Maintaining Dignity, Integrity, and Community in the Discipline Process

Discipline rooted in "learning" can help children find a positive sense of independence and identity. At Turning Point, we connect our Primary Montessori roots through the Elementary and Middle School years in order to honor each child’s individual path and nurture her/his sense of self-respect and responsibility. This holistic approach requires continual modeling, explicit teaching, and tireless encouragement of a growth mindset as children grow and develop within a community they hold dear.

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Innovative Learning Through Visual Arts

Arts bring so much to the learning process. Beyond the appreciation of beauty and opportunities for personal expression, the arts also demonstrate more than one solution to a problem, as well as the value of asking questions and seeing multiple perspectives.

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The Frankenstein Effect: Keeping our Kids Whole in an Age of Excess

As a parent, there is not much more I want for my kids than for them to have these opportunities to “try on” or practice their more grown selves while still being honored as children. However, I also know as a parent how, in our zeal and commitment to providing our children with authentic opportunities to grow and mature, it can be easy to cross the line from "authentic" to "manufactured."

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Vulnerability, Courage, and Value

We are all social beings who depend on each other for connection, cooperation, and competition. Status anxiety, predicated on the position we feel we occupy on the ladder of success, functions because our self-identity depends on the approval of others. I look at our school and feel so grateful for the thoughtful guidance, purposeful direction, and positive encouragement our students receive. If status anxiety is about feeling alone, unloved, and unworthy, the education Turning Point provides and the community we build provides antidotes to these deep worries.

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Congratulations, Class of 2019

It is our honor and privilege to share with our community this year’s high school acceptance list. Please join us in celebrating all our graduating students’ many accomplishments; not just their potential destination for next year. The truth is all of these schools are better when they include Turning Point graduates within their communities. As we like to say, “The schools our students attend are all great, but it is our graduates who bring the thunder.”  This year’s graduates are no exception.

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Living a Life Bigger than Oneself: Lessons from the NAIS Conference

We want our students to use their education and agency to create organizations with purpose, to see relationships as opportunities to contribute and collaborate, and to give away knowledge and expertise freely. We want them to view success not merely as an individual race to the finish line, but as an opportunity to be part of something greater than any one person can achieve alone. We want them to leave the world in better shape than they found it.

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A Fine Balance: Building Community and Fostering Independence

An important purpose of school is to help children become independent—and interdependent—adults, which involves creating distance between one’s self and one’s caregivers. At Turning Point we are careful to balance the supervision of students with opportunities for them to practice these skills. This means we must relinquish our own control to some degree and allow students to work things out for themselves before jumping in.

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Black History. Full Stop.

When we set aside time to impart to our students the powerful and compelling stories of people whose achievements are often veiled, we create opportunities to build racial and cultural understanding. We understand that we don’t want Black history to be a side issue, but one that, along with the contributions of other underrepresented people, helps us to build a richer, more accurate, and more nuanced picture of where we have come from, and more importantly, where we are going.

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The Secret to Stronger Outcomes

Research shows the more diverse a group is, the harder people in the group work to understand and solve a problem. Who we are has an effect on how we think; our experiences, training, work, social networks, and preferences contribute to our identity and therefore our cognitive approach to problem-solving. If creative people all have the same ideas, then the whole is just a reflection of the parts. If they differ in their ideas, they produce what is known as a “diversity bonus.”

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Fostering Excellence in Independent Schools

Those of us who work in independent schools have chosen this path in part because we appreciate the element of independence—which allows us the opportunity to innovate, to develop best practices which reflect the changing landscape of education and the world around us, and to put our own marks on our teaching.

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