think critically about new technologies; the benefits and the challenges. Being able to see the “gray,” weigh pros and cons, and choose a path forward is part of growing up and belonging. Independence and Interdependence. Autonomy and Belonging. Competence and Contribution.
Up next: Florida!
December 21, 2024
Music collaboration, presentations, and celebrations
Going into the month, students were already deep into creating their civilizations. The workshop tasked each student with creating a civilization description, detailing the location, resources, governing, family structure, community roles and expectations, clothing, food, traditions, and history. With this description, students created maps, artifacts, and finally a story of a person their age living in the civilization they created. We hope you were able to hear about their civilizations, see their artifacts, and listen to their stories!
On December 2nd, we kicked off our music intermester with the professionals at Interlochen. Courtney Kaiser-Sandler, and Josh Hoisington shared their songwriting and music production students with our learners over the course of three weeks, leading them through the process of writing lyrics, finding a melody, and then building out the sound using production software. Courtney, Josh, and their students worked patiently with our first time song writers and producers to create final songs. Our students had access to professionals, student coaches (and cheerleaders!) as well as state of the art equipment on the campus of Interlochen (not to mention free lunch in the cafeteria!). Thank you to all that played a role in making this opportunity a reality for our students!
Our final week leading up to break consisted of final presentations and traditional celebrations. For the civilization workshop, students had the opportunity of presenting their civilization description, related artifacts, maps, and stories to the Upper Elementary classrooms who were able to travel downtown and visit us. Our last day at Interlochen included each group sharing the recording of their song, along with an explanation of their process with each other, and with the group of students who supported the process. Finally, traditions! Since it’s inception, the Junior High has worked to create, revise, and develop traditions. Being relatively new, the traditions are constantly being tweaked. Our winter closeout was probably the most successful it has been in years. Secret Santa, White Elephant exchange, snacks, and the Seasonal Sing, while may have started rocky at the beginning of the week, finished off well by the end of Friday. Thank you 2024! Thank you to all of our families and community for all of the care, support, and generosity that you extend to our Compass community! We look forward to the adventures awaiting in 2025.
December 2, 2024
“There is nothing noble in being superior to your fellow man. True nobility lies in being superior to your former self.”
- Ernest Hemingway.
As adults, we often find ourselves asking children and adolescents, “Why did you do that?” (or, maybe more often, “Why didn’t you do that?”) Although metacognition is noticeable as early as age three, it begins to increase more rapidly during adolescence, and evens out in adulthood. One activity that we include in the Junior High in order to practice using this growing ability in a formative situation is the Student Led conference. Students are asked to collect, organize, and evaluate their work with the three questions, “What did you do? How did you do? What did you learn?” The “what” and “how” not only refer to the assignment, but also to their effort, understanding, time management, teamwork, and perseverance. They are asked to be self aware, and self reflective. As learners progress from the beginning of seventh grade through the end of eighth grade, their introspection, and ability to confidently self-reflect grows. They are more honest than most adults are about their efforts and performance. They stand up for themselves, and find grace for their shortcomings. This is just one of the many steps on the path to independence.
Independence to interdependence…
Our new workshop, Non-Industrial Civilizations, is underway! Learners received first period lessons on the basic human interactions that have formed civilizations over the course of human history. They have considered such questions as: What do humans need to survive? How (or why) do humans live where they do? How do different roles work together to meet needs? What does it mean to be a civilization?
Each person plays a role, and contributes to the success of the group. Currently, learners are deep in the throes of creating their own civilizations. They have been tasked with placing their people somewhere on the existing globe (no current countries exist). They must provide the climate, landforms, animals, plants, traditions, spirituality, trade, language, clothing, family structures, and more for the civilization they have imagined. Students will make a map to show the location, an artifact as a physical representation of something important to their people, and then finally, a story written from the first person perspective of a person their age and gender living in their civilization. The work challenges each learner to consider how needs are met, and what role they play in helping to meet those needs. Ask your child about their civilization!
