trevordayschool

Almost immediately, Trevor's pedagogy became real. A 6th-grade parent explained, "I chose a social science class and a math class, and was most impressed with how similar the experience was in each. In both, we worked in groups and in a round-table setting—which required me to interact in some way, either with a classmate or the teacher, to solve a problem or answer a question. Each lesson also ended in an aha moment." is observation was highly gratifying to the teachers, one of whom commented, "I enjoyed the ability to engage parents with the sorts of materials we use and the concepts we are trying to communicate with their children." Another teacher concurred: "I always enjoy talking with parents about the school and the program. eir questions provide an opportunity for continued reflection on the what and why of what we do—and their enthusiasm is always a welcome boost." e experience was so real that some parents even experienced jitters over their homework assignments. Before entering the classroom, one parent was overheard admitting that she didn't do the homework and hoped she wouldn't be "found out." Another said that she had completed it, but What a great evening for all the participants. I loved my thought-provoking discussions in both classes….they demonstrated how teachers embrace the true spirit of the school by encouraging us to be creative, independent thinkers, while also working collaboratively. It made me want to return to school. I loved it so much that I can't wait for next year! Margaret Connors McQuade '85 wasn't sure she'd "done it right." (Of course, both concerns evaporated once the lesson began.) Still another parent commented that homework had added to the evening's authenticity: "Having the homework assignment, and all that brought up, made the experience all the more complete!" A teacher agreed with that assessment: "It was an opportunity to give the parents a feel for the experience that their children have." e parents were, in his view, "active, challenged, and often laughing"—in other words, much like the students! Flushed with excitement following the first class, many parents used the ten- minute travel time between courses to grab a bite to eat and chat with friends in other classes. Moving between two classes on different floors was an unanticipated added benefit, as one parent commented that he was glad to be "able to get to know the new building." ere was, however, one note of wistfulness heard repeatedly: Many parents said that they only wished their education had been as innovative. One mused, "I left the evening wishing my own educational experience had even a shade of this level of excellence. And I left deeply grateful that my children get this kind of experience every day." Tika Brewer, mother of a 6th and 9th grader, echoed the thought: "I wish school was this fun when I was growing up! Kudos to all the Trevor teachers for creating such an inclusive and collaborative learning environment." For one Lower School parent, the evening "was a unique opportunity to get in front of teachers my child hasn't had yet and to understand more about the process of learning that is so different from my own K–12 education. It added texture to my sense of how Trevor students are pushed to think." After the second class ended, parents, teachers, and senior staff gathered in " " 2 5 T R E V O R D AY S C H O O L n S U M M E R 2 0 1 5 – 2 0 1 6

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