Tag: education

Perseverance in Action

Last Friday, Saklan’s February Social-Emotional Learning (SEL) focus on perseverance came to life in a memorable way for students in third, fourth, and fifth grade.

Students gathered in mixed-grade groups of five for a silent puzzle challenge that quickly proved to be about much more than fitting shapes together. Each student began with three puzzle pieces, and together their group needed to complete five square puzzles. There was just one twist: students had to trade pieces without speaking. While they were allowed to offer a piece if they noticed someone needed it, they could not ask for one themselves.

At first, the rules prompted puzzled looks and raised eyebrows. One student even asked, “Wait… we can’t talk at all?” before the challenge began. Soon, however, the pavilion filled with intense focus, expressive gestures, and quiet determination. Without words, students leaned in, carefully studied one another’s progress, and began noticing—really noticing—what their teammates needed.

Gradually, the groups found their rhythm. Students passed pieces across the table, pointed gently to openings, and patiently waited for the right moment to help a teammate. When the final squares clicked into place, the groups celebrated in their own silent way, pumping their arms and grinning with pride.

The activity was more than a puzzle-solving exercise. It was a powerful opportunity for cross-age collaboration and social-emotional growth. Students practiced perseverance as they worked through frustration and uncertainty. They also strengthened empathy and social awareness by learning to observe others closely and respond thoughtfully.

During reflection afterward, many students shared how challenging it was to wait patiently and trust their teammates. Teachers helped connect the experience to friendship and community, encouraging students to look beyond their own needs and pay attention to those around them.

It was a meaningful reminder that perseverance often involves patience, teamwork, and the willingness to support others.

#SaklanSEL #SaklanCommunity

Head’s Corner: Whitewaters

How do we prepare children for a world we can’t fully predict?

Our students are growing up in what can best be described as a climate of whitewaters — a period of rapid change marked by social fragmentation, global uncertainty, and accelerating artificial intelligence. The world they will inherit will demand more than information. It will require judgment, empathy, adaptability, and wisdom.

Last month, at the CAIS Trustee/Heads Conference, I heard Pedro Noguera, Dean of the USC Rossier School of Education, speak directly to this challenge. He reframed what many see as societal crises as something else entirely: learning challenges. As he spoke, I found myself thinking — this is the work we are already doing at Saklan.

Preparing students for the future requires cultivating the human capacities that technology cannot replicate — imagination, empathy, ethical reasoning, and sound judgment.

It also means addressing what some describe as an “empathy gap.” Too often, we care most deeply about problems only when they affect us personally. Schools can help close that gap by teaching students how to listen across differences, collaborate meaningfully, and build authentic relationships. 

At Saklan, this belief shapes daily practice. Relationships are not separate from rigor; they make rigor possible. Curiosity is not enrichment; it is the engine of deep learning. Intrinsic motivation fuels risk-taking, persistence, and lasting confidence — the kind that grows not from ease but from learning to navigate challenges. 

Hearing Dr. Noguera did not feel like a call to change direction. It felt like an affirmation of what we do at Saklan. The work of cultivating curious, compassionate, and capable learners is not peripheral to education — it is essential.

Helping students learn how to navigate these whitewaters with wisdom, grit, and empathy may be the most important work we do.

Warmly, 

David

If you would like to view Dr. Noguera’s full speech, click here.

Fifth Grade Leads Redwood Grove Restoration Project

The culmination of fifth grade’s Redwood Grove Project Based Learning unit was a powerful example of student leadership in action. After weeks of studying forest ecosystems and soil health, students led a shared effort to show their beloved redwood grove some love, restoring natural forest-like conditions to support the trees’ long-term health.

The culmination began with a purposeful walk to Outdoor Supply Hardware, where garden staff offered just the expert advice students needed. Rather than “feeding” the trees, they learned that the grove required a return to natural conditions. Mulch would help retain moisture and encourage the healthy decomposition of fallen leaves, needles, and twigs. With this knowledge, students selected shredded redwood mulch, leaf scoops, and rakes, tools that will allow fallen leaf litter to be returned to the grove year-round.

Back on campus, students worked collaboratively and followed their team contracts to prepare for service day. They drafted a formal purchase request, created hearts and ribbons with messages of appreciation, designed and hung posters, unloaded supplies, and set up tables and chairs. Every detail was thoughtfully planned and entirely student-led.

