Palmer Trinity School

20 W W W. PA L M E R T R I N I T Y. O R G S H A D O W A S T U D E N T ON GROUNDHOG DAY, when the country places its winter forecast in the hands of a rodent, I took on another kind of shadow mission for the day. I participated in the "Shadow a Student Challenge" alongside Academic Dean, Mrs. Truby and Middle School Dean of Students, Mrs. Schael. Each of us shadowed a student, one from each middle school grade, in an attempt to see how the school is functioning from the student's perspective. is exercise was a way for other school leaders and I to examine some of the School's decisions and look at making other decisions in the future with the best interests of the students in mind. Going into the experience, I knew it would be critical to find the right student to shadow (one that could tolerate me for an entire day). Luckily I found a perfect match. e student and I agreed to meet in morning advisory right before 8:00 a.m. and I would remain with him until the ending bell at 3:00 p.m. e only disclaimer I gave the student was that whatever he did, I would do with him. at meant we would walk the path between classes together, participate in classes together, and worst of all – wait in the lunch line together. As I told my student that morning, "If you typically break any of the school rules, don't let my presence deter you." After looking at me with some shock and surprise, he agreed and we were on our way for the day. While in 8 th grade English, we read the final pages of To Kill A Mockingbird by Harper Lee and came across the quote: "Atticus was right. One time he said you never really know a man until you stand in his shoes and walk around in them." I had to pause and read that line again. When I did, it gave me validation that I was not crazy for participating in the shadow experience. How else could we really know what students go through without standing in their shoes and walking around in them? It was a perfect "a-ha" moment. I was walking in the shoes of a student to get to know his perspective of school. Of course I remember what it was like to be 14 years old, but today's 14-year- old is much different than a 14-year-old who grew up in the late 80's, early 90's. I wanted to know, firsthand, what today's students are doing, seeing, and, as best I could tell, feeling throughout the day. rough this experience, I could see much clearer that our students live a fast-paced life. Students have eight periods that are forty-five minutes long and each of them felt quick. Just when we began to dive into one item, it was time to go to the next class. I wonder if students have time to absorb all of the ideas that are being thrown at them. On top of classes, they have to maneuver many activities outside of the classroom. ere's athletics, academic clubs, enrichment activities, tutoring, and performances. With the advent of the internet, cell phones, and social media, students face social challenges at a much faster pace than students ten to fifteen years ago. I do not envy students nowadays but I am fortunate that I am in a position to help them navigate this phase of life. In everything I do — from decision-making to programs to speeches — I do so with the students in mind. Having spent the day with a student, I was able to see the school day through their eyes. I was immersed in the lessons, took notes in math class, wrote in a journal in English class, played handball in PE, and took quizzes in Science and American Studies. I was reaffirmed in my belief that we are doing productive learning activities in our classes. e teachers really care for their students and strive to make learning apparent each day. e students are engaged in their learning, active in the classrooms, and profound in their thoughts. My presence in the classroom did not seem to change their dynamic. We did manage to break one rule – we put our backpacks in the locker room during lunch. ankfully, no one caught us! BY PE T E R TOL M ACH, HE A D OF MIDDL E S CHO OL

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