Lawrence School

A safe, just and caring community

Who We Are

  • Attendance Line: (617) 879-4343

    We Are:

    • a learning community where all members embrace a growth mindset to be the best they can be!
    • a community of 712 students, kindergarten through 8th grade
    • A dynamic staff of over 110
    • Multicultural and multilingual
    • A community developing a Makerspace for students and staff
    • A hub for  after school programs, LEDP and LSA

    A community of teachers, parents/caregivers and students who are working to be our best selves. Come join us!


Principal's Corner

  • Math Presentation at Lawrence

    Posted by Monica Crowley on 2/4/2019 7:00:00 AM

    Daer Lawrence Families,

    At the last Principal's Coffee on Tuesday, January 29th, Kathleen Hubbard, PSB Mathematics Coordinator for Grades K-8, the Lawrence math specialists/coaches and I are met with parents/caregivers to share the district/Lawrence vision for the teaching of mathematics at Lawrence School for all students in grades K-8.

    “Our goal as a district and as a school is to build the capacity of all teachers of math (classroom teachers, Special Education teachers, and math teachers) to provide high quality, equity driven, differentiated instruction within their classrooms.  

    Our vision is that all students, regardless of age, ethnicity, socioeconomic status, race, gender, etc. will engage in rich learning experiences that provide equitable access for all, leading to a deep understanding of math concepts.”

    They shared the type of mathematical experiences, opportunities, routines and assessments that are designed to encourage mathematical growth for all students.  I have included the link below for your review.  In case you were not able to attend.  I have shared the PowerPoint link below.

    I would like to thank Kathleen Hubbard, Katy McGraw, Laura Koplow and Julieta Roz for planning and executing an informative and interactive presentation.



    Comments (-1)
  • School Family Survey

    Posted by Monica Crowley on 1/21/2019 7:00:00 AM

    We Want Your Input - Please complete our Family Feedback Survey.

    The survey begin on January 22. Please look for an email from Panorama Education on January 22 with a link to the survey. We urge all of our families to participate!  

    Please keep an eye out for our annual Family Feedback Survey. These surveys are a great opportunity for you to let us know what is working and what can be improved at the Lawrence School. Based on last year’s survey, we have focused on relationship building with all stakeholders, and the VPs and I created a chart of “administrative / guidance partnerships”; each staff member, organized by grade band, was assigned a key administrator partner that they could feel empowered to contact for support or with any questions.

    Last year we had 21.7% of our families respond. This year our goal is to have all families respond. We want every family’s voice to be heard. These surveys provide valuable and helpful feedback about the climate, culture, and leadership at our school and around the district. Our teachers and leaders need to hear what you think the school is doing well and also what we can improve.

    The survey begin on January 22. Please look for an email from Panorama Education on January 22 with a link to the survey. We urge all of our families to participate!  




    Comments (-1)
  • "The Why is Everything"

    Posted by Monica Crowley on 1/7/2019 7:00:00 AM


    Dear Lawrence Families,

    The Lawrence staff believes in the power of a growth mindset for all of our students and every staff member.  One of the ways the staff tries to support and help each other grow is by sharing articles that can help us strengthen our capacity to educate all children.  Lesley Fagen recently shared this article with the Lawrence staff, and I felt it might be useful to parents/caregivers.  Feel free to substitute the word parent or caregiver for the word educator and the words student/s with your child's name.  

    I hope you find this article interesting and useful.



    The Why Is Everything

    Helping your students find their motivation on the path to success

    BY:Grace TatterJill Anderson

    Harvard Graduate School of Education

    Everyone loves a dark horse story: Albert Einstein struggled as a student. J.K. Rowling was on welfare before selling her Harry Potter manuscript. Oprah was fired from one of her first jobs before becoming a media mogul. But we usually consider such people, who followed unconventional, unexpected routes to success, to be aberrations, their paths unable to be replicated.

