THE MAGICAL PLACE WE CALL SCHOOL

Corley, with co-author Plaskin, shares insights from more than 40 years of experience in childhood education as a teacher and principal.

Part One of this book introduces the basics elements of a successful school. An anonymized case study discusses a troubled second grader who pushed a classmate in front of a bus; fortunately, no physical harm was done, but later, Corley found that the aggressive child’s parents seemed ambivalent about his social needs. This leads to a discussion of the “idea is that educators should meet students’ basic needs for safety and belonging before turning to challenging academic tasks.” Part Two addresses what goes into launching innovative new schools. In the mid-1990s, the author was tasked with leading the Saltonstall, a school in Salem, Massachusetts, which championed the notion of pride; teachers had latitude and funding to create meaningful classes that emphasized science and technology and grouped students into multi-age classes. Part Three is about how schools respond to “Societal Events and Trends,” including bullying, Covid-19, and school shootings; according to Corley, elementary school bullying is often imitative of negative behavior displayed by parents and older siblings. Part Four is dedicated to maintaining a positive culture with clear community values, practical steps for supporting teachers, and reaching out to families. Despite the seriousness of much of the subject matter, the overall tone of the book is often optimistic and even bubbly. Throughout the book, Corley makes clear her great enthusiasm for education, and many readers are sure to find it contagious, as when she notes that when she was at the Saltonstall, “School officials from all over New England requested appointments so that they could observe our teachers and talk with them about their craft.” That said, some may feel that some of the stories here feature a level of good fortune—in terms of funding or school policy—that feels discordant with the harsh realities faced by many other schools in the United States.

An often encouraging, compassionate, and reasoned approach to running elementary schools.