Union Academy 2nd Grade Market Place: A Culmination of UA's 3 Cs

     In February, 2nd grade students learned about money in math and economics in social studies. To bring these concepts to life, the 2nd grade team of teachers created the Market Place Project. Through this project, students were asked to create their own business and "put to use all of the real-life skills they learned earlier in the month," said Mrs. Laura Kohn, 2nd grade teacher. They were given the option to work in teams or individually and were told that their business could either produce a product or provide a service. Students had to name their business, make a business plan, create a poster advertisement, and, of course, create their items for sale.
     On February 28th, the students brought all the pieces together to create their classroom Market Place. Students rushed around the four 2nd grade classrooms setting up their stations, advertising their goods, excited to bring their business creations to life. Second grade classrooms were filled with home-made cookies, book marks, hair bows, nail salons, and more. At 8:15 am the Market Place opened for business. Students worked together to figure out customer totals and count back change. When some things didn't sell, they thought quickly and created sales and incentives to encourage customers.
     This Market Place project tied seamlessly into UA's mission of the Three C's: Challenge, Character and Community in many ways. According to Cara Schaefer, "Our students learned important life skills about showing initiative (starting a business), responsibility/trustworthiness (running the business and keeping track of cash), optimism/ perseverance (not giving up when their business was slow) and compassion (donating to a worthy cause to help others)."
     While this is not the first time UA has held a 2nd grade Market Place, it is the first time the project was combined with helping those in need. "This year our 2nd grade teachers thought about how to combine this annual assignment with service learning. Since, the 2nd grade already serves the families staying at the Ronald McDonald House, it was an easy connection to make," said Lower School Principal Shannen Bretz. According to Mrs. Greenwalt, 2nd grade teacher, "This year 2nd grade was able to involve parents in an additional way with 2nd Grade Market Place. Our parents showed their continued support to our students and our community outreach partner, Ronald McDonald House. Parents came and shopped at our Market Place, donating $1,150.00 for Ronald McDonald House."
      This month long project accomplished a number of the 11 Principles of Character Education, the tool used to assess a National School of Character. The adaption of this annual assignment into a service learning project is a recent example of how UA continually assess its character education efforts and looks for areas of improvement (Principle 11) and provides opportunities for moral action/service learning (Principle 5). In addition, the 2nd grade team of teachers did an outstanding job of creating a caring community (Principle 4) and developing a meaningful, challenging academic curriculum that develops character in students (Principle 6).

5th Grade Heritage Day: Bringing School Families Together in Celebration of Diversity

On February 17th, 5th grade students rushed into school in anticipation of the annual 5th grade Heritage Day.  For the previous eight weeks, the students worked on completing the various pieces of the project.  From interviewing aged family members to researching countries of their ancestor's immigration, Heritage Day was the culminating event.  Each student created a display highlighting all of the things they learned about their family's history.  They made Heritage Day Notebooks, wrote biographies, crafted poems, cooked traditional dishes, and shared family artifacts.  Parents and grandparents were invited to attend Heritage Day and circulated around the booths, speaking with students about their family history.

     UA's 5th Grade Heritage Day tradition began 10 years ago, when Mrs. Karlyn Brown was asked to teach Social Studies in 5th grade.  "As an adopted child, I was raised to appreciate my heritage and the heritage of others.  When I first started teaching, I realized that most of my students had no idea about their families' origins.  When I asked them, "Where is your family from?' they would usually reply, 'North Carolina' or 'South Carolina'.  From there I decided to make my students research their family history, after all almost every United States citizen's family immigrated from somewhere other than the U.S." 

     Mr. Frashier, this year’s 5^th grade Social Studies teacher, was excited to continue Mrs. Brown’s tradition and was amazed at the final product. “I am so proud of our students and all the work they have put into these projects.  I wasn’t sure what to expect and was blown away by how hard the students worked,” said Mr. Frashier.  “I loved seeing all of the families come out to support their kids.”

     While this project fits in nicely with the required state Social Studies and English Language Arts curriculum, the best part is how it brings families together.  Paige McBride, a UA parent whose son graduated in 2016 said, "I love the heritage projects my kids completed at UA.  Wyatt (now graduated) interviewed his great-grandma who has now passed away.  We will always treasure the binder he did as a family treasure."

     "Over the years, I have heard of stories told by grandparents and great-grandparents that would have been lost without this assignment.  Parents have reported to me that they have learned just as much as the kids by working on the project," said Mrs. Brown.  That is the real treasure of the 5th grade Heritage Project:  families talking, sharing stories, and celebrating their roots.

     "I loved watching the students beam with  pride about where their family was from and what makes their family unique.  The students were eager to share about their history," said Monica Kocell, School Nurse and parent at UA, who attended this year's event.

     Heritage Day is an example of how Union Academy works to build a caring community (Principle 4 of the 11 Principles of Character Education) and provides a meaningful, challenging academic curriculum that respects all and develops character (Principle 6 of the 11 Principles of Character Education.)   
 