On the morning of the restoration, they were ready. Students shared their research, explained their decisions for the grove, and confidently guided family members through the work they had prepared: loosening compacted sand, carefully spreading mulch, and protecting exposed roots in one section of the grove.

As the first section wrapped up, students received a surprise gift: Dawn Redwood seeds. If successfully grown, one may eventually stand in the new redwood playground, becoming a living learning legacy for future students.

The work didn’t stop there. During recess, fifth graders invited younger students to help restore the next section of the grove, modeling leadership and stewardship. Even steady rain at lunchtime could not dampen their momentum. Paths were raked, clear “go” and “no-go” zones were established, and by the end of the day, the transformation of the grove was visible.

This project was more than a lesson in ecology. It was a lesson in agency. When students are trusted to lead meaningful work, motivation and engagement flourish.

#SaklanPBL

Fractions Come to Life in Third Grade

What do sunflower drawings, pattern blocks, rulers, and a classroom clothesline have in common? In third grade, they have all been bringing fractions to life.

Over the past several weeks in both Number Corner and their Bridges unit, third graders have been developing a meaningful understanding of fractions as numbers: not just pieces of shapes, but values that can be measured, compared, and located on a number line.

The learning began with a scenario challenge: How could an art club fairly share wall space for a mural? As students explored dividing the same whole among two, three, four, six, and even eight artists, they discovered the important role of the denominator and noticed how the size of each share changes as the whole is partitioned into more equal parts.

This foundational idea — that fractions represent equal parts of the same whole — helped students understand why fractions must refer to the same whole to be meaningfully compared.

Hands-on exploration anchored the learning. Students folded paper into equal parts, modeled fractions with pattern blocks, and represented their thinking symbolically using numerators and denominators. Using a clothesline number line, students hung fractions in the correct location and justified their reasoning.

Through this visual and interactive experience, students discovered equivalent fractions and explored numbers greater than one, strengthening their understanding that fractions are numbers with precise locations and relationships.

Fractions and measurement intersected when student pairs created detailed sunflower drawings and measured leaf lengths to the nearest ½ and ¼ inch. Workplace games like Fraction Tic-Tac-Toe and Hexagon Spin & Fill encouraged strategy, collaboration, and joyful practice.

These rich, hands-on experiences are building far more than fraction skills; they are strengthening mathematical confidence, perseverance, and flexible thinking.

#SaklanHandsOn

Celebrating 100 Days of Learning

On Thursday, February 5th, Saklan students joyfully celebrated the 100th day of school, a milestone that highlights just how much growth can happen in 100 small, meaningful steps. The day was filled with math, movement, creativity, and laughter across every grade level.

The Owlets marked the occasion with a classroom-wide search for 100 hidden emojis. Many students arrived dressed as 100-year-olds, fully embracing their roles and staying in character throughout the day, adding an extra layer of fun to the celebration.

The Hoot Owls dove into hands-on activities centered around the number 100. They carefully counted out 100 Cheerios to create necklaces, participated in a 100-star scavenger hunt, and explored different ways to represent 100 using classroom materials. The celebration culminated in a special lunch party complete with photos and festive crowns.

Kindergartners explored the concept of 100 in playful and delicious ways. They created their own 100th-day snack by combining 10 different treats, 10 pieces of each, bringing math to life in a tangible (and tasty) way. Students designed colorful hundred grids, crafted crowns, and proudly wore 100-Fruit-Loop necklaces. Movement was also part of the fun, as students danced for 100 seconds and completed 100 jumping jacks.

Throughout the day, students from grades 1 through 8 joined the kindergartners in celebration, fostering a strong sense of cross-grade connection and belonging. These shared experiences foster confidence, joy, and a sense of community, reminding students that they are part of something larger.

First graders also embraced the milestone with engaging math and writing activities focused on the number 100. They counted, created, reflected, and celebrated how much they have learned and grown over the past 100 days.

The 100th day of school at Saklan was more than just a number; it was a celebration of perseverance, progress, and the vibrant community that supports every student’s journey.

