By Josh Spickler

I have no idea what the weather’s like while you’re reading this, but as I’m writing it, it’s chilly outside. And on Feb. 11, at Peabody Elementary, it will be chili inside. Get it? Chilly outside. Chili inside. Get it? I’ve been waiting five years to use that joke, which, of course, is not original. Regardless, it’s time for the Fifth Annual Cooper-Young/Peabody PTA Chili Cook-off! Can you believe it’s been five years?

With your help, over the past five years, we’ve raised more than $6,000 toward beautification on and around the Peabody Elementary campus. We’ve installed new play equipment, new landscaping, fresh paint and other exterior improvements that help Peabody and Cooper-Young shine for visitors and residents alike.

But not only do we raise money for a good cause, we have fun doing it. You’d be surprised how many different ways there are to make chili. Hot, exotic, Texas or Cincinnati style. We always get a little of everything, and the chili and the neighbors are a warm respite on a cold, winter afternoon.

So, in just a few short days, no matter the weather, there will be plenty of hot, delicious chili available for your consumption in the Peabody Elementary Cafetorium. And, despite what our moms taught us, we’re going to judge. There will be awards in the following categories: Judges’ Choice (decided by our celebrity panel of chili experts, of course), People’s Choice, Best Vegetarian, Best Hot and Most Unusual.

Soak those beans, brown that beef, plug in that Crock Pot and meet us at Peabody Elementary on Saturday, Feb. 11 at high noon to see who takes home the prizes this year. It’s only $15 to register before Feb. 3 ($20 after Feb. 3). Contact mandygrisham@gmail.com or visit friendsofpeabody.org/ for registration information.

If you only want to eat the chili, you can do that, too. Five bucks gets you four generous tastings (more than enough to count as lunch) and a drink. Get there early when the chili is still warm and, well, still there. We’ll crown the winners at 1:30 sharp. Don’t miss it.

By Tamara Cook

The Cooper-Young Business Association is proud to announce this year’s winners of the 2011 Young Artist Contest. This post-Festival event is held annually to encourage the love of art in school age children. The CYBA received 266 entries for the contest which had a theme of “Communities Going Green.” A reception for winners and artists was held at Peabody Elementary located on Thursday, November 3.

This free contest is open to children from all over Memphis and the surrounding communities, grades 1-12, and is sponsored by Lenny’s Sub Shop. Contestants competed against students in one of three grade level divisions: grades 1-4, grades 5-8, and grades 9-12. Prizes are awarded in each division in the following categories: $500 first place, $100 second place, $75 third place, and $50 honorable mention. These scholarship bonds were presented to all contest winners on the evening of the reception. Lenny’s Sub Shop provided refreshments, and the whole community was invited to view the art and meet the winners.

This year’s winners are:

Grades 1-4

First Place – Antrell Kendrick, Grandview Heights Elementary

Second Place – Abigail Cassius, Grahamwood Elementary

Third Place – Amanda Cassius, Grahamwood Elementary

Honorable Mention – Jonathan Johnson, Presbyterian Day School

Grades 5-8

First Place – Edgar Guerrero, Colonial Middle School

Second Place – Amelia Brittain, Grahamwood Elementary

Third Place – Kaylre Franklin, Graceland Elementary

Honorable Mention – Dori Hardage, home school student

Grade 9-12

First Place – William Ross Harvell, Christian Brothers High School

Second Place – James Ward, Wooddale High School

Third Place – MeKAyla Swain, Wooddale High School

Honorable Mention – Noe Suavez, Kingsbury High School

Ever wanted to make your own beer, but weren’t sure where to start? This event is for YOU! There will be brewing demonstrations, knowledgeable home brewers to talk to, kits to buy and, of course, a variety of homebrew to sample (21+)!

For more information, please click here or visit the Bluff City Brewers website.

By Kandra Kolehmainen

When I went to school as a young girl, educational options were very limited. In fact, in the small Iowa town where I lived there was only one option – traditional. My school was like most: teacher led, children in desks, textbooks, and a state approved curriculum. Many communities did offer a variety of traditional schools, but the truth is, for most of us alternative schooling did not exist. But now many education options are available, each with its own set of ideals, precepts, and vocabulary. Philosophies such as Montessori, Reggio, Waldorf, and Classical education have become accepted and very well known. But much of their terminology is not. At the Natural Learning School we embrace the Reggio philosophy as well as the ideals that govern it.

