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Bridge Students Intern at the Lower School What You May Have Missed During their spring semester, each Trevor senior engages in a Bridge project. Bridge provides students the opportunity to further explore their interests and passions. Seniors might work on in-depth independent projects, intern with outside organizations or businesses, or further courses of study through high-level seminars. For this year's Bridge, Trevor's Lower School welcomed a record number of ten seniors interested in education onto the West Campus! Some of these students attended the Lower School at Trevor when they were younger, while others experienced Trevor's Lower School for the first time through their Bridge projects. Each student's program was tailored to their interests, ranging from working with early childhood students (Nursery through Kindergarten) to special subjects such as music, art, and PE, and even language acquisition. Below, two of our recent graduates share their thoughts and experiences from their Lower School Bridge projects. Matilde Anacoreta '22 For my Bridge project, I decided to work and spend time at the place where my academic career began: Trevor's Lower School! I have been at Trevor since the 1st grade and was thrilled to go back and work with 1st graders. Last summer, I worked at the Trevor Summer Camp and knew that I wanted to go back and work with the kids during the school year. I even had the unique opportunity to work with my former 2nd-grade teacher, Ms. Rechenberg! I worked Mondays, Wednesdays, and Fridays with a 1st-grade class. Alongside Ms. Rechenberg and Ms. Nash, I assisted children during math, reading, writing, and science. Each day began with Morning Meeting, where the children would greet each other, answer a question of the day, and mentally prepare for the day ahead. en, we transitioned to math, during which the students would use tactile objects to help solve addition, subtraction, and even multiplication. After math class, the students would get a snack and prepare themselves for the next class, either reading or science. During reading, I would read some of the kids' books to them on their iPads or help them read aloud. For science, I would encourage the kids to constantly make observations and hypotheses. e students would then go to two specials (PE, art, music, library, or Spanish). I accompanied them to art and even had the opportunity to work with them on some art projects. After lunch, I made sure the kids got to the playground safely for recess and played games with them. e 1st graders were studying birds and each of them had an assigned bird to research. During bird study, we would spend many afternoons researching and creating books on each bird. e day ended with a closing circle. A wand would be passed around and each student would relay their favorite part of the day. at wand is the same one I held when I was in 2nd grade! Lily Steinfeld '22 As I have always had a passion for working with children, I decided to continue pursuing that interest for my Bridge project. I worked at the Lower School with a Kindergarten class. I assisted them with tasks such as math and reading and helped with their creative projects during arts and crafts activities. I spent Tuesdays, Wednesdays, and ursdays at the Lower School in K-302, assisting Ms. Sharp, Ms. Brasecke, and Ms. Kelly. I loved helping the kids at the math station and being able to see their skills progressively improve. e most illuminating thing for me was playing such an important role in children's development; I was so grateful that I got to be a part of that growth. I was surprised to see how they were all so passionate to learn, and was most impressed by their knowledge of Spanish, considering I started learning Spanish in 9th grade! Aside from the core curriculum work, it was a blast to dance with the students in Central Park and play "Family" during recess. roughout the experience, I always felt as though I was someone they loved to be around; this made me love and enjoy my Bridge experience even more.

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