#SaklanCommunity

Saklan’s All-School Concert 2026

Saklan students are very excited to share our All-School Concert with you on Thursday, February 12th, at 4:30 p.m. Students will be dismissed at noon from the Lesher Center and are asked to return at 4:00 p.m. in preparation for the performance.

Please note the following details for the day:

  • All Saklan students need to be at the Lesher Center at 8:45 a.m. next Thursday. Parents are asked to park and walk their child directly to their teacher at the backstage entrance on Locust Street.
  • Saklan Bus & Van service will NOT be operating that day. 
  • Students will be dismissed from the Lesher Center at noon.
  • Extended Day will be available until 3:00, but it is recommended that students go home at noon to have some downtime before the concert. Reserve your child’s spot in Extended here.
  • All students are asked to report back to the Lesher Center at 4:00 p.m. dressed in all-black clothing, with the assigned accessory color shown below. 
ClassesAccent Color & Apparel Suggestions
Owlets & Hoot OwlsRed Accent
Kindergarten & 1st GradeOrange Accent
2nd & 3rd GradeYellow Accent
4th & 5th GradeGreen Accent
Ensemble & PercussionBlue Accent
ChoirViolet Accent

The concert is free and will begin at 4:30 p.m. We invite family and friends to join us!

#SaklanCommunity

February SEL Focus: Perseverance

This February, Saklan’s Social-Emotional Learning (SEL) focus is perseverance: the ability to keep going even when learning feels challenging. Perseverance helps students build confidence, resilience, and a growth mindset, reminding them that effort and persistence matter just as much as outcomes.

Throughout the month, students are being encouraged to practice perseverance in concrete, age-appropriate ways:

When faced with a challenge, students are learning not to give up. Instead, they are encouraged to pause, take a break when needed, and return ready to try again. This helps normalize struggle as part of the learning process and teaches students that setbacks are temporary.

Students are also practicing doing their best on every task. Perseverance isn’t about rushing to finish; it’s about slowing down, focusing, and putting forth genuine effort, even when the work feels hard.

To make big challenges feel more manageable, students are learning to break large tasks into smaller steps. This strategy helps reduce overwhelm and shows students that progress happens one step at a time.

Equally important, perseverance includes learning to be kind to oneself. Students are reminded that mistakes are part of learning and that everyone is growing at their own pace. Practicing self-compassion helps students stay motivated rather than discouraged.

Finally, students are encouraged to believe in themselves. Developing perseverance means trusting that with time, effort, and support, they can grow and succeed, even when something doesn’t come easily at first.

By focusing on perseverance this month, students are strengthening skills that will support them far beyond the classroom, helping them approach challenges with confidence, patience, and resilience.

#SaklanSEL

Head’s Corner: What Belonging Looks Like at Saklan

On a regular basis, we ask students in grades 3-8 to complete an anonymous survey about their experience of belonging and inclusion at Saklan. At its core, the survey asks a simple question: Are we keeping our promise that Saklan is a place where students feel seen, heard, and valued? Do they experience Saklan as a safe learning environment—one where relationships are central to learning?

The survey serves as an important check for us. It helps us understand what is working well and where we may need to pause, reflect, and make adjustments based on what students are telling us.

We are currently analyzing the first semester’s results from students in grades 3–8, and we are proud of both the work we do and the community we share. The data points to a strong sense of belonging at Saklan, while also highlighting a few areas where we can continue to grow.

One of the most illuminating parts of the survey is the open-ended question that invites students to elaborate on what helps them feel they belong at Saklan. Their responses, shared below, tell a powerful and authentic story.

Belonging through relationships

  • “When people hang out and talk with me, support me, and accept my options.”
  • “When people invite me to play with them.”
  • “When I’m sad, my friends make me feel better, and my friends just make me laugh.”
  • “Even when I don’t want to play the same game as my friends, there is always someone to play with.”

Belonging through acceptance and inclusion

  • “Having friends, and being accepted for who I am.”
  • “Being respected a lot, for who I am.”
  • “I like how everyone hangs out with whoever they want, rather than being separated by gender or how you act.”
  • “I feel like I belong at Saklan.”

Belonging through adult care and attention

  • “I always know I can go to a teacher when I am sad or need help with my homework.”
  • “My teacher always helps me and tries to make me understand the answer.”
  • “Teachers pay a lot of attention to me.”
  • “When teachers explain why they can’t get to me yet, I still feel heard.”

