Performance at RDS

December 4, 2008

In these past few weeks, we have been privileged to have an unusually large number of student performances. From the silly to the inspiring - it’s all been wonderful.

We have had two Lower School talent shows (two because of the large number of students who wanted to perform) and witnessed an incredible array of talent: jump roping to making funny faces; instrumentals to lip synching; breaking boards to singing while hopping on one foot; roaring like a tiger to original musical compositions. A couple of weeks ago, the middle school presented the Book Bug Boogie, that included a scene from Hamlet, an improvisational piece, an original song, and editorials on some of the books for sale at the Book Fair.

There is no doubt that talent and the desire to share that talent resides in abundance at RDS. Two weeks ago, middle school students and their drama teacher Vince Faso put on a production of Hamlet. Students transformed the MS Multi-Purpose Room into a theater, and anyone who saw the show was both impressed and inspired by their production. From acting, to set design, to stage management: students were firing on all cylinders.

This recent outburst of performance led me to reflect on just what is happening at RDS, and for me, it’s as much about the risks kids are taking as it is about the actual performances. That is, why are our students so able and willing to get up in front of their peers and teachers and perform? Is it because we just happen to have an unusually talented student body? While that may be true, I don’t think it explains the phenomenon. As I wrestled with this question, I came upon the obvious solution that was staring me in the face from the start: the RDS teachers. More specifically, the relationship our teachers forge with your children.

Our faculty are not only terrific teachers in their areas of expertise, they are also finely skilled at connecting to their students and exerting their influence in some profound, subtle, and growth- instigating ways. For instance, they know what to say to the student who is quietly considering taking a risk and they know when and how to say it. They also know when to push, when to encourage, and when to back off -- all skills that grow from knowing and paying keen attention to their students.

I know this because often when students take risks and perform, I notice at least one of their teachers or coaches perk up, and at some point during or just after the piece, make a profound type of eye contact with their student. More than an “I see you” connection; more like “I see who you are becoming” connection. Even deeper, the eyes of your children say right back to their teacher, “Thanks, I know.” This, of course, is when eyes glisten, chins quiver, and students grow.

So the next time your child takes an unexpected risk or makes a leap in growth, be on the lookout for the teacher or coach with the misty eyes, and if you spot him or her be sure to acknowledge what they have done. This kind of recognition completes the circle and fuels our teachers and staff to continue inspiring our students’ growth in myriad ways.

And if you are in the mood for an inspiring RDS performance this weekend, remember that our jazz and rock bands are playing in Jack London Square on Sunday at Barnes & Noble as part of a fundraiser for the Student Exchange Program (SEP). While you’re there, be sure to buy some books if you can; a minimum 10% of sales go to SEP.

Have a great weekend.

Mike