NSU University School Viewpoint Spring 2018

LOWER SCHOOL Growth mind-set, mental flexibility, dendrites, neurons—these are just some of the terms you might hear fourth- and fifth-grade students citing exuberantly. Students are fascinated by how certain parts of the brain control executive functioning and are eager to learn how to strengthen those centers. These topics and many others are explored during an innovative new pilot program called Thrive, which was introduced to fourth- and fifth-grade students this year by Lower School teachers Savita Taylor and Anais Armada. Taylor and Armada developed Thrive after attending a summer conference at the Rush NeuroBehavioral Center near Chicago, Illinois, that focused on executive functioning skills and cognitive processes. They came back energized and ready to work with students on their planning, organizational, and time-management skills. They presented Thrive to Lower School teachers and administrators. Their enthusiasm about the program and the potential positive outcomes spread, and they received the green light to move forward. Taylor said, “Through Thrive, we can teach students life skills that they can take with them to the Middle School, Upper School, and beyond.” During the first quarter, students are taught how to use planners effectively and receive lessons in time management, prioritization, task analysis, and project planning. Students meet with Taylor or Armada three times per month, and their planners and checklists are monitored regularly to ensure that they are using the tools properly. Concurrently, students participate in ongoing discussions about the anatomy of the brain. Through lectures, discussions, narratives, skits, and creative projects, students explore growth versus a fixed mind-set, as well as mindfulness and the importance of mental flexibility and perseverance. During the second quarter, in addition to lessons on neurons and dendrites, students participate in more in-depth discussions about changes to the brain resulting from consistent practice. They also focus on creating smart goals, perfecting study skills, and learning about concepts such as metacognition, sustained attention, and active listening. “For example, in fourth grade we talk to students about the weight of their backpacks and explain that they should weigh no more than 20 percent of the students’ body weight,” Armada said. “This makes students mindful of what and how much they are carrying every day. It is also a concrete way for them to understand the importance of purging any miscellaneous items and papers on a regular basis.” In fifth grade, Thrive is taken to another level and each student carries a zip- around binder with color-coded folders, each with a specific use: blue for content, red for math, and yellow for forms that need to be returned to school. Taylor said, “The color-coded system is uniform throughout fifth grade. Teachers are on board, and students are able to find and keep track of their work more readily.” Taylor and Armada worked with students to create smart goals and reinforce proper planning techniques to ensure successful outcomes. Through vision boards, students were able to creatively depict who they are now and their vision of themselves in the future. Taylor and Armada believe that through hard work, perseverance, and planning, anything is possible, and they want to instill those values in students. Tenets of the Thrive program are transcending the school day. Taylor said, “We encourage students to go home and tell their families what they learn in school. They are excited about Thrive, and we want them to carry that enthusiasm home.” Armada was thrilled when one of her students shared a story about how she and her family went to dinner and, at the student’s suggestion, everyone put their cell phones in the middle of the table so they could talk to one another. She continued, “Above all, we are proud that students are building on the most important connection of all—the human connection.” 10