Union Academy Volunteers for Hunger and Homeless Candlelight Vigil

Photo from the Union Academy Newsletter, Nov. 17, 2016

Each year Union Academy chooses a community need to support during the school year. The Union County Community Shelter was the top choice for 2016-2017. On Monday, November 14th, staff and students volunteered to provide and serve food for the Union County Hunger and Homeless Candlelight Vigil. Headmaster Dr. Ann Walters led the volunteer effort serving a pork barbecue dinner and speaking on Union Academy's commitment to serve the community.

The candlelight vigil is part of the Union County Community Shelter's annual Hunger and Homelessness Awareness Week, held nationally each year the week prior to Thanksgiving. "This is a time for us all to start to reflect on what we are thankful for. It is also a perfect time to share our compassion with our neighbors who are experiencing homelessness, and work toward a world where no one has to experience Hunger and Homelessness," said Kathy Bragg, Executive Director of the shelter.

Volunteering at this event opened the eyes and hearts of all involved. "This makes me rethink my Christmas wish list," said UA junior LeKayla Love. "Those kids were just like me," said 2nd grader Gage Brun.

A National School of Character provides opportunities for moral action (Principle 5) and defines character to include thinking, feeling, and doing (Principle 2). Volunteering at the Candle light vigil on Hunger and Homelessness is an example of why Union Academy received the designation as a National School of Character.

 Click here to learn more about the Union County Community Shelter:  http://www.unionshelter.org/ 

UA Appreciates Community Helpers!

On Wednesday, November 9th, the lower campus hosted its first Community Luncheon. "This was a chance for our school to say thank you to many of our community partners and to help students realize that little acts of respect have a big impact, " said Mr. Bretz, lower campus principal.  Thirteen members of the community attended the luncheon and ate lunch with a select group of Kindergarten through Fourth Grade students.  The mayor of Monroe, Union County sheriff officers, firemen, and a United States veteran, were among the many community members honored at the lunch. Strong partnerships with the community is a hallmark of a National School of Character (Principle 10) and this luncheon exemplified Union Academy's commitment to maintaining and recognizing those partnerships.

 

Spirit Week Builds a Caring Community

Photo Credit:  UA Charter School Facebook

    One of the primary ways you know that your school has a positive culture is by assessing school pride and this year's Homecoming week visually indicated that Union Academy excels at creating a caring community (Principle 4 of the 11 Principles of Character Education).  From staff to students, all members of the Union Academy family participated in the activities planned by the middle school and high school student councils.  Doors were decorated, halls were transformed, and costumes were planned, all in an effort to demonstrate how proud we are to be UA Cardinals.
    The Friday spirit parade was a new addition to UA's homecoming week tradition where each of the high school grade levels were invited to march.  Middle school teachers were invited to bring their classes to view the festivities, pulling together the entire upper campus community.  "I thought those students dressed up as Mr. Zorn and Dr. Walters were so funny!" said middle school student, Grayson Brun.
     Also indicative of UA's positive culture was the number of attendees at the homecoming football game on Friday night.  The home-side bleachers were packed, filled with students, parents, staff and alumni.  Over sixty-five staff members came out in support the Cardinals, but most heart-warming was seeing the UA Alumni.  Class of 2016 graduate, Halee Bennett, even guest cheered with this year's varsity cheer squad.
     Union Academy's goal as a school is to create an environment where students feel connected and safe.  When you see students participate in high numbers during spirit week and continue to show up on campus even after they graduate, you know that you are doing something right.  #WeAreUA
Check out Union Academy''s Facebook page for more photos from Spirit Week!

UA Students Learn By Doing!

  

      Students are running around the room, stepping on number cards.  Shouts are occurring across the room.  "Where is eight?"  "What number are you looking for?"  What appears to be a chaotic classroom turns out to be an environment filled with life lessons.  This is Mrs. Rushing's Experiential Learning class where she teaches all students in Kindergarten through 8th grade lessons on life and character.

     In Experiential Learning (EL), Mrs. Rushing facilitates a learning experience that almost always appears to be a fun game or activity.  Today's lesson is about communication, synergy, and helping each other, although the students will not figure this out until the end. She instructs the students to work as a group to step on a set of numbered cards in sequential order as quickly as possible.  To make things a challenge, the numbered cards are randomly dispersed around the room.
     After the first round, Mrs. Rushing asks students to reflect on the experience by asking, "What did you notice?" Students raise their hands, eager to respond.  "Everyone was so loud, I couldn't hear anything."  "There were only a few students who would help you." "It took some people a lot longer than others."  "It was hard to find the number you needed because they were all over the place."  They are then asked to think of possible strategies to make the challenge faster.  She doesn't agree or disagree with the ideas, but allows the students to process the suggested strategies.  The group sets a goal for improvements (a throwback to last week's EL lesson on goal setting) and then allows time to problem solve before restarting the experience.

     On round two, the room is less disorganized, but again filled with smiling students bumping into each other.  Yells continue to fill the air.  The group implements their system for finding numbers. Hands are raised in the air with numbers, students are looking out for each other.  They complete the challenge more quickly and are visibly proud of their accomplishment. When discussing round 2, Mrs. Rushing asks the class to think about how their ideas worked and what could be done differently. They are then asked to relate those lessons to school.  Students pipe in, "We should ask for help when we need it."  "Or if you see someone who looks lost, just offer to help them."  

