Richard performed an experiment that involved balloons and a plastic cup with which to make a drum. He used excellent critical skills to resolve issues that confounded his efforts and helped him successfully create the drum.

Today, Richard worked with another student and engaged in some hypothetical role-playing scenarios. We discussed actions and consequences and ways by which to handle different situations. We also looked up some logos and Richard was able to identify some shown to him. We ended our day looking at the Batt School logo and suggesting ideas about what the symbols mean. Richard expressed his ideas freely, followed directions well, and collaborated well with his peer.

We engaged in hypothetical role-playing scenarios and discussed strategies one might consider applying in different scenarios or difficult situations. When another student joined us, we researched different logos and took turns attempting to identify the most recognizable ones. Kellan identified a few logos before being asked to reflect on the Batt School logo. He equated the book with learning at the school but was unsure what the fire represented and was concrete in his answers; however, once the suggestion that it may be a candle was offered, Kellan offered other logical interpretations. We finished our session with Kellan demonstrating magic tricks and with offering strategies and advice for his friends in order to replicate the trick for others. He is an empathetic, reflective, polite, and considerate young man.

Matthew instructed a peer in a game of chess. He gave clear instructions and reminded his opponent which moves his pieces could and could not make during play. Matthew demonstrated very good strategizing skills and the ability to remain focused throughout the game.

Kaitlin and I discussed the importance of learning to question and/or assess the credibility of sources when reviewing hypothetical problems and situations that typically arise at school or daily life. Kaitlin demonstrated an astute and intuitive ability to know when more information is needed before drawing conclusions. She was able to recognize different points of view and showed a good ability to synthesize and integrate information and recognize the need for considering multiple perspectives before making a decision or arriving at a solution. I was impressed by Kaitlin's sensitivity and capacity to evaluate situations using criteria, and her ability to form opinions with supporting evidence. We had a wonderfully productive exchange of ideas this half hour.

Tristan and I looked up the meaning of the word "morals," and I offered some concrete examples to help him understand the concept. We then played a game of "Scruples" which I modified for his age. Tristan was asked to answer how he would react in given hypothetical situations. We went through several hypothetical situations and Tristan answered candidly. He also thought up a question to test my integrity. The question was relevant and demonstrated that he understood the purpose of the questions and the meaning of the term.

Today, Kellan discussed ways in which he would handle different hypothetical situations. We used a variety of modeling and role-playing techniques and Kellan demonstrated good critical thinking skills and abstracting abilities. He is intuitive, kind, and sensitive and offered many insightful comments about how one might handle difficult or challenging situations.

Stanford Achievement Testing

Cabo read four chapters of The Extraordinary Life of Sam Hill. We discussed the theme of friendship and Cabo discussed what he thought the author was saying about friendship through the protagonists and the minor characters. He then used the SAT words being studied in sentences and created antonyms for the words.

Baylie completed an hour-long, new vocabulary assignment. Using the new words, she wrote paragraphs, used the words in sentences, and indicated the correct parts of speech.