    In some ways, they are — but there’s still a lot to learn from them, says Harvard Graduate School of Education Lecturer Todd Rose. Rose, who heads HGSE’s Laboratory for the Science of the Individual,believes that educators can do more to help all of their students be “dark horses,” shepherding them along individualized paths to careers and lives that address each student’s unique mosaic of motivations.

    He describes his latest book, Dark Horse: Achieving Success Through the Pursuit of Fulfillment, as a kind of “user’s manual for the dark horse mindset.” He knows the mindset well; before he was a Harvard professor, he was a high school dropout. He forged his own path to success only after realizing what it was that truly motivated him.

    Here are some ways that teachers can bring that mindset, with its emphasis on personal fulfillment as both a means and an end to success, to their classrooms. (Note: They just might help adults find fulfillment, too.)

    • Help your students figure out what makes them “tick” — it often can be applied in a variety of contexts. For his book, Rose and co-author Ogi Ogas interviewed leaders from an array of different fields, from journalism to professional closet organizing. They quickly found that all that dark horses “wanted to talk about was how they figured out what mattered most to them,” Rose says in an interview for the Harvard EdCast. Ask your students why they like the subjects or activities that they like. For example, if a student says that the only thing he likes about school is football, but you ask him to dig deeper, he might realize that what he loves is the teamwork aspect, being outdoors, or competition — all of which can translate to other arenas where he might succeed. “The why is everything,” Rose says.
    • Let students practice autonomy. In order to find out what really motivates them, students have to try things out for themselves. Look for ways that you can give students choice and voice, Rose says, like deciding how to present information for a project, or what books to read. “I still want teachers in charge, but if we want kids coming out as self-directed adults who understand how to make choices, how to learn from mistakes, what better place to learn that than [school]?”
    • Focus on personal responsibility. A focus on personal fulfillment doesn’t mean anything goes. It’s important for young people to be able to try different things to figure out what motivates them and what they really love — but that doesn’t mean being a flake. Instill in students a sense of personal responsibility. If they say they’re motivated by music and want to incorporate that into their final project, expect follow-through from them, even if it’s hard. And parents, if your child insists that they want to be a famous musician but choose video games or hanging out with friends before practicing every time, that might not be the arena in which they’ll be a dark horse. “Dark horses are willing to sacrifice for their versions of fulfillment,” Rose says.
    • Reward creative strategies. Run your classroom according to the principle of equifinality, the idea that there are always multiple ways to get to the same end goal. Dark horses are good at figuring strategies to solve problems that play to their strengths, but they don’t always find the right strategy right away. They often have to cycle through strategies to see what works. Give kids time to do that, Rose says. “The idea is helping kids realize that achievement is as much about finding the right strategy as it is about brute force or innate talent.”
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  • Vacation: Fun Time and Learning Time

    Posted by Monica Crowley on 12/17/2018 7:00:00 AM


    Dear Families,

    Vacations are wonderful for families and friends to spend quality time together.  Whether you are staying local or travelling, vacation is time to reconnect, continue to learn about each other and from each other, and engage in activities that may not be readily available during the busy school/work week.  The following ideas are possibilities for students and their families to put on a “To Do” list for the December break.  How many can your family do?

    -Go to the library and take out a book of every family member’s choice.

    -Read the books and discuss the parts you like the best while sipping hot cocoa.

    -Have your child map out a walking loop that is two miles long near your home.

    -Go on the two-mile walk, two times during the December vacation.

    -When you have to go to the supermarket, have your child tell you the cost of each item and guess how much the total cost will be before you get to the checkout counter.

    -Play a board game.

    -Pick out a recipe and cook it together as a family.

    -Have all family members agree on one movie they all want to watch. Sit down with some treats, no phones and watch the whole movie in one sitting!

    -Take two pictures of each family, print them out and then make a family collage!


    Have a spectacular December break!


