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| Connie Ennis has been Head of the Lower School since 1999. Prior to coming to GFA, she was Head of the Lower School at the Crane School in Santa Barbara, California where she also taught kindergarten and first grade for eight years. Ms. Ennis began her career at the St. Ann's School in Brooklyn, New York. |
Many parents want the opportunity to ask questions about GFA's Lower School to see if it might be a good fit for their child. We collected some of the most-asked questions in writing and posed them to Connie Ennis, Head of the Lower School. Following are her answers.
How would you characterize the curriculum in the Lower School?
We believe in stimulation without pressure. Because we have strong students, we set the bar high so they are stretched to reach their full potential. We pride ourselves on teaching depth as well as breadth. Because of our small size and student/teacher ratio, the curriculum is highly individualized, and each student receives a great deal of personal attention.
What about the social environment?
We’re proud of our strong sense of community, which provides an important foundation for learning. We have assemblies twice a week for the entire Lower School. This teaches public speaking, highlights individual strengths and helps each student have a sense of belonging. We also eat lunch “family style,” and have a variety of cross-age activities built into the curriculum.
How do you address a child's character and behavior?
We’re very concerned about building a community with a moral compass. Students start out learning the three rules that make up our Code of Conduct: Be Kind. Respect everyone’s right to learn, and Take responsibility for yourself and your school. Our teachers have also been trained in the “Responsive Classroom” approach, which means conducting activities throughout the day that teach cooperation, responsibility, empathy and self-control.
What does GFA believe about teaching language to young children?
Spanish is taught in kindergarten through third grade and French is taught in fourth and fifth. We want students to develop a “listening ear” for language. We use the “total physical response” approach, which promotes active involvement in the learning of the language.
We hear that some of your classes work out of doors? Why is that?
GFA sits in a prime location for environmental studies. We are one of the few schools to have a dedicated environmental science teacher and science lab in our Lower School. We make use of Burying Hill Beach on Long Island Sound, the Salt Marsh and the Audubon Trails, all of which border our campus. We have an organic garden and harvest our own apples for cider.
We're interested in sending our child to GFA, but maybe not as early as kindergarten. Would entry at a later grade make sense?
Our kindergarten classes are small enough to focus on each individual child and his or her academic and social learning. We believe the early years are crucial for laying this foundation. Kindergarten is where children develop the habits of mind that allow them to learn. They get a foundation of self-discipline and social skills that will set the stage for their school years ahead.
How do we know if our child is ready for kindergarten?
We look for developmental readiness in a student, such as their ability to use language to communicate, to show an interest in reading and number-related activities, and to show an interest in working and playing with other children. Through visits, observation and Gesell testing, we can determine the readiness of children for the kindergarten program.
We aren’t familiar with K-12 schools. Are younger students exposed to the older ones?
Each of our divisions is unique and physically separated from the others, but there are also wonderful moments when they overlap. Our Lower Schoolers are often the audience for the art and musical performances of the older students; we look up to our Upper School students as role models, and we benefit from being surrounded by their talents. We also take advantage of facilities such as band and orchestra rooms, our varsity gym, and our organic garden.
What exposure will my child get to the arts?
Our students are immersed in the arts. Specialists teach choral music, instrumental music, band, orchestra, fine art and art history throughout the Lower School.
What do you look for when hiring new teachers?
I look for a strong background and experience, but also for a deep understanding of curriculum and developmental education. I want to be sure teachers “know” the ages and stages of children with whom they work, and are passionate about working with young children. Teachers at GFA have to have a high level of creativity because they often collaborate with other teachers and launch exciting new programs. One thing all of our teachers have in common is that they love their work, and as a result, are deeply invested in each child and each class.
Are parents welcome at GFA or do we just drop off our kids at the door?
The spirit of volunteerism thrives here. We have an impressive amount of parent involvement and interaction, both in our classroom and in our Parents Association. Parents frequently come to class to read, to share an area of expertise, and to help with celebrations.
Do children take standardized tests at GFA?
We administer the Educational Records Bureau (ERB’s) tests in the third through fifth grades every spring. These tests are common in many independent schools and allow us to compare ourselves to our peer schools. Although we don’t spend precious time “teaching to the test,” our students consistently score well among independent school norms.
What is your philosophy on technology in the classroom?
We are big believers in the advantages of technology as a tool for learning. We have three laptop carts and our dedicated technology director for the Lower School works with all students on keyboarding skills and the use of laptops for projects throughout the year.