Skinner operates from a philosophy called Restorative Practice. The Restorative Practice process promotes building relationships and strengthening community bonds, while supporting student growth toward self-discipline, accepting responsibility, and appreciating the rights of others. It is our desire at Skinner to maintain an environment where students grow and thrive intellectually, socially, and emotionally. This restorative philosophy also guides our interventions. Read a recent article on Restorative Practice at Skinner written by one of our 6th grade Science teachers, Mr. Martin.
Some students have social or emotional concerns that affect their academic and social functioning at school. Preparing students for life success requires a broad, balanced education that both ensures their mastery of basic academic skills and also prepares them to become responsible adults.(1) At Skinner Middle School we value the importance of promoting students social, emotional, and academic growth as we recognize that adolescence is a critical time in a child’s development. Through providing support and interventions in the social/emotional domain, the goal is to decrease problem behaviors, enhance academic performance, and promote a student’s all around positive adjustment and growth.
We offer the following supports to enhance student growth:
An excellent series from National Public Radio member-station WNYC on “Being 12”.
“It’s no secret that being 12 years old can be tough. At 12, kids shed layers, test new roles and transform before our eyes as they explore what kind of adult they want to be. Their brains and bodies change at alarming rates. At the same time, school gets harder.
For girls, it may be the year they buy their first bra or get their period. For everyone, it’s an age for plugging in to the digital world, and tuning out adults more and more. Some may also have jobs or look after younger siblings. Friendships shift. Romantic feelings may blossom. The stakes get higher in so many ways. WNYC’s series, Being 12, brings to life the array of faces, voices and perspectives of these young people.”
(1.) Association for Supervision and Curriculum Development. (2007). The learning compact redefi ned: A call to action — A report of the Commission on the WholeChild. Alexandria, VA: Author.