trevordayschool

As a 6th-grade student I was so excited about Trevor's Common Room. I had never had free time in an open space during the school day and the prospect was intoxicating. "I can hang out with my friends and just chill," I thought. "Finally, I can relax for a bit." I see the same expectation in every 6th-grader at Trevor in his or her first days as a Middle School student. Yet it took just three short weeks in the fall of 1981 for me to realize that it was not free time that I had been granted; it was discretionary time—and the difference between the two was monumental. Although it was called the Common Room, I recognized that both the room and the experience were quite uncommon. e shared space placed teachers around the perimeter of the room, with 6th-, 7th-, and 8th-grade students in the middle. Such logistics were conducive to developing special relationships and time-management skills. I watched teachers and older students do their work in the Common Room. e teachers were modeling behavior for the students; the older students were modeling for the younger students. A culture was born and nurtured. Much of our 8th-grade mosaic project (thank you, Ms. Sabatacakis) was done outside of class. It was not a big deal to check in with Ms. Sabat during a discre- tionary period; in fact, it was expected. Our teachers learned more about us as learners in the time we spent out- side of class and through the questions we raised. e students learned more about the teachers, and in turn, we worked harder for people we knew and respected. All of this was made possible by the space design and the belief that, given the opportunity and responsibility, students will rise to the occasion. When I started teaching at Trevor, I began to understand the more subtle values of the common spaces. I realized that my class never had to end at "the bell" (although it should be noted that Trevor never had bells). Our debates and class discussions would often spill into the common spaces and draw in other community members. e spaces cultivated an intellectual environment and drove higher-level thinking. We were having so much fun working with the students inside and outside of the classroom, and we could see its daily impact. We were the luckiest faculty in the world. I also benefitted as a coach (boys' varsity soccer and varsity basketball), with unlimited access to my team in e Center. We would check in through- out the day to discuss upcoming games, practices, and even the latest hip hop crazes. e relationships and chemistry bred from these opportunities were quantifiable, both in wins and in lifelong friendships. The Uncommon Room Daniel Feigin, Assistant Head of School and Director of High School Circa 1981 Circa 1992 2 4 T R E V O R D AY S C H O O L n W I N T E R 2 0 1 5 – 2 0 1 6

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