Academics
Lower School
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The Lower School Experience
Your child's educational experience starts in the Lower School where we emphasize successful beginnings. Students who feel good about their earliest experiences in school more easily establish a pattern of lifelong learning. Our Pre-K through Grade 5 classrooms are colorful, comfortable, and alive with activities, a setting that is at once both flexible and structured. Teachers strive to know not just what but how each student learns - intellectually, emotionally and behaviorally. You will find that the Country Day Lower School is unlike any other program in New Orleans.
Our Lower School is a dynamic place for individualized instruction and creative exploration. Our thoughtful, intentional approach to social-emotional learning fused within a balanced curriculum means our students build a foundation of joyful learning that serves them as they progress through grade levels, divisions, and life.
--Lower School Principal, Mimi Odem
--Lower School Principal, Mimi Odem
This standard is the cornerstone of our Pre-K program. Housed in Bart’s Cottage, students are provided with academic experiences that will help them get ready to read, write, count, and problem solve by providing them with rich exposure and practice with functional living, physical, social, emotional, cognitive, and communicative skills. While also preparing students for Kindergarten, our curriculum is guided by the belief that children learn best through play in a hands-on, stimulating, and nurturing environment.
Beginning in Kindergarten, the Lower School is designed in multi-grade classrooms, allowing teachers to create student groups according to abilities, interests, learning styles, and strengths. Kindergarten, first, and second grades learn together, as do the third and fourth grades. This system-utilized at Country Day for more than 30 years has been widely accepted across the nation as a successful, stimulating approach to learning at the initial levels of formal schooling.
Teachers strategically assemble student groups according to students' abilities, interests, learning styles, and strengths. These small groupings provide students of different skill levels in each of their subjects appropriate attention, and are an intellectual foundation of multiage classrooms. During the years in which children are developing at various rates, the students in multiage classrooms benefit from individualized curriculum and varied methods of teaching.
Teachers strategically assemble student groups according to students' abilities, interests, learning styles, and strengths. These small groupings provide students of different skill levels in each of their subjects appropriate attention, and are an intellectual foundation of multiage classrooms. During the years in which children are developing at various rates, the students in multiage classrooms benefit from individualized curriculum and varied methods of teaching.
At the same time, teachers in our multiage classrooms look beyond scaffolding knowledge and skills to actively instill dispositions of intellectual curiosity, open-mindedness, empathy, and personal responsibility. Intellectual growth is not separate from social/emotional growth, and at Country Day, learning includes a deliberate focus on creating and maintaining a strong community of diverse thinkers. Students grow in their ability, inclination and engagement as they seek to master multiple subjects of interest; at the same time, they develop their sense of mindfulness, paying attention on purpose to creating, practicing, and strengthening their individual character under the active coaching and counsel of adults. Meaningful relationships and caring attitudes are so important to shaping who we are intellectually.
This does not look like a traditional classroom. Children work at tables and move around the room, learning cooperatively through individual and teacher-directed activities in an environment structured to their needs. Because academic and social needs become more distinct as children grow older, 5th Graders in the Lower School are introduced to the experience of a departmentalized schedule. Specifically, they are taught in separate classes, by subject-specific teachers, as the students prepare for Middle School.
This does not look like a traditional classroom. Children work at tables and move around the room, learning cooperatively through individual and teacher-directed activities in an environment structured to their needs. Because academic and social needs become more distinct as children grow older, 5th Graders in the Lower School are introduced to the experience of a departmentalized schedule. Specifically, they are taught in separate classes, by subject-specific teachers, as the students prepare for Middle School.
Benefits of Multiage Classrooms
List of 7 items.
