Middle School

Middle school counselors Jessie Gochar and Irene Lee connect with students – in the halls between classes, at lunch, in classes, with individual check-ins, in small groups. They value possibility and growth. Ms. Gochar and Ms. Lee are two people of many in middle school who create ways for students to thrive, including through parent partnership. Their middle school counseling office welcomes you to pop by and share a success, join for a catch up, or snuggle with Cocoa the therapy dog.

Middle school is a wild developmental time for students. That may be what draws both Ms. Gochar and Ms. Lee to the age group. Young adolescents are empowered to navigate new complications in friendships, advocate for themselves, and think through decisions. Ms. Lee talks about balance in life. Middle school is a great time for students to develop ways to support their mental health – for example, by setting boundaries or embracing failure as essential to growth.

Ms. Lee understands how easy it is for students to put pressure on themselves. Perfectionist tendencies were part of her own growing up in an international school, attending hagwon each evening. Ms. Lee pushed herself to achieve through university too. Now she is pursuing her doctorate but at a steady pace that allows her time to unplug, go for walks. She wants students to avoid burn out.

Ms. Gochar sometimes feels like a middle school student discovering what she is excited about. With her daughter in university, Ms. Gochar wonders what she wants for herself now. Reading more is top of her list – books are fun, interesting, and a way into the world. Ms. Gochar values global citizenship. She wants students to know who they are and trust their decisions to develop confidence as they move through the wider world.

Yudit thinks middle school is a time for boldness. Go ahead and try a new activity, join the musical production. Introduce yourself to a classmate. Have a respectful debate with a friend. Admit mistakes. Voice gratitude. Yudit has been learning at KIS since kindergarten and values the many different perspectives here. He brings enthusiasm to the school day.

You have to learn how to make things fun, Yudit says. Make a concept into something you will remember later. Turn a cell division science lesson into an animated short in your brain. Or use visible thinking to figure out the connection between historical events. 

Another way Yudit connects to his learning is with whoa moments. What makes you go whoa? What wows you? Words wow Yudit. When he first realized how to put a prefix, root, and suffix together to make a new word, that was a whoa. So was acting with a drama class partner in a scene that felt like a stage performance, projecting his voice like a professional actor. A wild whoa for Yudit was singing on stage, embodying a character who was at first timid and scared, then resolute, strong. 

There is one more skill Yudit believes is important. Listening takes practice. Yudit believes we can all benefit from listening to others without forming an immediate response. And when you are ready to respond, pause before you speak. He also practices asking questions that clarify what others are saying. If the point of communication is to understand diverse perspectives, go slow, accept a little confusion, keep the conversation going until you do understand.

Natalie arrived in Korea during her sixth grade year. Her family had decided to make the move only a few months earlier when her father got a job opportunity in Seoul. Suddenly her whole school year looked new. Which was a little scary, even if the move was also exciting. Natalie and her siblings had so many questions – about the language and food, about where they would live. In Texas they lived in a house with a yard, a short drive away from school, shopping, and friends. Natalie imagined apartment living, city streets, and public transportation. 

One surprisingly easy part of this big change was joining KIS. Natalie and her siblings scrolled through the KIS website and social media to get to know the school. And then they arrived for their first day. A Phoenix ambassador greeted Natalie and showed her around during her first few days, long enough to become a friend. Natalie speaks from experience when she encourages any new student to get to know the middle school counselors and teachers. Ask as many questions as you need. And soon, you’ll be the student who is welcoming someone new to KIS.

Natalie wants you to know that you’ll find your place at KIS. She discovered elective options through the middle school Wheel program, a series of four short classes introducing students to art, drama, physical design, and technology courses. She also realized how much she likes the eighty-minute block classes – learning is unrushed and students have time to really get into a lesson or project. Natalie has good advice. She says to be open to all kinds of different people. During class, at lunch, and at afterschool activities, meet your peers. You’ll learn more about others and yourself. 

Chelsea Horsburgh comes from a family of teachers. She grew up in a small town in Washington and attended a single campus school, similar to the PK-12 KIS model. “As a student I had many positive experiences,” she says. “I was quiet and shy but my teachers drew me out.” During elementary school Chelsea struggled with reading and received speech language therapy. The support her teachers gave her made a big difference in Chelsea’s academic life.

As Chelsea moved through school, she watched her mother work as a student support teacher and later volunteered with the local Special Olympics team. “I always knew I wanted to be in a helping profession,” she says. She began to imagine herself as a teacher. For Chelsea, fostering relationships that build the school community is an important part of teaching. She wants every student at KIS to know they belong and to feel supported as they learn.

The KIS student support program gives students and staff wonderful opportunities to grow as learners and teachers. A commitment to translanguaging creates a more inclusive environment. And co-teaching strengthens the teaching and learning dynamic to the benefit of all students in a class. “Students are at the center of what we do,” says Chelsea. “As a community we work together to help students find their voice and passion for learning.”