Keystone Magazine Keystone Magazine 5th EN | Page 21

they learn to solve social conflicts, they also
develop emotionally as an individual. Dorm
parents provide positive encouragement
and an environment in which students can
develop and thrive,” comments Pei Lu,
Chinese Language and Literature teacher.
It is not only the people who surround you,
but also how they influence you to become
you that is crucial in one’s growing years, as
the Dean of Student Life and dorm parent
to grades 7 and 8 boys, Kelli Sanchez,
points out: “I love the time between room
inspections and study hall. We call it “tech-
free time,” and it’s a time every evening when
students hang out without the distraction
of technology. Some of them play cards,
some play pool, while some like to read
quietly. They often huddle in the little side-
rooms of the lounge. There’s always tons
of conversation and laughter and smiles.
Sometimes they get a little rambunctious,
and that’s okay too. They are all learning to
interact with each other, and to coexist with
other boys who are like them in a lot of ways,
but also unlike them in other ways, which
will help them to learn from each other.”
The underlying PURPOSE
Since the fall of 2014, Keystone’s inaugural
year, the school has become a home for the
residential students and faculty. The buildings
are no longer residential towers; they are
home. The residents are no longer just
students and facu lty; they are family; they
are a community. This is both an intentional
drive towards achieving the school’s mission
and the willful subconscious coming together
of a collective consciousness of a community
of learners, as Head of School Malcolm
McKenzie explains about the philosophy
that underpins the residential program:
“The thinking that underlies the Keystone
residential program is that it is both possible
and productive to create a community of
learners by living together on campus. Adults
and teenagers learn from each other, and
students also learn from each other. These
shared experiences give authentic meaning
to the philosophy of building character and
community simultaneously.”
Thi s pur pose has been grow ing and
evolving over the last three years through
deepening meaning associated with the
place, intensifying connections between
and amongst its people, and developing the
residential curriculum. From the academic
year 2016-2017, Dean of Residential
Life Juli James segmented the residential
curriculum into Space-Face-Place. The first
phase – Space – helps students transition
to boarding life, master procedures,
complete dorm chores, and become self-
sufficient. Time management and study
skills are a major focus of the first quarter,
along with developing skills of conflict
resolution and compromise. The second
phase of the residential curriculum – Face
– is defined here as relationship building.
A wide variety of activities are planned in
the second trimester to enable relationship
building among and between boarders,
such as team building at weekly “dorm
wars” competitions, parties, late night
socials, weekend fun, and dorm proctor-led
meetings and activities. The final trimester
of the year focuses on Place. This is a time
for introspection, where students reflect
on questions such as: Where do I fit into
the Keystone community? How can I give
back, or make an impact on my school, my
community and my own character?
In addition to a purposefully developed
residential curriculum, Dr. James feels
that the other programmatic aspects of
residential life are taking root, such as a
fully-rounded weekend program that offers
ever ything from cultural experiences,
lectures, outdoor exploration, to service
opportunities and typical teenage fun. She
also feels that there is an all-round deeper
understanding of boarding that helps
pave the way forward for the residential
program: “As we move into our third year,
more and more of our teachers have a
deeper understanding of boarding and have
grown to appreciate the connectedness of a
boarding setting. There is a nice, purposeful
energ y in the dorms in the evenings.
Meanwhile, our boarders are grasping the
ins and outs of boarding more quickly and
have established effective routines. Many
dorm parents open their homes for movies,
baking and other homely togetherness.
The dorm proctors are concrete examples
of effective leadership development and
tangible leadership outcomes. As grade 11
students, they exhibit a confidence and skill
set not often seen by students of this age. In
the future I see a need to move them toward
a peer counselor role, as part of their training
to help with conflict mediation. Some other
goals for the future may include establishing
a direct connection between the advising and
residential curriculums in order to provide a
dual reinforcement of skills and attitudes.”
With a robust mission and vision that are
already gradually being realized, improved
upon, and evolving as an extension of every
single resident’s individual dreams, goals, and
collective ambitions, the Keystone residential
program will continue to flourish as a home,
a community and a commitment to learning
for a dynamic and ever-changing world.
Moments of music and
merriment fill many evenings.
www.keystoneacademy.cn
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