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Yearly time restraints are removed
Children are allowed to progress successfully at their own rate of development, not on a timetable set by a textbook. -
Multiage curriculums challenge gifted students
Students in single grade classrooms are assessed by what is considered acceptable performance for children at a given age. Multiage curriculum challenges talented children because "grade level" is no longer a place to stop while others catch up. -
No lag time at the beginning of the year
Meaningful instruction can begin on the first day since teachers already know the individual strengths of returning students. This can happen only in multi-grade classrooms. -
Greater opportunities to get to know the parents
The multi-grade class maximizes the working relationship and partnership between school and family over a longer period of time. -
A shared sense of learning and community
The teachers provide the structure for the classroom community, but the children create the unique environment with their own personalities, strengths, and needs. Behavior problems are minimized, and children feel a responsibility for their work. The majority of the class is already familiar with how the class works. Older students act as models for new students. In fact, older students develop independence as they take on the role of teacher and mentor. Students have friends of different ages. -
Children progress rather than just pass
Multi-grade classrooms allow teachers to consider the whole child, to work with your child over a period of two to three years rather than within a rigid, nine-month time frame. Students receive different assignments and daily responsibilities at each grade level. For example, while kindergartners learn to record daily temperatures and weather conditions, first graders are building rain gauges to measure rainfall. Second graders use their findings to compute monthly rainfall averages and share their findings with the younger students. -
What the experts say
In an article published recently in Educational Leadership, Professor Barbara Pavan reviewed sixty-four research studies on multi-grade classrooms. Pavan found that fifty-eight percent of students in multi-grade classes performed better than their peers on measures of academic achievement. She also found that students in multi-grade settings were "more likely than their peers to have positive self-concepts, high self esteem and good attitudes toward school." Parents are often concerned that older children in a multi-grade setting will not benefit as much as younger children. Research shows, however, that when older students teach information and skills to their younger classmates, their own academic performances dramatically improve.
Children learn through active exploration of their environment through children-initiated and teacher-selected activities. The program should provide numerous opportunities for students to explore materials and environment, engage in activities, interact with peers, interact with adults, and to construct knowledge about the world around them.”
- National Association of the Education of Young People
- National Association of the Education of Young People
Upcoming Events
List of 3 events.
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Mike Miley Book Launch Party
Join us for a Launch Party and Reception for Upper School English Teacher Mike Miley as we celebrate the publishing of his book Truth and Consequences: Game Shows in Fiction and Film by the University Press of Mississippi. Light refreshments provided, and we will have a brief presentation by the author. All are welcome to join us in Bright Library - please RSVP here.
You can order copies of Mike's book at UPress of Mississippi & Amazon. We will have a limited number of books available to purchase.
Lower School Videos
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Can We Do It? Chain Reaction!
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Contacts
List of 8 members.
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Mrs. Mimi Odem
Metairie Park Country Day SchoolLower School Principal504-849-3148 -
Mrs. Emily West
Metairie Park Country Day SchoolAssistant Principal of Lower School/Design Innovator for Lower School(504) 849-3155Loyola University, New Orleans - BA -
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Mrs. Charlotte Gregory 98
Metairie Park Country Day SchoolK/1/2 Teacher (Room 2), K/1/2 Team Leader(504) 837-5204 ext. 4502Boston College
Metairie Park Country Day School -
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Ms. Remi Ottelin
Grades K-1-2 Co-Teacher (Room 5), PMK Art Teacher, and Team LeaderTulane University - Teacher Certification
University of Alabama - BA -
Mrs. Julie Schneider
Grades 3 & 4 Team Leader, Grades 3 & 4 Teacher(504) 849-3139Newcomb College - BA
University of New Orleans - MA -
Mrs. Angela Beerman
Grade 5 Teacher and Team Leader (Room 15)(504) 838-3319University of New Orleans - B.A.
University of New Orleans - M. Ed.
300 Park Road, Metairie, LA 70005 (504) 837-5204
Established in 1929, Metairie Park Country Day School is a coed private school for New Orleans area students in early childhood through Grade 12. From the elementary grades through upper school, the care and cultivation of each child comes to life in our exciting academic program, creative arts, and competitive athletic offerings.
Country Day accepts qualified students without regard to race, color, disability, gender, sexual orientation, religion, national, or ethnic origin.
Country Day accepts qualified students without regard to race, color, disability, gender, sexual orientation, religion, national, or ethnic origin.