Belonging through safety and voice

  • “I feel safe to share my thoughts and ideas.”
  • “Saklan is such a small community, so everyone knows each other.”
  • “If I feel left out, there is always a teacher who will help work it out.”

Belonging through structure, leadership, and shared experiences

  • “Something that helps me feel like I belong is advisory.”
  • “Family groups, the ability to be creative, and the fun interactive experiences.”
  • “When I am teaching a younger student, I feel a sense of joy and it makes my day.”
  • “When I come back from being sick or a trip, my classmates welcome me back with smiles and hugs.”

We believe transparency and listening are essential to building a strong school community. For those interested in exploring the data more deeply, the full student survey results are linked here. We’re grateful to our students for their honesty and thoughtfulness, and we remain committed to using their feedback to strengthen belonging, relationships, and learning at Saklan.

With Gratitude,

David  

Self-Disciplined Family Groups

On Wednesday, Saklan Kindergarten through 8th-grade students engaged in a thoughtful and interactive Family Group lesson focused on developing self-discipline, an essential skill that supports learning, emotional regulation, and personal growth.

The lesson began by inviting students to reflect on what self-discipline means to them. Through discussion, students identified self-discipline as recognizing when support is needed to achieve a goal and having the ability to bring themselves back on track. Together, they created a web of ideas on the board, placing “Self-Discipline” at the center and surrounding it with their own thoughts and experiences.

From there, students explored the many moments at school when self-discipline is needed. They shared examples such as staying focused, managing fidgety feelings, handling stress or big emotions, listening actively, raising a hand instead of calling out, and navigating moments of silliness or frustration. This conversation helped normalize the challenges students face and reinforced that self-discipline is a skill everyone practices and strengthens over time.

To introduce practical strategies, students watched a short, engaging video featuring Cookie Monster learning tools to resist his love of cookies. Together, the group reviewed the strategies Cookie Monster used (counting, singing, and imagining something calming) and discussed why these tools might work for him, as well as why different strategies may be more helpful in a school setting.

Students then applied their thinking to real-life scenarios. Through role-play and group discussion, they explored situations such as being cut in line, feeling nervous before a test, forgetting lunch, struggling to stop giggling, or feeling upset when a classmate takes something without asking. For each scenario, students worked collaboratively to identify healthy, self-disciplined responses and the tools that could help them regain control and focus.

To bring the learning together, students created a visual poster highlighting different situations and the tools that support self-discipline.

This lesson emphasized that self-discipline isn’t about being perfect; it’s about noticing when something feels hard and having strategies to help oneself move forward. Through discussion, creativity, and collaboration, students strengthened their understanding of self-discipline as a skill they can practice every day, building confidence and resilience along the way.

#SaklanSEL

When Students Lead the Learning

Sometimes the most meaningful learning moments are the ones that unfold organically, and last week, Saklan’s third graders experienced one of those magical surprises.

What began as a simple vocabulary exercise quickly evolved into a joyful, student-led experience filled with creativity, collaboration, and enthusiasm for learning. As part of the lesson, students were invited to bring new vocabulary words to life by creating short skits. Almost immediately, the classroom buzzed with excitement. Laughter, brainstorming, and endless “What if we…?” moments filled the air as students worked together to imagine scenes and assign roles.

The excitement didn’t end when the lesson was over. Students proudly shared that they continued inventing skits during recess, eager to keep the momentum going.

By Friday, the class had fully taken ownership of the experience. During recess, they collaboratively planned one large skit as a whole group, listening carefully to one another’s ideas and working through challenges together. Later, during quiet time, students independently chose to design and build props, thoughtfully negotiating materials and responsibilities.

This was authentic, student-driven learning at its best: hands-on, deeply engaging, and shaped entirely by student curiosity and agency.

The experience became even more meaningful when the third graders invited their first-grade buddies to be the audience. Watching the students perform with confidence and pride—and seeing every child shine—was a powerful snapshot of teamwork, leadership, and social-emotional growth in action. One student summed it up perfectly, exclaiming, “We should do this every day!”

Moments like these are a joyful reminder of what’s possible when students lead the way.

#SaklanStudentAgency #SaklanHandsOn