Blog Archives

October 26, 2017

by Dr. Bill Hudson, Head of School

I am having a hard time finding balance these days. I think I am pretty good at the work-home balance, but achieving a physical balance is another matter. This week, I broke a bone in my foot and one in my ankle while on an afternoon run. Even with crutches, maintaining a balance is a challenge.

Maintaining balance and achieving well-being seem to be increasingly difficult in today’s society. It is challenging for adults and even more so for our children. It is well documented that anxiety and depression are on the rise for our young people. There are a number of reasons that can be attributed to this growing problem. The pressure of academic achievement, the drive for perfection, homework, and worries about getting into the “right” college can make it difficult for young people to find balance. Social media is also partly to blame. While the data is not yet conclusive, researchers believe the use of social media and smartphones appear to be culpable for the increase in teen mental health. (Jean Twenge, “Have Smartphones Destroyed a Generation?” The Atlantic, Sept. 2017)

Many years ago, MPA initiated a very unique and innovative marketing campaign. One of the taglines was “Competition belongs in the boardroom, not the classroom.” I think it speaks to one of the most distinctive attributes of MPA. Students work hard at achieving good grades, but not at the expense of their relationships with one another and with their teachers. We have a collaborative environment where students support one another and work to achieve their personal best, not to beat their classmates.

Inspiring Participation

October 26, 2017

a message from Matt Magers, Director of Development

“Today is one of my most favorite days of the year!” This is what I heard from several teachers last Wednesday, October 18, the third day of the Joyful Learning, Joyful Giving Fall Campaign. As a new staffer, I initially thought, “Wow! This school is really into philanthropy.”

That is true; however, I quickly realized that they were referring to our traditional Grandparents & Special Friends Day. This day provides an opportunity for our Lower and Middle School students to showcase their school to some of the most important people of their lives—grandparents and special friends! The entire day was filled with enthusiasm and joy as MPA welcomed more than 200 guests to campus (see photos here).

The Joy of Giving

October 12, 2017

by Dr. Bill Hudson, Head of School

I am a loyal listener to MPR. I rely on it to stay current and up-to-date with what is happening in the world and in our community. It also keeps Ari and me company on the commute to and from school from our home in southwest Minneapolis. We listen to it so often that she may be one of the few middle schoolers who considers Tom Crann and Robert Siegel to be celebrities.

As faithful as I am to MPR, I don’t look forward to the seasonal (bothersome) pledge drives. However, I was pleased last fall when Ari asked me if she could use some of her own money to become a member of MPR. Maybe it was the free socks that motivated her but I know she values the conversations we have about what we hear on MPR. I hope she gave because she has come to realize that philanthropic giving is important to us as a family.

Homework Help … For Parents!

October 10, 2017

The parental end-goal with respect to homework is to have children take full responsibility for their assignments; to truly succeed, their motivation needs to come from within. Achieving that ideal may take years of patience and a healthy dose of self-restraint, but there are some tried-and-true strategies that Mounds Park Academy, a private PreK-12 college prep school in Saint Paul, recommends.

Many parents ask, “What should my role be?!” The most critical factor in assessing the appropriate parental role in homework is a child’s age. Typically, parents need to take a much more hands-on role with Lower School students than they do in later years, as their children are learning what it means to be in school and the responsibilities that come with it. In Middle School, students are studying subjects with ever-increasing intensity and complexity; more is required of them every year. The Upper School is where the academic preparation from elementary and middle school plays out and pays off.

The information below offers several overarching recommendations for parents, across the grade levels, and then outlines some more specific guidance.

Your Role PreK-12

Today’s children confront myriad distractions; it’s no longer just the sibling sitting across the kitchen table. Cell phones, iPads, laptops, social media, streaming videos, and the sibling across the kitchen table all provide ample and at-the-ready distractions from the task at hand. Below are some recommendations to keep your child, of any age, focused.

Create a homework space free from technology and interruption. Provide an environment that is conducive to doing homework (i.e. quiet and consistent place). Collect the cell phones and other electronic devices until it’s a tech-free zone. To the parents of teenagers, this may seem like a daunting, if not impossible, proposition. But a device-free zone is best for student learning.
Cheer on kids to help motivate them. Kids of all ages appreciate encouragement. Compliment how focused they are, how proud you are of their accomplishments, and how hard they’re working. Believe in your student’s capability and resourcefulness.
Leave the pen-to-paper to them. When you’re explaining a concept to your child, sometimes it’s just easier to use the pen and show them how to solve the problem. But resist the urge to do that. Offer support to the student, but don’t do the actual homework. Children need to own their work and feel a sense of accomplishment from a job well done. The goal is for it to be more efficient to work independently than it is to get help.
Set a good example. You may not have homework to do, but you can help model positive behaviors that help your child develop good homework habits. Limit your own screen time, develop healthy sleeping habits, read for pleasure, and manage your own distractions when there are tasks that you need to complete. Talk to your child about your own habits and share ideas that help you.