Finally, a tradition that is important to our community is Harvest Feast. Harvest Feast is a tradition that is based in gratitude for each other, and the contributions we all make. It is expressed in the metaphor of the story of “Stone Soup.” Three travelers are found seeking a meal, but no one in the village will come to their aid. They devise a plan in order to satisfy their hunger by telling the people of the village that they can make soup from a stone. The curiosity of the village folk leads to each person contributing an ingredient, until there is soup enough to not only feed the travelers, but the village as well. Humans continue to be interdependent- we rely on each other to share their gifts with the whole. By cultivating ourselves, we, in turn, cultivate our community. As Paul Wellstone said, “We all do better when we all do better.”
Thank you for being a part of our community! Happy Thanksgiving!
Just around the corner…Music Intermester!
November 11, 2024
Stories are dependent on perspective. Our perspectives are shaped by our culture, history, and life experiences. As long as there is more than one person present, there is more than one perspective. Throughout our past month, we have had the opportunity to see both Freshwater ecology and Democracy through multiple perspectives.
Freshwater ecology is our first official workshop of the year. Our activities and lessons include observational and creative writing, water quality testing, and various supporting outings such as visiting Fish Pass, touring the Wastewater treatment plant, and hiking out to Marl Springs.
In writing, students were asked to use 4 of their 5 senses (no tasting!!) to observe during our trip to Fern Lake at the Timbers as well as sitting along the Boardman/Ottaway River at Hannah Park. Learners worked to differentiate between objective and subjective observations and language. They were asked to decide: For which purposes do writers use objective language? For which purposes do writers use subjective language? How can you tell the difference between fact and opinion? From objective observational perspectives, students then created their own stories, beyond what they could see, hear, smell, and feel.
Also at Fern Lake, students collected water samples and tested for pH, dissolved oxygen, phosphorus, and nitrates. Students entered data into spreadsheets, and created bar graphs to analyze the results. Data may be objective, but depending on the aim of the inquiry, whether or not the results are favorable depends on what we are hoping to find. Are we looking for fish habitat? A swimming hole? Drinking water? A place to spend a lazy day on a pontoon boat?
Next we visited the Traverse City Wastewater Treatment plant. For a visitor, the smell is, well, BAD. We learned that what, from our perspective, was gross, was actually a natural process of using microorganisms to break down human waste, which is, GOOD! The process protects our waterways, and in turn, ourselves. What we may see as disgusting, a wastewater manager sees as cutting edge environmental protection.
In the wastewater treatment plant, the view of water was that of a resource for humans. We need water to survive, this is how we work to ensure we have safe water systems for drinking. During our trip out to a natural spring, Marl Springs, we learned about a perspective of water as a relation, as opposed to a resource. In our last meeting with Eric Hemenway, of LTBB, we hiked to the Marl Springs out along the National Parkshore. Eric spoke about the spring being a place for ceremony, clean drinking water, and meeting. In his storytelling, he made a point of referring to the natural spring as a “relation,” instead of a resource, stating that relations are cared for, while resources are used. By referring to the spring as a relation, it defines his perspective of how he interacts with water. How we choose to call things, define how we treat or respond to them- a resource is more commonly viewed to be used, a relation, cared for.
Since the inception of the Junior High, we have been involved in various ways with the Boardman/Ottaway dam removal project. We have collected data, planted native species, as well as received multiple presentations from diverse stakeholders. After many years, we have finally arrived at the last dam on the river, the Union Street Dam. Leah Bagdon McCallum from the Great Lakes Fishery Commission met with our class to discuss the plans, and the hopes for the Fish Pass project. She shared the science and history of the many purposes and uses of the Boardman/Ottaway river. Food, transportation and exploration, spawning ground, lumbering, hydroelectric power, and most recently, recreation are all uses for the river that have existed. The river is and has been a sort of “giving tree” for those who live around it. In the past couple of decades, it became evident that the dams were aging, and needed repair. In deciding whether or not to allocate the funds for repair, many voices came together to share their desires for the future of the river, from their own perspectives. Fish Pass is an example of “real life group work.” For students to learn about the time, and work it took to get to a point where a decision was made to remove dams, open the river, and make a plan to manage invasives, amid so many diverse perspectives about our freshwater ecosystems, teaches that even though they may not agree fully with their classmates, as people we are faced with challenges that in order to solve, we may have to listen more, talk less, and find new ideas together in order to move forward.