The Reggio philosophy is punctuated with terms such as learner led, project based, webbing, facilitator, and emergent curriculum. One of the most central and least understood precepts of the Reggio philosophy is emergent curriculum.

Curriculum is defined as “the courses offered by an educational institution.” Courses and lessons are designed to teach students specific information in a specific order and usually on a specific day. Curriculum is designed to teach an entire class the same information in adherence with state requirements but with no regard for an individual student’s actual skill level.

An emergent curriculum is a curriculum that is not planned in advance but rather emerges from what is happening in and around the classroom. Ideas come from many places such as classroom resources, research (books, experiences, and computer), teacher interests, family or friends of students, local or world events, classroom discussions, school events, student conversations, and the interests of the students themselves. As interests form and new ideas are discovered, the curriculum changes to fit students’ interests as well as necessary academic skills.

In fact, emergent curriculum is tailored to fit each individual student. Interests that develop out of the classroom experience and turn into projects may involve all students, a small group, or an individual child. Students follow their individual interests and participate in projects at a pace that works with their skill level, not with outside arbitrary standards that may or may not fit the child.

Emergent curriculum is a living thing that constantly changes as new discoveries are made.

Although it is free flowing, it is in no way a free for all. Reggio teachers and the classroom environment must be incredibly organized in order to respect the child’s need to explore according to his own timeline. Teachers must be very flexible and willing to let learning happen when the child is ready and in the way that works best for the child. Projects that develop out of the classroom are webbed (a spider web-like flow diagram) to show all of the possible directions in which the project may go, along with skills to be learned at each step. The Reggio teacher must reevaluate daily where the project is taking the students and what adjustments need to be made for available resources and future activities.

For example, at the elementary school a discussion over the course of a month went from storms, to lightning, to electricity, to energy, and then to atoms. A planned experiment regarding the effect of temperature on atoms turned into an exercise in the importance of eliminating variables. The atom discussion was put on hold while the experiential learning of the day took center stage. Follow up discussions cemented the children’s learning. The teachers then made resource and planning adjustments to support the change of direction. It was emergent curriculum in action, and all students gained amazing understanding from being allowed to follow their natural course of learning.

Even though the students’ interests are of utmost importance in a Reggio school, not all interests are followed. Projects and individual interests that are explored in the classroom must have both value and depth in order to stimulate children’s critical thinking skills. Children learn by making connections; by applying existing knowledge to new situations. In depth studies are full of opportunities to develop new connections. Those interests that do not have critical thinking value and depth are not forgotten. Instead, children are encouraged to research these interests at home and report back to the class (a lack of homework at the Natural Learning School gives the child time to research at home). In reporting back, interests may be piqued, new ideas may form, and a new project may emerge. Teachers will plan for it, and students will learn through it. Through emergent curriculum children learn in an exciting and interesting way that stimulates a life-long love of learning.

By Dr. D. Jackson Maxwell

Every few years I write an article on one of my favorite topics – the baffling machinations of our educational system. Being a parent of two school aged children this subject is dear to my heart. As a parent, I have observed many things good, a few bad, and some downright odd. Ponder the following and see if you, like me, find the following policies and practices as peculiar as I do.

My first concern is a health issue. It is common knowledge that the best way to prevent the spread of colds, flu, and other diseases is by frequently washing our hands with soap and warm water. Oddly enough, I have never found a sink in a school that students have access to that has warm water! When asked, one teacher postulated the reason was that the school designers were fearful children would scald themselves if they turned the water on too hot. Nonsense I say. All you need is a regulator on the hot water heater to control the temperature. So what’s real the deal?

Why do some schools allow teachers to choose the classes they want to teach based primarily on seniority? Shouldn’t the principal assign teachers to subjects they will teach based on their test scores and proven experience? Doesn’t logic dictate that this is the best way to assign teachers to a particular subject? Yet many courses are assigned to teachers based merely on their seniority, personal preference, randomization, or favoritism rather than a proven performance record. Hmmm.

Under Superintendent Kriner Cash’s administration much emphasis has been placed on holding teachers accountable. It has been asserted that more time needs to be purposefully directed to good first teaching and targeting specific student needs. Yet Cash, by his very own actions, has consistently made this extremely difficult. For example, in 2010 the Cash administration terminated hundreds of teaching aides. The president of the Memphis Education Association stated this was a terrible blow to morale which ultimately piled the former aides’ tasks on to already over worked teachers. While a few aides were eventually rehired, the end result is that now teachers have been taken out of their classrooms to do nonacademic jobs such as watching students eat lunch and other housekeeping task for four or more hours per week. Educators with master degrees, doctorates, and even National Board Certification are picking up trash, monitoring noise, and clearing trays rather than developing curriculum, writing grants, and doing the work of actually educating students. Hmmm…a true waste of professional talent, eh?

