Milton Magazine - Milton Academy

• We’re identifying age-appropriatethemes to weave through each week ofthe year.Each family is unique. Rather than makingassumptions about what families have orhave not communicated to their children,we need to define our behavioral standardsand expectations for everybody. We’velearned that we need to be explicit abouteverything we’re trying to teach teenagerstoday. For instance, we spend time articulatingand demonstrating the concept ofintegrity—personal and academic. Asanother example, we find ourselves teachingstudents about maintaining decorumand courtesy as they listen, speak and writeelectronically, the modalities of their time.Helping students (and families) findappropriate balance between the positivestress of challenge and the negative stressof overload has become a central challengeas they negotiate a ramped-up, ambitious,highly competitive set of culturalexpectations.Sarah Wehle, Interim Upper School PrincipalMore about Sarah and Bridget:Sarah Wehle joined Milton’s ClassicsDepartment in 1977, is the departmenthead, and holds the Sarah Storer GoodwinChair in Teaching. Educated at RadcliffeCollege and Harvard University, Sarahearned both the Classical Associationof New England’s Matthew I. WeinckeTeaching Award and Milton Academy’sTalbot Baker Award. She has long been afaculty parent in Forbes House.Before coming to Milton, Bridget Johnsonworked for eight years at the EpiscopalHigh School of Alexandria, Virginia.A graduate of Georgetown University,Bridget has been active with the NationalAssociation of Independent Schools, servingas part of a delegation for diversity toboth India and South Africa, participatingin the Equity and Justice Call to ActionCommittee, and presenting at the Peopleof Color Conference.Cathleen EverettMilton Magazine 9