The K5 Faculty (and by extension, the whole school) is elevating our focus on the skills of active listening. When sharing, collaborating or communicating in any form, listening is the complement to speaking, and is also critical to the healthy development of perspective-taking and empathy.

Skillful listening allows students to see and support others effectively, establishing a culture of belonging for every child on our campus. Active listening as part of following directions is foundational as children learn to balance individual voice with the needs and purpose of the group. Teachers and other supervising adults promote inclusion for all as they help children navigate when to step up and when to step back.

At TBS, opportunities for students to build listening and speaking skills are embedded in our teaching practices.  

• Classroom meetings (at the beginning and end of each day) are times for students to listen to each other’s experiences. This community-building practice is integral to developing empathy and support as a caring group, such that students feel at ease taking risks among their peers.

• Teachers implement various strategies that require careful listening. For example, students might be asked to discuss their ideas in partnerships, and then each student shares with the larger group what they heard from their partner.

• Physical and social breaks refuel students in order to be fully engaged as speakers and listeners, and are regularly incorporated into the course of the day. Aside from morning and lunch recesses, these breaks might be a short period of peaceful mindfulness or an energizing community-building game.

• Teachers model and teach protocols and language for conflict resolution so that each child has a turn to speak and listen. These tools includes a designated area (peace table) in each classroom, and the use of specific language such as “I feel…when you….”

Each classroom is reflecting, as a community, on how listening should sound, look, and feel across various learning spaces.

As part of that process, we are explicitly focusing on granular, everyday behaviors that show acknowledgement of a speaker in many different contexts:  group discussions, conflict-and-resolution conversations, and even exchanges that involve only non-verbal communication. In all of these situations, students are learning to…

• give attention to the speaker with eyes and body language as well as ears.

• wait quietly to share or respond.

• acknowledge directions from a supervising adult with a verbal or non-verbal cue.

• follow through on directions, or ask a clarifying question when needed.

We know our students each have a tremendous capacity for kindness, integrity and gratitude. In holding clear, high expectations for students to listen actively as well as speak mindfully, we are confident that these practices will ignite their minds and awaken their hearts to the people and experiences around them. 

Thank you for your support of this important work within our school community. We will keep you posted on our progress.

Warmly,
Bliss