Beyond this, problems abound concerning the public’s perception of Dr. Cash’s opulent lifestyle. In a city noted for its high poverty rate, Superintendent Cash makes an annual salary in excess of $258,000 plus benefits and is chauffeured around town in a school board owned car accompanied by a detail of police-style Memphis City School officers. It’s not just Dr. Cash who merits the royal treatment. Similar benefits are bestowed upon much of the upper management. While in its own right appalling, all of these over-the-top, taxpayer funded benefits are being heaped upon the Cash administration while they regularly announce teacher layoffs and decry the need for more money. In my humble opinion, these ego-stroking perks are a waste of tax dollars. What are the superintendent and his cronies so afraid of that they need to be escorted around town in security vehicles protected by armed officers? Could it be those very taxpayers they are bilking of millions to support their bloated salaries and benefit packages? Or is it the throngs of educators in the trenches—teachers, teaching aides, and support staff—that their administration has terminated. Perhaps they are afraid of a revolt by parents who are sick of seeing Dr. Cash and his entourage parading from one media spectacle to the next while each year more and more Memphis City Schools fail to make the grade. Hmmm, indeed!

Lastly, President Bush initiated No Child Left Behind where all students are to be 100% proficient in reading and math by 2014. Hmmm, everyone 100% proficient? As you already know, for 100% of any large group to be proficient in anything the bar has to be set mighty low, and that is exactly what happened. To make strides toward this unrealistic goal and avoid the penalties, many states chose to dumb down their tests thus enabling more students to be deemed proficient. Need I say more?

Despite my best attempts to understand the reasoning behind the actions of our local and national leaders, I remain at a loss. I guess these things are not meant for a mere taxpaying citizen to understand. If you have any similar type questions or answers to my ponderings, please feel free to email these to me, and I will try to pass these along in future articles.

Dr. D. Jackson Maxwell is a parent, freelance writer, and Educational Consultant. If you have any questions or comments, please email him at djacksonmaxwell@gmail.com.

By Dalila Early

For a Reggio teacher, the most commonly asked question is not “What are your views on education?” or “How do you teach math?” or even “Do you give standardized tests?” The most asked question is “Who is Reggio Emilia?” The truth is Reggio Emilia is not a person, but a place – a city in northern Italy.

After the destruction of World War II, the citizens of Reggio Emilia decided that a new approach to early childhood education was necessary. Families worked together not only to physically build schools, but also to develop a philosophy based on an emergent curriculum where children learn by becoming part of their world through direct experiences, relationships, and exploration. They also believed that the children would develop as individuals through respect, responsibility, and following their own interests. This innovative approach stressed that a child’s education is in the hands of the child, and that teachers are present not to teach, but to facilitate the child’s learning.

A Reggio education occurs through questions. Information is not given by teachers, but rather discovered by students. Teachers step in when a child truly cannot either perform a specific skill, or cannot find answers after much investigation. When a child asks “Why?” the Reggio teacher answers with the question “What do you think?” Children then have to look inside themselves for answers; in other words, they have to think. They form their own opinions and theories, and come to their own conclusions. This is true learning, and is the heart of the Reggio philosophy.

This approach is only possible if one trusts in the fact that children are innately curious and eager to learn. Following the interests of the child through project based curriculum, children learn math, science, social studies, art, language arts, movement, and music in a more in depth manner. As a Reggio Emilia teacher, this is proven to me every day at the Natural Learning School. Whether it is a baby watching leaves falling from the trees, preschoolers mixing colors for the first time, or an elementary student researching and finding the answer to the all-important question “How does an airplane stay in the sky?” our teachers have the privilege of being a part of discovery every day.

Located in the heart of the Cooper-Young at 1992 Nelson Ave, the Natural Learning School is the best kept secret in town providing a child centered, project base, Reggio inspired education for children 1 year to 11 years old. For more information check our website at naturallearningschool.com.