Transitioning to our next workshop, our visit to the City Council and presentation from Ben Marentette proved to be a perfect fit. Ben demonstrated the same challenge of working with different perspectives through the structure of City Council. In a mock City Council, students ran for election, listened to community ideas about how to spend a grant, and then made and confirmed a proposal. Students had to listen to differing stakeholders, who were their friends, and still choose a solution that best met the diverse needs and wants of their community.
From this experience, we took a deep dive into the more specific workings of local, state, and federal government. Students examined ballot proposals, the State Board of Education, and the roles of US Congress, the President, and the Supreme Court. Our system of government is in constant flux, trying to balance the diverse voices of the people with the good of the whole. Who should decide? Who gets the final say? In a country of 50 states, is the state more important than the entire country, or vice versa? Elected officials versus direct Democracy-Electoral College vs Popular vote. After lessons and follow-up research, each group presented to the class, sharing what they learned about their level of government, the proposals and candidates on the ballot, and the possible implications of each proposal, or office.
There is no way around it, and 12-14 year olds are more than aware that the people in their lives, and the community around them, have strong opinions and emotions regarding more than one item on the ballot this year. They see and read the signs, they see the TV ads between their favorite shows, and filling their mailboxes. They wonder, and on the cusp of adulthood, they want to know. And, in the words of Bowie, “They are quite aware of what they are going through.” To support them, as they work with their peers, now and into the future, we learned about the work of a group named, “Braver Angels.” Braver Angels works to model civil discourse around politics. They designed a format, and set of agreements in order to allow for honest, respectful discussions that support understanding, and working to find common ground from which to work together to move forward. Democracy is tough work, but as citizens, it is our responsibility.
But wait! That’s not all! What is our why? Our why connects to the important work of the third plan of development, the “social newborn.” Interpersonal relationships are the “big work.” When we watch and analyze the adult work of finding solutions to community challenges, it allows us the opportunity to apply those observations to the work within our classroom. What works? What doesn’t? Friends or enemies? What makes a friend? What if a friend makes a mistake in the relationship, are they still a friend or are they now an enemy? Is there something in between? How do we work together, if we aren’t “friends?” Through conflict resolution, students are practicing listening, speaking to be heard, and finding agreements. It is messy, and slow- but that’s how learning hard things is.
Whatever the topic may be, water, government, or friendship, there is a lot more gray than black and white. We work to hold space to allow for learners to examine multiple perspectives, stories from different viewpoints, and then analyze those in order to form their own understanding. We are not teaching what to think, we are providing opportunities to practice how to think.
From the Blog:
Detroit trip 2024
by Compass Junior High Students
On Tuesday, October 22nd our class took our annual trip to Detroit. We stayed in Hostel Detroit for the week. The first day consisted of visiting The Detroit Institute of Arts and getting groceries at Meijer. The Detroit Institute of Arts came with many cool experiences. We split into van groups to tour the museum with our guides. Continue Reading...
.jpg "Compass Junior High Students in Harbor Springs")
Harbor Springs Trip
by Compass Junior High Students
Our class traveled to Harbor Springs to learn about the Anishinaabe and their incredible and inspiring history. Eric Hemenway was kind enough to teach us about his culture and the history of Holy Childhood, a Native American boarding school. We stayed at Wilderness State Park for the night and enjoyed Odawa classics that consist of wild rice, squash, and for a main, delicious fish. Continue Reading...
.jpg "Northern Michigan Experience Compass Junior High")
Northern Michigan Experience
by Compass Junior High Students
In the second week of school, our class took a trip to the Michigan Upper Peninsula. First, we visited Fort Michilimackinac. Fort Michilimackinac is a military outpost located in Mackinaw City. After, we visited the famous Soo Locks Boat tour. The Soo locks use gravity to move water in and out of lock chambers, allowing boats to travel through the Great Lakes. For dinner, we ate at this incredible place called “The Wicked Sister”. To wrap up the first day we camped at Tahquamenon Falls. Continue Reading...
