A coeducational day school serving students JK-12

FLLOW JR is specifically designed for elementary students to build skills related to empathy, identity and belonging. FLLOW JR will help students recognize and challenge stereotypes and learn how to mediate conflicts. The group will focus on upstander qualities through various activities and discussions dealing with identity development, labeling, inclusion/exclusion and ally building. Topics are student-driven and are developed based on their experiences and interests as the year progresses. The purpose of FLLOW JR is to empower our students and future Latin leaders to:

  • Understand and affirm differences. "What makes our Latin community unique?"
  • Take a stand against injustice. "Hey, that's not fair!"
  • Become allies for one another. "I am here to support you!"
  • Help young people learn ways to leave the world a little better than the way they found it. "What can I do to make an impact?"

Our goal is to help young people to contribute to the world in positive, age-appropriate ways and embrace this year's theme of leadership. By grounding our students in Latin's mission and commitment to diversity, equity and inclusion, we will inspire our students to bring their best selves to school each day in a way that inspires others to be their best selves as well.

Check out some photos from our first FLLOW JR session!


  • DEI
  • lower school
Inspiring the Young Future Latin Leaders of Our World

Inspired by Future Latin Leaders of Our World (FLLOW) for the third and fourth graders, FLLOW JR was recently created for our younger leaders in first and second grades.

FLLOW JR is specifically designed for elementary students to build skills related to empathy, identity and belonging. FLLOW JR will help students recognize and challenge stereotypes and learn how to mediate conflicts. The group will focus on upstander qualities through various activities and discussions dealing with identity development, labeling, inclusion/exclusion and ally building. Topics are student-driven and are developed based on their experiences and interests as the year progresses. The purpose of FLLOW JR is to empower our students and future Latin leaders to:

  • Understand and affirm differences. "What makes our Latin community unique?"
  • Take a stand against injustice. "Hey, that's not fair!"
  • Become allies for one another. "I am here to support you!"
  • Help young people learn ways to leave the world a little better than the way they found it. "What can I do to make an impact?"

Our goal is to help young people to contribute to the world in positive, age-appropriate ways and embrace this year's theme of leadership. By grounding our students in Latin's mission and commitment to diversity, equity and inclusion, we will inspire our students to bring their best selves to school each day in a way that inspires others to be their best selves as well.

Check out some photos from our first FLLOW JR session!


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Grid method in action

The Grid Method is a way of teaching that has proven successful in many classrooms at Latin across the middle school.

The Grid Method is an instructional framework for standards-based, mastery learning that is used in several science classes, language arts classes and language classes. Working from recognized standards, teachers create a grid of assignments and assessments for students to work through at their own pace. These assignments increase in complexity, from basic vocabulary up to higher-level thinking.

Grid method in action

A middle school science classroom has students working on a variety of activities according to the grid: some students are reading the materials; some students are building models of viruses; while some are researching them; some students are reading text materials; and some are working on the lab portion of the project.

Listen to Clara D. '26 describe her experience with a science project following the Grid Method. Along each step of the way, students need to show competency or mastery before moving up to the next level. This method allows students to work at their own pace and get individualized attention from the teacher when they need it. Students who master concepts quickly are able to forge ahead and do independent advanced work, whereas students who need more time are able to take it, within reason. Perhaps surprisingly, this method allows for a lot of personalized learning and one-on-one time with the teacher during class time, in small bursts right when the student is ready for it. Teachers monitor student progress for interventions and provide real-time feedback. It's an engaging way to meet the needs of all the learners in the classroom.  

Academics

  • Academics
  • Around School
  • middle school
I Am Every Good Thing book

“I Am Every Good Thing” by Derrick Barnes, a book full of nourishing words and illustrations, was chosen as the lower school’s all-school read this year.

Written as a poem, "I Am Every Good Thing" encourages young readers to celebrate everything that makes you, YOU. This book affirms that kids can achieve anything they want to achieve and that it's okay for kids to make mistakes. It concludes with a beautiful message at the end:

"I am worthy of success, of respect, of safety, of kindness, of happiness. And without a shadow of a doubt, I am worthy to be loved." I am worthy of success, of respect, of safety, of kindness, of happiness. And without a shadow of a doubt, I am worthy to be loved.
"I Am Every Good Thing" by Derrick Barnes

On Thursday, October 15, all lower school students were excited to attend a virtual author visit with Barnes. Check out his presentation on the Lower School Library page on RomanNet.

Derrick Barnes author visit

Derrick Barnes, author of "I Am Every Good Thing," joined lower school students for a virtual author visit.

During a workshop over the summer, lower school teachers discussed "I Am Every Good Thing" and what ways the words and images will resonate with their students. They also talked about the concept of windows, mirrors and sliding glass doors in books best described by National Council of Teachers of English (NCTE) member Rudine Sims Bishop, "Books are sometimes windows, offering views of worlds that may be real or imagined, familiar or strange. These windows are also sliding glass doors, and readers have only to walk through in imagination to become part of whatever world has been created and recreated by the author." Their reflection on this concept included a series of questions:

Who in your class will identify with the characters & storyline? (mirrors)

What will other students learn from the characters & storyline? (windows)

How will this create a deeper understanding of the world? (sliding glass doors)

Classroom activities will include deeper dives into the affirmations in "I Am Every Good Thing," relating to our school year's theme, Nourish.

Academics
 

  • Academics
  • Around School
  • lower school
  • Our Voices
Graphic about intersectionality

According to Psychologist Beverly Daniel Tatum, identity is shaped by individual characteristics, family dynamics, historical factors, and social and political contexts. However, the concept of identity can be complex because the answer to “who am I?” largely depends on who the word around me says I am. (For more information on Tatum’s work, please refer to this essay, “The Complexity of Identity: Who Am I?”
Students at Latin begin learning about identity as early as junior kindergarten. In addition to thinking about the question, “who am I?”, young students begin building an understanding of intersectionality, a term used to describe how race, class, gender and other individual characteristics “intersect” with each other.

An exercise that helped prepare Latin’s lower school teachers for working through conversations around identity and intersectionality with students was thinking about this series of questions:

“How do you identify yourself? And͑ what is the most important part of your identity? Is it your sex, your race or ethnicity, your sexual orientation, your class status, your nationality, your religious affiliation, your age, your physical or cognitive abilities, your political beliefs? Is there one part of your identity that stands out from the rest or does your identity change depending on who you’re with, what you’re involved in, where you are in your life?” (SOURCE: Critical Media Project)

In the classroom, students have been working on creating identity maps and writing “I Am” poems and talking about “single stories.” Ask your student about the classroom discussions they are having related to these topics.