DEVELOPING THE WHOLE PERSON

BY JEN BERRY

Reprinted from The Hilltopper Magazine, Fall 2023

 

---

 

Middle school years can be tough. 

In a time when students are balanced between being kids and reaching toward adulthood, significant physical, emotional, and cognitive changes are happening. While learners are seeking more independence, these critical years require guidance, support, and encouragement. This is where the Middle School at Marshall comes in.  

Duluth Cathedral first opened its doors to seventh and eighth grade students in 1982; fifth and sixth grades were added to Marshall in 1993. Since then, teachers have developed the middle school program into a nurturing environment where Marshall’s core values of respect, compassion, integrity, self-discipline, intellectual curiosity, and strong academic habits form the basis for how conflict is resolved and independence is gained.

How does Marshall turn this tumultuous time into a productive and positive experience? According to Middle School Principal Karen Snyder, “[In middle school] we work on more than just academic achievement. We are developing the whole person.” Focusing on the “whole person” emphasizes learning social and emotional skills that will help students in all aspects of life.

Teaching important study skills, including time management and organizational skills, help create a strong foundation for success in the Upper School and beyond. The Middle School is designed to be a safe and supportive environment where students are free to express curiosity, take risks, and try new things. Karen continues, “They are at a time in their lives when they are trying to figure out who they are and what they believe. We are here to help them find themselves.”

At Marshall, building a strong community is key to the middle school experience. There are several unique parts of the experience that reinforce belonging and growing.

CREW

Middle school students meet every morning and afternoon with their Crew leader and a peer group of about ten students. Fifth and sixth grade teacher Scott Kylander-Johnson ’90 says, “Having a dedicated time to building relationships is key. You get to know the students in a fun, non-academic setting so you get to know the whole person first, which helps in the academic setting later.” 

Crew time helps teachers know when a student is having a tough day or when there is something to celebrate. It is also an opportunity for students to learn more about each other. Everyone participates and is heard, creating a teamwork approach that helps with building relationships and conflict resolution. 

LEARNING OUTSIDE

Middle school is a time to build resilience and perseverance, and the outdoors often provide the perfect space for those skills to develop. Younger students take daily snikes, a hike with a snack, to move their bodies and develop observation skills.  Getting outside of the classroom provides unique opportunities to view the same problem in a different way.

Whether students are Nordic skiing while practicing Spanish vocabulary, or figuring out math problems with chalk on sidewalks, students develop new ways of learning. The outdoors also offer unique opportunities for choice and independence. During a recent Fun Friday, students had the option to choose from various outdoor activities including hiking, mountain biking, outdoor games, and outdoor art creation.  

STUDENT-LED CONFERENCES

Near the end of each year, middle school students lead their own conferences, giving them the opportunity to take ownership of their work and progress. They choose what material to share with their guardians and have a chance to show what they are proud of, challenges they have faced, and offer examples of how they have grown. 

Kylander-Johnson says, “It is really important for students to have their parents’ undivided attention for 20 minutes. It is often the first time a student has complete agency to run the show.” Presenting to family builds both communication skills and confidence.

MENTORSHIP

Being in the “middle” has some benefits. Middle school students have long been paired with upper school National Honor Society students for tutoring and group activities such as sledding and Halloween parties. Older mentors help set examples for what middle school students can do in the upcoming years and can provide encouragement and support to their middle school mentee. With the establishment of the Forest School last year, Marshall middle school students now also have the opportunity to be mentors for younger students. They can help the elementary-aged students with their lunch trays, be reading buddies, and help with outdoor activities. Students learn through both relationships—how to mature and how to serve.  

COLLABORATIVE TEACHERS

Working with middle school students isn’t always easy, but the rewards can be significant. Marshall middle school teachers teach in teams where most have the same students for two years in a row. These teams talk daily about what they are doing, which students may need extra help, and how they can support one another. Students change rapidly between fifth and eighth grade, and because of this team approach, teachers are able to encourage growth across different classes and focus on long term progress. 

This collaborative approach not only benefits students, but also benefits the teachers. According to middle school art teacher Turi Sederquist, “I don’t know what I would do without the support and ‘I got your back, no matter what’ mentality of my colleagues. They are unlike any other teaching staff I’ve worked with. We’ve cried, laughed, hugged, debriefed, consulted, painted sets, led field trips, played, observed, pitched in, made jokes, dressed up with wacky hair, and brought the most real versions of ourselves to the students walking through our doors each day.”  

Middle school is a journey for our students, but Marshall ensures they are not alone on the journey. 

Marshall is a place where kids can discover themselves. Our teachers get to know students so well that they know how to draw the best out of them and can help students become the best versions of themselves.

Karen Snyder