    Monica, Maisha and Peter


    Comments (-1)
  • Helping Kids Grow Into Themselves as Students

    Posted by Monica Crowley on 12/3/2018 7:00:00 AM

    Helping Kids Grow Into Themselves as Students

    Since the beginning of the public schooling movement in the U.S., educators have worked to support students in becoming independent, autonomous learners. In 1848, Horace Mann wrote that pupils “must learn for themselves” by “putting forth personal effort.” Otherwise, he noted, ideas learned in school would “find no permanent lodgment” in the mind of the student. Despite this early guidance, teacher-directed activities such as lectures and assignments with little choice have been the predominant modes of teaching and learning in U.S. schools.

    In my first few months at Lawrence, I’ve observed that students at our school have real opportunities to work with independence. In first grade, students wrote not one small moment narrative but many, moving on to further stories independently after finishing the first one. In fourth and fifth grades, students in a number of classes have begun discussing books in book clubs, where they can set the agenda themselves, prepare with questions, and set their own assignments, just as adults might do!

    In middle school, students have had opportunities to work as independent leaders both inside the classroom and out. I frequently see 8th grade partners helping in the classrooms of younger students, and last week 6th through 8th grade students chaperoned students at movie day with ownership and caring. At Farm School, I saw 7th grade students take responsibility for cooking dinner, feeding animals, and more. As the year goes along, we will continue to put our older students in positions where they need to rise to challenges, and students will grow because of it.

    Of course, when students are asked to work independently, we more often see them struggle. We see this struggle as desirable, productive, and even a little scary, as we so want to see students succeed. Teachers have a number of ways of helping students when they struggle, including working with them in small groups, showing mentor examples of student work, and more. I’ve also been so impressed by the work of the specialists who support students in literacy, math, English language skills, and more, many of whom are not known by everyone in our school. They know so much about their students and the subject matter that they teach, and their work with teachers helps all students at our school.

    In an era in which we have information at our fingertips, technology has helped all of us become more independent, curious learners. In only a few months at Lawrence school, I’ve seen so many opportunities for our students to work with autonomy, and be supported in doing so.

    Peter Cipparone

    Vice Principal

    Comments (-1)
  • Professional Development at Lawrence

    Posted by Monica Crowley on 11/12/2018 5:00:00 PM

    Dear Lawrence Families,


    I hope your children had a restful and fun day off on Friday, November 9, 2018. While the students were not in school, staff participated in three professional development sessions over the course of the day. We had an invigorating and informative day where staff were engaged in learning with each other, all in service to inform instruction to meet the needs of every one of our amazing students!


    For the past two years, we joined other Brookline staff and gathered at Brookline High School to hear from keynote speakers, Beverly Daniel Tatum in 2016 and Jamie Almanzan in 2017. After each speaker, we broke into small groups to reflect on the messages of each presentation, which included inclusion, active anti-racist work, and valuing all students.


    This year, each school was provided time to plan and execute professional development opportunities that aligned specifically with the needs of the school as we continue to strive for equity. The day was divided into three ninety-minute sessions. Staff gathered as a whole group for the first session and then by grade bands. The session topics are listed below.


    Session 1:

    Strengthening Relationships: High Expectations and Support for All Students.

    (All staff attended)


    Staff reviewed responses from the Lawrence family and staff surveys from spring, 2018 that asked questions about school climate, relationships, respecting diverse backgrounds and supporting all students.

    Then staff read four selections from “Everyday Anti-Racism” that relate to building relationships and fostering high expectations and the supports needed to meet those expectations for all students. Then they identified action items to try and put into practice.


    Action Items:

    Commit to three action items (“Try Tomorrow”) that relate to the articles to use during the month of November/December to…

    1. build stronger and more authentic relationships with a student/group of students
    2. identify a specific skill or interest of yours you would like to bring into class and
    3. identify a “High Help and High Perfectionism” pedagogy.


    We will review the implementation of the action items and their effectiveness at our January faculty meetings.


    Session 2: Looking at Current Student Work to Inform Instruction and Risk Training for Middle School Staff.