  The bell is about to ring and Mrs. Rushing asks the most important question of the entire lesson, "What did you learn today?"  Fifth grade student Shelandee sums up the lesson by saying, "People may not know you need help if you do not ask."  "And when you help each other, it's a lot easier to get the job done," adds Shelby Brooks.

     But the lessons are more than asking for helping, or offering help to those who need it.  That may be the obvious goal accomplished, but experiential learning is more.  In this one class period, students step outside their comfort zone.  They are allowed the freedom to move around the room, get loud, interact with each other, and think outside the box.  They solve problems and learn to make mistakes in safe environment. They experience how to make eye contact while speaking and how to disagree without being disagreeable. According to Mrs. Rushing this is the biggest benefit of Experiential Learning.  "Kids do not have a lot of opportunities to solve problems in life without some sort of adult intervention- from a parent, teacher, or coach.  It takes a couple of lessons before they realize that no one is going to tell them the solution.  My class teaches students how to think on their own and how to collaborate with others.  We shouldn't wait until they are adults to learn these skills."
     Experiential Learning is an addition to Union Academy thanks to Dr. Walters.  "I believe Experiential Learning works hand in hand with our school's charter of developing the whole child.  It is an intentional approach to develop skills for life success that are not part of the regular curriculum.  Learning to work with others, develop compassion, and how to reflect on life's lessons are just a few of the benefits we expect to see through EL."  According to Mrs. Rushing, that is the beauty of her lessons.  "Because the group dynamics determine the final outcome, you never really know exactly what will be taught and it may be different for each child.  I can teach this lesson six times and walk away with each group learning something slightly different, all just as important."  For instance in this activity, one class walked away thinking about how important it is to ask for help and to offer help to those who look lost.  Another group reflected on how important it is brainstorm with each other and to plan before jumping into an activity. "Those unexpected lessons are just as important, or sometimes more important, than any that I may have planned."
     In a few short weeks, Experiential Learning has already demonstrated it's usefulness.  It is an excellent example of how UA defines character to include thinking, feeling, and doing (Principle 2 of the 11 Principles of Character Education) and how UA has a comprehensive, intentional, and proactive approach to teaching competencies needed for real-world success (Principle 3).

Chart above from http://www.joe.org/joe/2007february/a2fig1.jpg

20-Time: Building Innovation and Character

    

Principal 6 of the 11 Principals of Character Education indicates that a school of character will provide a meaningful and challenging academic curriculum that respects all learners, develops their character, and helps them succeed.  One perfect example of Principal 6 at Union Academy is 20-Time in Rachel Tohill's English III Class.

Jonathan Alzate, Braden Eilerman, Jacob Barringer,
 and community supporters at the Dedication Ceremony.

    20-Time is based on Google’s innovative work policy which gives employees 20% of their work time to collaborate and create personal ideas that could advance Google. Just as Google has realized real advances from 20-Time, so has Union Academy. This year, Mrs. Tohill provided her students 20% of the their class time to think outside the box.  
     According to Mrs. Tohill she taught 20-Time because, "I wanted to give my students an opportunity to explore their interests and make real-world connections to English Language Arts standards. An important component of the project involved the students taking the lead on the process and understanding that the process itself was as important as the final results. In the end, we had products that included videos, photography, interviews, blogs, community service projects, construction projects, graphic design, writing, auto mechanics, animal rescue initiatives, art projects, school spirit projects, and the list goes on. And some of the projects are continuing beyond the school year; they have gone from being a "project" to being a real world experience, which is very exciting." 20-Time developed all of UA's 8 Character Traits in Mrs. Tohill's students, but especially put into practice initiative, perseverance, and responsibility.
     

One of the most successful projects was the installation of a putting green on the UA campus. Three students in the class, Jacob Barringer, Braden Eilerman, and Jonathan Alzate developed the idea and managed the installation of a new golf green, chipping mat and sand bunker located near the football stadium at the Upper Campus. It took eight weeks for the students to research, identify resources, develop contacts and to actually participate in the construction and installation of turf.    
     "I'm so impressed with my students that they jumped in to this experience with only 8 weeks to complete it, and only having just met me as their teacher! They took risks, explored ideas, and embraced the opportunity to be creative and to think "outside of the box." We really became a team in this experience and learned so much!" said Mrs. Tohill. 
     Students appreciated the 20-Time project as well.  Kaitlyn Havican, an eleventh grade student wrote an interactive book of devotionals/gospels for middle school girls.  "I learned how to budget my time. I learned that you need to proof read over and over again! 20-Time was an awesome experience for me. I was able to get out of my comfort zone and do something I love. I got to think for myself and make an impact on people." 
    Would you like more information on 20-Time and how to implement it in the  classroom?  Take a look at this presentation created by Mrs. Tohill as part of her own 20-Time project or try this amazing website filled with ideas and template.