By Katie Pemberton
This fall brings with it many fun and fabulous ways to support the injured and abused pets at the Humane Society of Memphis & Shelby County (HSMSC). Whether you are into the live music scene, love to get glammed up for a fabulous fête, or are looking for any excuse to strap on your running shoes, there are several ways you can help the animals of HSMSC in October.
First, the Humane Society celebrates its flagship fundraiser – Paw Prints 2011 – on Saturday, October 1, from 7 to 11pm at the Memphis Botanic Garden. Revelers will be treated to light hors d’oeuvres and dinner, as well as two complimentary drinks, while grooving to the live classical, jazz, and soul tunes of Kallen Esperian, Lily Afshar, and Susan Marshall.
“We are so excited about our musicians this year,” Todd Stricklin, vice president of development at HSMSC, raves. “We’re overhauling this entire event from years past, and I think guests are going to really be wowed, not to mention moved by our mission this year.”
One-of-a-kind works of art, in addition to many other spectacular gift items, will tempt guests at the silent and live auctions. Paw Prints 2011 tickets are $100 per person/$150 per couple in advance, or $100 per person/$200 per couple at the door.
Then, just in time for perfect fall weather, we’ll leash up our most athletic, adoptable dogs for The Fast & the Furriest 5K Run/Walk on Saturday, October 15 at 9am. Registration for the 5K is available online, and you can register for just $16 if you do so online before October 14 or mail it in by October 12. Day-of registration will be $20, and a family of two adults and two children under 16 can register for $45. And of course, well-behaved, leashed dogs are welcome and walk/run for free!
“We do expect to have some serious runners and racers, so for their benefit, we ask that all dogs and their human leash-anchors bring up the rear of the race,” Stricklin added. “I’m sure we’ve all hit the concrete once or twice in our lives because our dog wanted to smell something off to the side!”
The Humane Society of Memphis & Shelby County has worked in the Memphis community since 1933 to give injured and abused dogs and cats a second chance at life. The organization provides a safe place to recover, nutritious food, and outstanding veterinary care for an average of 300 animals at a time. HSMSC staff and volunteers provide training, affection, and socialization to the animals in their care to help them be adopted successfully into new and loving homes. HSMSC’s funding comes exclusively from private donations.
For more information about the Humane Society or any of the fall events, go to memphishumane.org, call 901-937-3900, or visit the facility at 935 Farm Road.

By Ginger Spickler
What can you do in an hour? Balance your checkbook? Catch a TV show? Clean out the fridge? It’s not a lot of time – less than 1% of your week, in fact. But in just one hour a week you can make a significant impact on not one, but two children’s lives by participating in the new STAR (Super Tutors Achieving Results) tutoring program at Peabody Elementary.
The STAR program, which is being run jointly by Peabody’s PTA and staff members, is based on another local tutoring program at an inner-city school that has seen impressive results in its short history. Almost 80% of kids who were tutored through the Ready Readers program at Georgia Avenue Elementary improved their reading skills by at least one grade level, and half of those children actually improved by two grade levels.
Peabody’s STAR program will focus its efforts primarily on struggling readers in 2nd and 3rd grades. An April 2011 study by Donald Hernandez reported, “Third grade is an important pivot point in a child’s education, the time when students shift from learning to read and begin reading to learn. Interventions for struggling readers after third grade are seldom as effective as those in the early years.” The report goes on to say that a child who is not reading on grade level by 3rd grade is four times less likely to graduate from high school on time than a child who is reading proficiently.
At Peabody, the faculty, staff, and parents are committed to making sure that all of our students are given a chance to see their stars rise. But because of a variety of factors, about 60% of students in Peabody’s 2nd and 3rd grades are currently reading below grade level, according to the new, tougher Tennessee standards, putting them at far greater academic risk than their proficient classmates. The good news is that there’s still time to get these children on track, and your one hour a week could be all it takes to put Peabody’s Rising Stars on the path to success.
The STAR tutoring program is designed to be as simple and straightforward as possible so that you know exactly what you’re signing up for. Each tutor commits to coming to Peabody for one hour each week from mid-October until late April for one school year. Can’t commit to every week? Recruit a few friends or co-workers and form a tutoring team so that each of you only has to come once or twice a month.
During your hour, you will tutor two students for 30 minutes each. Another tutor will work with those same students later in the week so that each Rising Star gets an hour per week of one-on-one coaching. The materials you need will be ready and waiting for you in the same place each week so that every minute you spend in the school building is focused on your students instead of rounding up supplies. You’ll also be able to communicate with the child’s teacher through a progress report in the student’s STAR file.
The requirements to participate in STAR are simple. First, you’ll need to attend one training session. Second, you’ll have to fill out the online volunteer registration form and get fingerprinted at the MCS main office. The last thing you need is simply a commitment to your students. They will look forward to seeing you and will count on your help as they work hard to become better readers.
And that hour you spend with them each week? Well, I’m guessing that the time you spend with Peabody’s Rising Stars will bring you a lot more satisfaction than even the most exciting episode of Dancing with the Stars. To learn more about the STAR program, including tutoring times and training details, or to sign up, please visit FriendsOfPeabody.org or call Ginger Spickler at 901-216-2162.