    *K-2: Math

    (Classroom teachers, special education teachers, EL staff, paraprofessionals, and interns/student teachers attended)

     Goal: By the end of this session, teachers began planning for differentiated instruction based on a deeper understanding of specific math content and their students’ current thinking.


    1. Equity Discussion

    Staff discussed what equity in math instruction looks like now and how they can affect it with a focus on Jo Boaler’s and National Council of Teachers of Mathematics Equity statements.


    1. Data Reviewed:

    MCAS data and student specific data administered to all students K-5 this fall.


    1. Grade Level Work:

    Each grade identified one standard/ math goal of the three choices to focus on.

    Grade level teams identified and defined solid understanding of math concept and thought about what leads to that understanding.

    Staff looked at student work to identify different student entry points and then planned for instruction (lessons and activities) in response to different student groupings.


    *3-5: Literacy

    (Classroom teachers, special education teachers, EL staff, paraprofessionals, and interns/student teachers attended)


    The focus of this session was to deepen our understanding of narrative writing, develop an understanding of struggling writers, create a focus plan to use during instructional writing contexts when working with students and begin our work of looking vertically of narrative writing K-5.

    Staff reviewed and analyzed student writing of all abilities, strengthened their understanding of expected grade level quality writing K-5, and planned for instruction to grow all our student writers.


    *6-8: Risk Training

    (Classroom teachers, special education teachers, art/PE/music and health specialists, K-8 guidance, psychologist, paraprofessionals, and interns/student teachers attended)

    The goal of this session was to increase the confidence level of all 6-8 staff in dealing with students in crisis, clarify steps a staff member should take if they are concerned about a student, and to clarify role of staff member and role of the guidance counselor.


    Session 3:

    Looking at Current Student Work to Inform Instruction and Identifying the Strengths of Every Middle Scholl Student.


    *K-2: Literacy

    (Classroom teachers, special education teachers, EL staff, paraprofessionals, and interns/student teachers attended)


    Read description above.


    *3-5: Math

    (Classroom teachers, special education teachers, EL staff, paraprofessionals, and interns/student teachers attended)


    Read description above.


    *6-8: Valuing Every Child

    As middle school educators teach over 80 students, more if one teaches health, art, music and PE, staff took the time to reflect on every student’s positive personality and academic strengths. They then identified which observations they would select to share as comments in the first term report card to communicate their perceptions to each student.


    I have included a few comments about the school based professional development day from various staff. 

    “Thank you for the excellent day of learning today- I thoroughly enjoyed having a chance to collaborate with the team and others. I loved the readings you shared this morning (some quotes from those article will be making their way into my teaching portfolio soon!)”


    “Great PD day today folks! Powerful things happened. Seriously. Way to go.” 


    “Every session was so useful. I am able to use all of the learning immediately!”


    “Thank you for planning such a wonderful day today! It was all really inspiring and thought provoking. The first session was really powerful and made me think of one of my one students in particular....”


    “Thank you so much for a very productive and enjoyable PD Day.  I feel energized and

    more connected to the teachers with whom I collaborate, and with the faculty in general.”


    “Today was productive in terms of both school-based work as well as community-building. I feel so very fortunate to work at this school and to have you as an administrator and guide. “



    Comments (-1)
  • Grateful For the Lawrence PTO and Brookline Education Foundation

    Posted by Monica Crowley on 10/22/2018 7:00:00 AM


    Dear Lawrence Families,

    The staff and I could not be more grateful for the incredible support of the Lawrence PTO and the Brookline Education Foundation (BEF).  The PTO raises a great deal of money every year and then uses those donations to support staff by providing stipends to every teacher to use for their classroom, award grants for staff to engage in professional development to strengthen their craft, and purchase resources that allow for greater student engagement.

    Additionally, the BEF awards multiple grants every year to educators across the district.  Below is a list of Lawrence recipients this past year.