September 20, 2024
Welcome!
Every year the intention of September is to orient new members to our community, challenge our returning 8th years with increased responsibility, and then unite the two groups into one. Week one begins with a staggered start with the 8th years arriving first to discuss their vision for classroom roles and responsibilities. We talk about what it means to be a leader, a mentor, and a role model. They prepare an orientation and a “job fair” of sorts focused on care of the environment as well as the leadership roles such as trip planning, photo, yearbook, and conflict resolution to name a few. Seventh year students then choose their “top three” interests, are interviewed, and ultimately offered apprenticeships.
Our first full day together is focused on creating agreements for living and working together over the course of the year. How do we want to feel? What do we need to learn? How will we work through conflict when it arises? These agreements set the foundation of the conflict resolution process, helping discussions turn us toward the promises that our “best selves” aspire to. Thursday and Friday of the first week, we introduce classroom routines, expectations, and general logistics, as well as an overview of the “NoMi Experience.”
The NoMi Experience is the name given to our week-long excursion that takes place the second week of school; this year our Northern Michigan Experience was a visit to the Upper Peninsula. Why do we travel together for a week to start off the school year? Travel provides challenge, challenge provides opportunities to support one another, as well as reveal our “not so supportive” tendencies. What happens when you’re grumpy? Tired? In need of space? How do you handle it? How do you set boundaries? How do you respect each other’s boundaries? Throughout the trip moments arise that require working together to find solutions that align to our classroom agreements. These discussions also inform changes, or refinements necessary to better understand what our classroom agreements mean and what they look and sound like in practice.
NoMi Highlight Reel
We live in a beautiful place. Michigan’s motto is, “If you seek a pleasant peninsula, look around you.” Our state is made up of two pleasant peninsulas, and we had the opportunity to hit the highlights in the Upper Peninsula. Hopefully you were able to hear about at least one of the highlights below!
- Fort Michilimackinac, (the better of the two)
- Soo Locks boat tour where we wave to Canada
- Tahquamenon Falls and the river mouth
- Munising, Muldoon's Pasties (eat like a Yooper)
- Pictured Rocks Boat tour; an overview for the end of the year hike
- Chutes and Ladders in Houghton (the craziest play area I’ve ever seen)
- Quincy Mine, Copper mining near Calumet
- 4Suns- Fish and chips!
- Prospector’s Paradise Rock shop; you want it, they got it!
- Cliff’s Shaft Iron mining; the story of iron mining in the U.P.
- Kitch-iti-kipi; DIY rafting over a natural spring
- Singing on the way home, playing at the rest stops, and sharing meals
In summary, history, engineering, geology, economy, water, culture, immigration, natural resources, stories, food, and fun. And, we had lovely weather to boot.
All of these places play a role in our curriculum over the course of the two year cycle. From industry to stewardship, from first peoples to Democratic movements, and everything in between.
As we wrap up the third week and head into the fourth, systems are starting to settle into place. Our first workshop, FreshWater Ecology, is underway. Tuesday and Thursday we spent at the Timbers learning about the diverse water systems on the property, as well as starting a writing piece based on observations.
This year we have a new opportunity to connect to the Little Traverse Bay Band of Odawa Indians. Monday we will be on our way north to meet with Eric Hemenway, a tribe historian. We will be eating traditional foods, hearing about the Odawa connection to water, and learning about resilience through the story of the Holy Childhood Boarding School.
As humans, storytelling is how we share information, memories, and lessons. It is also how we connect to each other. Throughout human history stories have helped us progress, from knowing which berries to eat, to knowing when to plant or harvest. Stories also help us find common ground, and unite our efforts to imagine and create new things, as challenges arise. In our travels and conversations with the many people we meet along the way, we get to hear so many stories from the past and present, as well as stories of hopes and dreams of the future. In the few weeks we’ve had so far this year, we’ve heard stories about generations of mining in families, immigration, preservation, shipping on the Great Lakes, peace, conflict, Indigenous people, and so much more. These stories connect us to the past, bring us into the present, and help us write our future.