THE VIRGINIAN-PILOT
Copyright (c) 1994, Landmark Communications, Inc.
DATE: THURSDAY, June 16, 1994 TAG: 9406140149
SECTION: NORFOLK COMPASS PAGE: 12 EDITION: FINAL
SOURCE: BY JON GLASS, STAFF WRITER
DATELINE: 940616 LENGTH: Medium
``Science is a doing, fun thing,'' Klewans said. ``It generates excitement and enthusiasm for science education.''
{REST} To prove it to a recent visitor, Klewans asked her all-girls class of third-graders whether any would like to become a scientist. All the youngsters eagerly raised their hands: ``I'd love to,'' gushed Rae Marshall. ``I love experimenting.''
So much for the stereotype that school girls have no interest in science and math. Klewans takes delight in breaking such molds.
``We don't accept that,'' she said. It's that sort of attitude toward teaching and learning that federal educators say sets the standard for successful schooling.
That's a major reason why the U.S. Department of Education recently selected the private academy's lower school as one of 276 national Blue Ribbon Schools for 1993-94.
The lower school, with 511 pupils in grades one through six, was one of only three schools in Virginia picked this year for the prestigious award.
Only a select few of Hampton Roads schools have earned the honor, including Norfolk Academy's upper school, private Cape Henry Collegiate in Virginia Beach and public schools Norview High and Northside Middle in Norfolk.
As Virginia's oldest private school, Norfolk Academy's oak-shaded lawn and carpeted, air-conditioned classrooms are steeped in tradition.
Girls and boys attend segregated classes through fourth grade. The school stresses character development and community service alongside academics. First-graders, for instance, must adhere to an oath of honor: ``I tell the truth, do my own work and don't take things that belong to others.''
``We are sticklers for requiring students to meet their responsibilities,'' lower school Director Rachel C. Hopkins said.
Teachers, about 80 percent of whom hold master's degrees, are encouraged to be innovative. They emphasize learning by doing than by rote memorization.
``We are open to fresh ideas and the faculty is always on the learning curve,'' Hopkins said. ``If teachers aren't continually learning, there's not much happening.''
Students are encouraged to develop research and public-speaking skills: A trophy case in the lower school's lobby showcases dozens of awards won for public speaking and Odyssey of the Mind competitions.
An example of the school's multidiscipline approach to teaching is a required sixth-grade research project, this year on global issues. Students created props that examined such topics as artificial intelligence, natural disasters and whales. Part of the assignment required them to teach the subject to grades one through five.
The school's curriculum, federal officials said, dovetails with educational guidelines in the Clinton administration's reform-minded Goals 2000: Educate America Act.
``It's a very forward thinking institution,'' said Aurelia Burt, a Baltimore-based educational consultant who visited the school for a Blue Ribbon review committee.
Students study French and computers beginning in the first grade, as well as art, music and physical education.
``We don't really have large classes, so you get a lot of individual attention,'' sixth-grader Ben St. Clair said. Class size is limited to about 22 students.
``They challenge you, and you feel safe,'' added sixth-grader Jeff Phillips.
Another strength, Burt said, is the school's willingness to work with public school principals and teachers to explore educational issues from a range of viewpoints, another national goal.
Norfolk Academy has certain advantages over public schools - it has the luxury of selecting only the brightest students, for instance. But lessons can be drawn from the academy's successes.
To motivate students, for instance, teachers create incentives. One teacher awards ``chips'' during the year that students later use at an auction to buy items like notebooks, candy and ``grab bags.''
``We get chips for doing good things, like finding vocabulary words or if you bring in extra homework,'' said fifth-grader James Higham-Kessler.
A key to the academy's success, Hopkins said, is strong parental support, an attribute shared by the best public schools.
``In public schools, if teachers are trying to set standards and parents aren't supportive, it's very, very difficult,'' Hopkins said. ``I think our expectations are higher.''
by CNB