Back to School with the Head of School

Throughout his three decades as Head of Shore Country Day School, Larry Griffin has witnessed dramatic changes in the way society thinks about education, and he has been at the forefront of envisioning learning for the future. Where once schools may have been seen as factory-like institutions imparting knowledge needed for a predictable work world, over time education leaders such as Griffin have helped us understand that our schools must be far more. Today the very best models, such as Shore’s, pay as much attention to the growth of character skills like creativity, empathy, and resilience as they do to traditional subject matter. Schools like Shore are keenly aware that an increasingly unpredictable cultural and economic landscape will reward only those graduates who are prepared to adapt, collaborate, and thrive, no matter the world they inherit.

 

Yet changing our schools, says Griffin, begins with one simple idea: “Do what is best for children.” Drawn from his lifetime of experience in transforming education, it is a mantra he constantly repeats to both his teachers and parents—and, as a new school year begins, it is certainly good advice for almost anyone.

 

“In the classroom, we are not teaching content; we are teaching children,” says Griffin. “It is as important that we embrace and support the development of their character, as it is that we create a truly rich and dynamic curriculum. While the fundamentals of learning remain constant, our approach and methodology must adapt as the world around us evolves.”

 

For parents, Griffin reflects, doing what is best for children can be challenging, and may often feel counterintuitive. “We always say that we want our children to learn from their mistakes,” Griffin observes, “but all too often, parents want their children to grow up free of any disappointment. We want our children to thrive happily and grow to be resilient, responsible adults. This growth only happens when we allow our children to experience failure. Learning is hard work, and growing up is not easy; there will be disappointments along the way. Whether in the classroom or on the playground, learning to take a setback in stride and grow from the experience is one of the most important lessons for a happy life.”

 

Perhaps surprisingly, Griffin talks about the playground often. Though more and more schools across the country are tightening or even eliminating time for recess, he insists that unstructured play is just as essential as any academic subject area. “It can be hard to resist the temptation to schedule every minute of every day, but we must. Allow time for free play from the earliest ages right through to adulthood. Children learn to cope by navigating peer relationships without always having adults organize their activities. Affording children time to make up games and rules for themselves teaches critical negotiation skills; we deprive them when we too tightly control their environment.”

 

Like letting children play on their own, nurturing healthy, happy, successful learners need not be complicated, Griffin assures. “All we need do is model reverence for learning. Children follow our lead far more than our instructions.” We influence children just as profoundly, he suggests, when we celebrate learning, when we relax, enjoy the moment, and demonstrate genuine delight in the process. “Education is a continuum—a compendium of experiences—not a solitary event,” he reminds. “Celebrate successes; along the way, highlight acts of kindness, acceptance, thoughtfulness, honesty, and responsibility.”

 

At the same time, he urges, take the long view. “Don’t assume that a child is a ‘finished product’ at any point in his or her education. Grades, test scores, and evaluations are a snapshot of a moment in time.” More important, he says, is focusing on instilling passion for learning. “Together, parents and teachers should mutually plan how to best inspire, challenge, and support the child.” That mutual respect is critical, he says. “Respect one another, respect the child, and respect yourselves. We all share the same ultimate goals for children: to love learning and to grow into happy, healthy, productive adults with a sense of purpose and direction.”

 

As a new school year begins, and parents and teachers prepare for education’s ups and downs—as unpredictable as they are inevitable—perhaps “doing what is best for the child” is one sure way we can keep our eyes, and our hearts, steadily focused on those goals we all share.