    The following Lawrence School educators have received BEF grants:

    Meredith Ritter, 3rd- 8th Grade Visual Arts

    Art New England: Color Studio

    Ms. Ritter will attend the “Color Studio Course with Nancy McCarthy” at an Art New

    England workshop run through the Massachusetts College of Art and Design. The

    workshop assists artists to take the basic concepts of value, hue, and saturation to

    the next level. While working on her own practice, she also hopes to translate

    knowledge and experiences from this course into her work with her middle school

    students in two Brookline schools.


    Kaitlin Robinson, K-3 Spanish

    Attending the Northeast Conference of the Teaching of Foreign Languages

    Ms. Robinson will attend the 2019 Northeast Conference of the Teaching of Foreign

    Languages. The conference will address subjects including: integration of culture,

    content, and language; authentic classroom discourse; and performance-based

    assessment. She hopes to acquire concrete techniques and activities to apply to her

    Spanish classes, as well as learn new things that will inspire her work.


    Kathleen Moriarty, Librarian

    Diverse Learners, Diverse Libraries: American Library Association Annual Conference

    Librarians from three Brookline schools will attend the 2018 Annual Conference of

    the American Library Association. This conference brings together leaders in the

    field and will expose participants to new materials, enhance their knowledge on

    diverse books and authors, and inform them about programming occurring in

    schools and public libraries nationwide. Our librarians will focus particularly on

    enhancing their knowledge of current and diverse materials and methods for the K-

    12 student body, and bring new ideas and energy toward the ongoing goal of

    building collections that reflect the diversity of students in the Brookline district.

    They will share this knowledge with all school librarians in the Brookline schools.


    Kaitlin Robinson, K-3 Spanish

    Fostering Spanish Language Comprehension and Literacy with Puppets

    This collaborative grant will allow six elementary Spanish teachers to receive

    puppetry training through workshops with Brookline Puppet Showplace Theater.

    These teachers will then work together to design engaging lessons and materials

    that will apply to their curriculum. They will implement the work in their classes,

    which they expect will bring the language to life and increase student



    Susan Flegenheimer, Russell Morin, Nicole Poirier, Speech and Language


    Speech and Language ASHA National Conference 2018

    Speech and language pathologists from every Brookline school will join other field

    professionals to attend the 2018 American Speech Language and Hearing

    Association (ASHA) national conference taking place in Boston. This premier

    conference of speech and language offers opportunities to learn about the latest

    research, clinical practice, skills, and resources needed to improve school based

    SLPs’ work, and the chance to network with national and international leaders in the



    Jill Demsey, Literacy Coach

    Teachers College Reading and Writing Project Coaching Institute, Year 2

    This grant will allow the remaining seven Brookline Literacy Coaches to attend the

    Teacher’s College Reading and Writing Project Coaching Institute. Last year, four

    coache, including Lawrence's Dianne Muendel,  attended the Institute through a BEF grant. The coaches will strengthen

    their knowledge of the writing curriculum that the District adopted three years ago,

    and will be able to support teachers through classroom coaching and professional



    Lawrence educators will also participate in the following Systemwide


    Leadership Team Retreats

    In the 2018 - 2019 school year, the District Leadership Team includes a high

    number of administrators in their first or second year in Brookline, or in interim

    positions. This BEF grant will extend District Leadership team building and

    leadership development work by funding three off-site retreats to be held

    throughout the academic year.

    New and Interim Principal/Administrator Mentoring Program

    Recognizing the importance of the first few years in a new leadership role, as well as

    the ongoing transition in the Principal positions, this grant, now in its third year, will

    continue to support new and interim Brookline School leaders with a mentoring

    program during their period of transition.