By Dr. D. Jackson Maxwell
Nine years ago, Downtown Elementary Optional School opened its doors, and since then it has become a model of excellence. Under the visionary leadership of Principal Yolanda Finnie, the school is on the cusp of even greater success. In this time of educational change and reform, Principal Finnie is guiding Downtown Elementary toward attaining the highest level of achievement. This year begins with a new Assistant Principal Toya Riddick. Like Ms. Finnie, Ms. Riddick has spent the summer working tirelessly to prepare the school for the upcoming year. The final member of the administrative team is Instructional Facilitator, Elisa Bennett.
Downtown Elementary has a rich history. The University of Tennessee Health Sciences Department created the Downtown Elementary Science Lab and sends scientists, researchers, doctors, and other professionals to conduct hands-on experiments with the students. The Memphis Grizzlies established a Reading & Learning Center in the school library. The Fogelman YMCA, across the street from the school, provides numerous programs for Downtown Elementary children including extended care, soccer, basketball, swimming, and water safety courses. Drama classes are conducted by Playhouse on the Square. These partnerships, along with assistance from all five of Downtown Elementary’s official sponsors, have helped the school become one of the most recognized and acclaimed elementary schools in the state.
Being an Optional School, Downtown Elementary students come from divergent backgrounds and neighborhoods. The faculty and administration have used this diversity to develop a school environment that is both caring and cooperative in spirit. The school culture is one that values academic achievement and personal responsibility. High expectations have led to Downtown Elementary students receiving numerous awards and recognitions. A few of these are 1st place at the West Tennessee History Day, dozens of ribbons from both the MCS and Mid-South Science Fairs, student artwork regularly featured in Downtowner Magazine, students selected by the Grizzlies to appear on the nationally broadcast NBA Stuff, and a student winning Senator Frist’s statewide “Sixth Grade Essay Contest.” Eight Downtown Elementary teachers have earned National Board Certification, three more are pending notification, and there are five current National Board candidates. Six teachers have received the prestigious Rotary Award for Teacher Excellence. All teachers at Downtown Elementary are rated NCLB Highly Qualified. Additionally, 70% of the faculty have earned advanced degrees.
Downtown Elementary is looking forward to a wonderful, productive year under the capable direction of Principal Yolanda Finnie and her administrative team. Ms. Finnie is a remarkable leader, a great motivator, and outstanding principal. Her dedication to making Downtown Elementary a model for educational excellence is readily apparent. She consistently works to build strong parent-community-school relations and has been rewarded with the ongoing support of volunteers, nonprofit sponsors, and corporate adopters. Ms. Finnie’s emphasis on maintaining the highest quality faculty continues to lead to numerous grants and recognitions. Her focus on developing students socially and academically is bearing results. As Downtown Elementary’s motto states, she has created a school that “Rises Above the Rest.” Please feel free to drop by Downtown Elementary (10 N. Fourth Street, 901-416-8400) to take a tour and see for yourself.
Dr. D. Jackson Maxwell is a National Board Certified Teacher at Downtown Elementary and an educational consultant. If you have questions or comments, please contact Dr. Maxwell at djacksonmaxwell@gmail.com.

By Jacob Flowers

We have very exciting news from the Gandhi-King Conference! We are thrilled to announce our lineup of keynote speakers for this year, including Dolores Huerta, David Bacon, Clayborne Carson, Pancho Ramos-Stierle, and Nipun Mehta. We will also be joined by a very special musical guest, David Rovics. Speaker bios and more information can be found on the conference home page hosted this year by our partner the Peace and Justice Studies Association, peacejusticestudies.org/conference/.

The conference is set for Friday, October 21 thru Sunday, October 23 and will be hosted by Christian Brothers University. If you haven’t done so already, we invite you to register for the conference ahead of the August 31 priority registration cut-off date for the early registration discount. You can register online at peacejusticestudies.org/conference/registration.php. The cost of the conference varies, but for local area residents registration is $70. The day rate for Saturday or Sunday is $20.

Exhibit space is also available to be reserved and will be available as long as space allows. Contact allison@midsouthpeace.org to reserve your space today!

We greatly appreciate your participation, and we look forward to seeing you this October!