From Shore to High School: Graduates Step Up, Speak Out, and Thrive
By: Anneke Chang P'28, '31, Upper School Math Department Chair
Shore’s legacy shines brightest in its alumni, and this fall brought welcome news of success. Not only are last year’s eighth graders loving high school, but they are also joining sports teams, plays, music groups, and clubs. In addition to describing interesting classes, graduates have also reported using a less measured skill they developed at Shore: self-advocacy.
For example, at Philips Exeter, Lorenzo Recchia has joined the math team, orchestra, and a soccer team. All of those are activities he pursued as a Shore student and now loves exploring at a higher level. However, he began ninth grade in an integrated math class that assumed he had little experience with advanced geometry, when in fact he had already studied geometric proofs at Shore. When his teacher assigned 8 problems for homework and suggested the class aim to finish 6-7. Lorenzo realized he needed to speak up.
“It took me 15 minutes to do all 8,” Lorenzo said. So instead of waiting for a teacher to notice, Lorenzo spoke to older students, his advisor, his teacher, and the department chair. “I knew how to ask questions. A lot of kids have never needed to email. I have done that before.”
Soon, Lorenzo visited a more accelerated class, which proved to be a much better fit. While all the math classes at Exeter teach from the same book of exercises, the accelerated class skips many of the review problems in order to talk about new concepts sooner. Math homework now takes him over 30 minutes, but he’s loving the challenge.
“Math-wise, it’s like what we did,” Lorenzo said as he remembered math class with Upper School Math Teacher Katie Hinkle.
Lorenzo isn’t alone in pursuing a different path for math classes than his high school initially charted. At Pingree School, Isabella Hamel also sought a greater challenge shortly after she received the syllabus for her first math class.
“I looked at the topics that we were going to be covering for the next few months, and they were topics that I had already learned at Shore,” Isabella wrote in an email. “I had also gotten a recommendation to go into Math Two from my last math teacher, Mrs. Chang, so I figured that I was well prepared for it.”
Isabella spoke with other students, her advisor, her parents, and the chair of the math department. She moved to the more advanced class and like Lorenzo, Isabella found the right fit. “The math that I’m doing now is more at the level that I left off on,” she wrote, “meaning that it is more challenging and more engaging for me.”
While Shore does not have a course specifically teaching students how to lobby for change, the culture at Shore fosters that confidence. “At Shore, I learned a lot about self-advocacy, how to send emails, and how to talk to adults in a professional setting,” Isabella wrote.
One example of the way that Shore students develop those skills is by taking part in clubs. To name a few, Upper School students plan dances, work with kindergarteners, and develop multicultural programs with teachers as mentors, but not directors. Members of the Student Life Committee are quick to list all the activities they themselves have arranged: special snacks, maker space contests, games for School Meeting, and most especially, recess tournaments.
“Over six tournaments,” said Jack F. “Soccer, kickball, dodgeball…”
“It was cool,” added Alex C. “With gaga ball, even when someone got out, they came and watched.”
However, to organize the activities, students have checked calendars, anticipated problems, and contacted Head of Upper School Oliver Hay, Executive Chef and Director of Food Service Laura Wood, and Athletic Director Nancy McNall. Not every idea works, but the students have learned how to adapt.
Seventh grader Dave R. remembered trying to organize a game of Shark in the Dark in the gym. “We realized we couldn’t do it because there would be too much light,” Dave said. So they arranged a giant hide-and-seek game after the fall sports ended. “People listen to your ideas and stuff,” he said.
“Tyler and I are never in the tournament,” said sixth grader Cole W. “But we did a lot of work behind the scenes. We’re more confident because we did it in middle school.”
Dave is not alone in recognizing all that he has gained by organizing activities. Sixth grader Tyler C. explained, “We are new to the Upper School and we could do these things. We know in our minds that we did something, and we feel good about it.”
“It’s not about friendship,” Jack added. “It’s about leadership.”
Yet students shaping their own school experience is not limited to their free time. Instead, it is an essential part of their learning.
Seventh grader Elizabeth K. is new to Shore this year. “It’s harder academically,” she said. “But the teachers are more open to helping you. There are smaller class sizes. That makes it more comfortable.”
Beyond asking questions in class, Elizabeth has made appointments with teachers during Extra Help, recess, and even lunch. “The environment is, if you need help, you can get it.”
Having grown up with that sort of experience, it’s little wonder that alumni are able to advocate for themselves even in their first months of high school. They have already realized the benefits of stepping up.
“If I have an idea,” seventh grader Wyatt K. said, “I can get it done.”