National Merit Recognition

October 5, 2017

Each year, 1.6 million students take the PSAT in October of their junior year. Those with the highest PSAT Selection Index scores are recognized for their outstanding performance, including MPA seniors Alissa Krohn and Sarah Ley. Both were honored with recognition from the National Merit Scholarship Corporation. MPA is proud to have two students recognized for their “exceptional academic promise.”

Alissa is among 16,000 Semifinalists nationally who are selected from the 50,000 highest scorers. She will now proceed in the competition to be named a Finalist, which makes her eligible for National Merit Scholarship opportunities across the country. “It’s been really exciting!” Alissa said. “This helps when applying to colleges because it sets me apart as one of the top students in the nation.”

The Journey to MPA

October 5, 2017

by Dr. Bill Hudson, Head of School

My first impression of MPA was in 1995 and came from a neighbor whose son attended MPA. We had just bought a house in Afton and were in the process of meeting our neighbors. Our next door neighbors spoke so highly of the school and their son struck me as both bright and affable and immediately had a favorable impression of MPA. Even though I taught down the street at Hill-Murray, I did not know much at all about MPA. I made a mental note to myself that I should learn more about the school as my interaction with my neighbors peaked my curiosity.

Josh and Trish Hanson, parents of Lower School students Finley, Liv, and Willa, first heard of MPA in a similar way. Josh recalls, “Another neighbor, the Nickoski’s, attend MPA and love it. That was what initially piqued our interest to learn more. We attended an open house and we were immediately hooked.”

Nourishing Since 1982

September 28, 2017

by Dr. Bill Hudson, Head of School

I hope that you were caught up in the wave of school spirit last week during Homecoming. It was a fantastic week as students, parents, and alumni “came back” to celebrate the special place that MPA holds in their hearts. Newly retired athletic director Joe Kordosky remarked that the turnout for Saturday’s events was the largest he could remember. As I moved from event to event, I reveled in the strong school spirit and morale.

We had a wonderful showing of alumni for a happy hour Friday night and a more formal reunion on Saturday evening. Several alums participated in a tour of the school that I led on Saturday morning. Interacting with alumni is an aspect of my job that I really enjoy. You’ve probably come to know that I love to hear people’s stories. It is particularly rewarding to listen to the stories that alumni tell about the influence MPA has had on their lives. Many say that it was, in fact, “life-changing.” For instance: Read More

MPA Student Appointed To Cabinet

September 21, 2017

On September 9, MPA junior Ling DeBellis was appointed by Governor Mark Dayton and Lt. Governor Tina Smith to the Young Women’s Initiative Cabinet! The Young Women’s Initiative of MN aims to improve the lives of young women between the ages of 12 and 24 statewide.

The Young Women’s Initiative of Minnesota specifically prioritizes participation and inclusiveness. They seek to “make the invisibility of disparities visible” and does so through three committees: community-specific working groups, the Young Women’s Cabinet, and the Young Women’s Initiative Council.

“It is a privilege and an honor to be a member of the Young Women’s Initiative Cabinet. We need to raise our voices together so we can ensure that all young women in MN have opportunities to thrive,” Ling said.

We Sing. We Dance. We Laugh.

September 21, 2017

by Dr. Bill Hudson, Head of School

When I first heard that Lower School Music Teacher Mari Espeland was introducing her second graders to musician Lionel Hampton and to jazz, I had to see for myself. I thought I was going to simply observe a class, but I was drawn in as a participant, singing, dancing, and learning alongside the students. As a master teacher, Ms. Espeland wove together the basic musical foundation of rhythm and beat in jazz with a history lesson of race in America through the life of Lionel Hampton. I don’t know about the music education you received at this age, but I know this wasn’t part of mine.

I am continually amazed by the incredible music program we have at MPA. Students benefit from early and sustained music education that not only fosters a life-long appreciation for music, but engages students in making music, aesthetic appreciation, and creating beauty. Education in general, and most self-contained gifted and talented programs in particular, sacrifice time for the arts in favor of time for a narrow STEM-related curricula. I think that is a mistake and counter to good pedagogy. It also runs counter to the MPA mission.

STEAM, The MPA Way

September 15, 2017

One-dimensional teaching creates one-dimensional learners, and today’s world is too complex for linear thinking. From PreK through 12th grade, MPA students explore topics and ideas through multiple disciplines, examining problems and situations with insight from the sciences, math, arts, and humanities.

Recently, hurricanes ravaged Texas, Florida, and the Caribbean, dominating our news cycles and public consciousness. How would MPA faculty approach a lesson on Harvey and Irma?

Science faculty would examine weather patterns, track the storms, evaluate the destruction, and analyze climate change. Math teachers might use hurricane-related figures in their problems or examine all of the calculations involved in monitoring or categorizing the storm or evacuating millions of people.

Social studies teachers might examine early explorers’ descriptions of Florida as uninhabitable swampland, debate land-use issues surrounding the control of water, and discuss how history might inform how best to rebuild. English teachers might use survival narratives or writing exercises as part of their hurricane-related curriculum. Engineering classes could examine the destruction with an eye toward the buildings that withstood the storm, and ones that didn’t. Technology would be used in meaningful ways throughout all of these lessons.