    Comments (-1)
  • Grades 6-8 Interim Progress Reports and Report Cards

    Posted by Monica Crowley on 10/11/2018 7:00:00 PM

    Dear Lawrence 6-8 Families,

    First quarter Interim Progress Reports were published for students and parents/guardians on the Parent Portal on October 11, 2018. (If you have not logged on to the portal-it is necessary to do so in order to view IPR grades and future report cards. Dates of future IPRs and report cards are below.  Please scroll all the way down)  

    If you have any questions about log in process, contact 

    Please know that there are no IPR grades for the first quarter for art, PE, conservatory and health as they only meet either once or twice a week, and the staff is still getting to know your children. Grades for these classes will be included on the first quarter report card to be issued on the portal on November 15th.

    Positive Communication: One Tool for Success

    All students want to be successful. We all want our children to develop a love of learning that enables them to discover their strengths and passions as they bolster areas of development.

    In an article called “The Paradox of Pushing our Kids to Succeed,“ Dr. Lynn Margolies suggests: “Our teens are embedded in a culture driven by competition and perfectionism, where by success is defined by status, performance and appearance. These values are transmitted to our children through our emotional state and through what we notice, are impressed with, and praise or discourage them in…

    Pushing teens to be the best is well-intentioned…Ironically, parents’ hyper vigilance about teen’s grades and future success backfires psychologically and academically. When parents are overly invested in performance, kids are less likely to develop their own, more sustainable, motivation.

    Further making the stakes too high engenders fear, leading teens to avert possible failure at all costs. This level of stress propels homework avoidance, compromises executive functions, inhibits curiosity and new challenges and increases lying.”

    Both home and school supports are instrumental in the academic, social and emotional growth of every child. Throughout the year students receive reports that indicate how they are achieving at a given time. These updates are provided to communicate how students are doing in their classes and provide information to help guide discussions that focus on continued success and/or improvements in the future.

    Grades 6-8 Interim Progress Reports/Report Cards:

    Interim progress reports are given half way through each quarter. This is a great time to talk to your child about how he/she feels he/she is doing in each class. If he/she has concerns or questions, contacting the teacher at this point is helpful to discuss the issue and create a plan for improvement.

    In addition to Interim Progress Reports, report cards are given at the end of each quarter to share with parents/guardians how their child performed during the term. It should be used as a tool to self reflect on the past term and make goals for the upcoming term.

    Reviewing IPRs and report cards should be a positive and productive learning experience: 

    1. Discussion, not lecture-Ask your child to share his/her reaction to the report. Ask him/her to reflect on his/her effort in class and on homework to see if he/she can draw a connection between his/her daily input and grades.
    2. Praise your child for behaviors you have seen over the term. Try to highlight a positive behavior even if a particular class has a low grade.
    3. Discuss areas of development by focusing on behaviors and skills needed to make them better. Focus on short-term goals connected to these behaviors and skills. It is important to share that we all have strengths and areas of challenge. Look for positive patterns in one class that can be applied to a more challenging course.
    4. Make it clear that any consequences given directly relate to the goal for improvement. For example, limiting time on computer to increase time spent on homework.
    5. Communicate with your child’s teacher. Ask him/her for suggestions/strategies that will help your child improve. (first name_last
    6. Modeling how to work with the teacher is a strong lesson for every student. The hope is that each child will learn over time how to self advocate and get the help the need.


    2017-2018 Interim Progress Reports and Report Card Dates for Grades 6-8

    10/11/18-Term 1 IPRs-available to view on Parent Portal

    11/15/18-Term 1 Report Cards- available to view on Parent Portal


    12/21/18- Term 2 IPRs- available to view on Parent Portal

    2/7/19- Term 2 Report Cards- available to view on Parent Portal


    3/14/19- Term 3 IPRs- available to view on Parent Portal

    4/25/19- Term 3 Report Cards- available to view on Parent Portal


    5/23/18- Term 4 IPRs- available to view on Parent Portal

    Term 4 Report Cards-Approximately 3 days after the last day of school- available to view on Parent Portal

    Happy listening, talking and guiding,

    Monica, Maisha and Peter

    Comments (-1)
  • Teaching and Learning in September

    Posted by Monica Crowley on 10/1/2018 7:00:00 AM

    I write to share a friendly reminder that the doors to school open at 7:50am.  All students and families are asked to wait outside until 7:50am.  However, if you child eats breakfast at school, s/he can enter the side doors that go to the cafeteria at 7:30am.  The doors will not open before 7:30am, as we do not have adults to supervise students before 7:30am.  Thanks for your support with this procedure!