For example, at Philips Exeter, Lorenzo Recchia has joined the math team, orchestra, and a soccer team. All of those are activities he pursued as a Shore student and now loves exploring at a higher level. However, he began ninth grade in an integrated math class that assumed he had little experience with advanced geometry, when in fact he had already studied geometric proofs at Shore. When his teacher assigned 8 problems for homework and suggested the class aim to finish 6-7. Lorenzo realized he needed to speak up.
“It took me 15 minutes to do all 8,” Lorenzo said. So instead of waiting for a teacher to notice, Lorenzo spoke to older students, his advisor, his teacher, and the department chair. “I knew how to ask questions. A lot of kids have never needed to email. I have done that before.”
Soon, Lorenzo visited a more accelerated class, which proved to be a much better fit. While all the math classes at Exeter teach from the same book of exercises, the accelerated class skips many of the review problems in order to talk about new concepts sooner. Math homework now takes him over 30 minutes, but he’s loving the challenge.
“Math-wise, it’s like what we did,” Lorenzo said as he remembered math class with Upper School Math Teacher Katie Hinkle.
Lorenzo isn’t alone in pursuing a different path for math classes than his high school initially charted. At Pingree School, Isabella Hamel also sought a greater challenge shortly after she received the syllabus for her first math class.
“I looked at the topics that we were going to be covering for the next few months, and they were topics that I had already learned at Shore,” Isabella wrote in an email. “I had also gotten a recommendation to go into Math Two from my last math teacher, Mrs. Chang, so I figured that I was well prepared for it.”
Isabella spoke with other students, her advisor, her parents, and the chair of the math department. She moved to the more advanced class and like Lorenzo, Isabella found the right fit. “The math that I’m doing now is more at the level that I left off on,” she wrote, “meaning that it is more challenging and more engaging for me.”
While Shore does not have a course specifically teaching students how to lobby for change, the culture at Shore fosters that confidence. “At Shore, I learned a lot about self-advocacy, how to send emails, and how to talk to adults in a professional setting,” Isabella wrote.
One example of the way that Shore students develop those skills is by taking part in clubs. To name a few, Upper School students plan dances, work with kindergarteners, and develop multicultural programs with teachers as mentors, but not directors. Members of the Student Life Committee are quick to list all the activities they themselves have arranged: special snacks, maker space contests, games for School Meeting, and most especially, recess tournaments.
“Over six tournaments,” said Jack F. “Soccer, kickball, dodgeball…”
“It was cool,” added Alex C. “With gaga ball, even when someone got out, they came and watched.”
However, to organize the activities, students have checked calendars, anticipated problems, and contacted Head of Upper School Oliver Hay, Executive Chef and Director of Food Service Laura Wood, and Athletic Director Nancy McNall. Not every idea works, but the students have learned how to adapt.
Seventh grader Dave R. remembered trying to organize a game of Shark in the Dark in the gym. “We realized we couldn’t do it because there would be too much light,” Dave said. So they arranged a giant hide-and-seek game after the fall sports ended. “People listen to your ideas and stuff,” he said.
“Tyler and I are never in the tournament,” said sixth grader Cole W. “But we did a lot of work behind the scenes. We’re more confident because we did it in middle school.”
Dave is not alone in recognizing all that he has gained by organizing activities. Sixth grader Tyler C. explained, “We are new to the Upper School and we could do these things. We know in our minds that we did something, and we feel good about it.”
“It’s not about friendship,” Jack added. “It’s about leadership.”
Yet students shaping their own school experience is not limited to their free time. Instead, it is an essential part of their learning.
Seventh grader Elizabeth K. is new to Shore this year. “It’s harder academically,” she said. “But the teachers are more open to helping you. There are smaller class sizes. That makes it more comfortable.”
Beyond asking questions in class, Elizabeth has made appointments with teachers during Extra Help, recess, and even lunch. “The environment is, if you need help, you can get it.”
Having grown up with that sort of experience, it’s little wonder that alumni are able to advocate for themselves even in their first months of high school. They have already realized the benefits of stepping up.
“If I have an idea,” seventh grader Wyatt K. said, “I can get it done.”
Shore Country Day School’s mission is to provide an education that inspires a love of learning and encourages children to embrace academic challenge. We seek to build character, cultivate creativity, and value diversity as we help our children become healthy, compassionate citizens of the world.
The School admits qualified students of any race, color, national or ethnic origin, ancestry, sex, religion, gender identity or expression, sexual orientation, disability, or any other status protected by applicable law, and extends to them all the rights, privileges, programs, and activities generally accorded or made available to students at the School. The School does not discriminate on the basis of race, color, national or ethnic origin, ancestry, sex, religion, gender identity or expression, sexual orientation, disability, or any other status protected by applicable law in the administration of its admissions, scholarships, and loans, and its educational, athletic, and other programs.