    Principal/Vice Principals’ Blog

    October 1, 2018

    Perseverance The love is apparent. Lawrence has come alive with a flurry of activity, awe, and wonderment as students and teachers eagerly explore new topics from government to goal setting and everything in between. Venturing into sixth grade science class, students could be found weighing carrots during an experiment, calculating the amount of water lost and creating diagrams to convey this information within groups. During a second grade writing lesson, students readily shared their Stories of Self as they explored their individual identities. An eighth grade Social Studies lesson delved into rights, responsibilities, laws, and their derivation. Third graders treated passers-by to an impromptu performance of “Hot Cross Buns” on recorders as sweet symphonic sounds from Conservatory classes in grades 4-8 wafted through the air, from strings and brass to a beautiful chorus of melodic voices. World Language presentations kicked off in high gear as middle schoolers partnered with teachers to build linguistic proficiency through reading, writing, listening, and speaking while K-5 students moved fluidly through target vocabulary with fun games and activities.


    Our students’ successes are our own. Through collective teacher efficacy, family engagement, and administrative support, we can move the needle toward ensuring students’ success today and tomorrow and in the years to come. The love, drive, passion, and commitment of our staff, students, and families are evident strengths of our school community. Building upon these partnerships through shared ownership, we believe we can catalyze our students’ growth and success collaboratively.


    As we walk through the halls and visit classrooms, the energy is contagious and the excitement spills over into bright smiles and bubbly greetings. We are humbled to be a part of something so much greater than ourselves. The Lawrence community is a tightly knit family dedicated to expert teaching, expert learning, and educational equity. Be on the lookout for even greater things to come. Most of all, thank you so much for sharing your wonderful children with us!



    Monica, Maisha, & Peter

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  • Joyful First Few Days

    Posted by Monica Crowley on 9/17/2018 7:00:00 AM

    Hello Lawrence Families!

    It was such a joy to greet your children as they walked through the front doors and into the school on September 6th. As they marched bravely into a new school year, with new teachers, new peers, and new routines, our hearts went out to them for we too have experienced the same anticipation around starting the school year. We feel so grateful to be here at Lawrence, where staff and families have been so welcoming to the three of us.

    It’s been a wonderful beginning to the school year. Over the course of the first couple of weeks, we’ve seen your students participate in creating their classroom communities. They’ve written their names and drawn self-portraits, created bar graphs of their birthdays, and developed systems for organizing their work in each subject. We have particularly enjoyed sitting in on opening and closing meetings, where students greet each other and review the days plans, then reflect on the day at the end. During an all-fourth-grade assembly, one student gave another a shout-out for “being kind to everyone.” Another mentioned that one of their peers accepted the rules for a game without complaining even a bit. These are just snippets of the type of community building that we’ve seen across the school.

    At the same time, academic work is well underway. In science, we’ve seen students create to-scale models of the solar system and draw detailed scientific diagrams. A middle school French class filled in the words of a popular French song while elementary school students singing in Spanish can be heard throughout the school building. Students have reinvigorated their reading lives by choosing just right books and recommending books to their classmates. In math, we observed students sharing multiple strategies for finding the area of a parallelogram. Finally, classrooms discussed the news of the week, including the science and possible effects of Hurricane Florence. We can already see that students will be engaged in both academic learning and the wider world around them through their experiences at Lawrence this year.

    Thank you again for your support at the beginning of this school year, and we look forward to sharing more happenings at our school as the year goes along.


    Monica, Maisha and Peter

    Comments (-1)

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