The Learning Loop: Learning in Motion

At Chatham Hall, learning is not a passive experience; it’s an active, collaborative process that invites curiosity, creativity, and confidence. One of my favorite parts of being Director of Teaching, Learning, and Research is witnessing that process unfold in real time by stepping in and observing the teaching and learning taking place in our classrooms. With students and teachers settled into the school year, I started making rounds through classrooms a couple of weeks ago and was delighted by what I saw.

In chemistry class, I watched students work in small groups on a lab in which they were learning about isotopes and atomic mass by weighing different beans that made up a fictitious element. Our students were working together to complete the lab, and their teacher provided support by clarifying instructions as they reached different points in the lab. As I watched the class work on this lab, I was amazed at the opportunity these students had in being in such a small class of roughly twelve students as they learned concepts in chemistry. The small class size allows them to receive teacher feedback quickly and helps to create a comfortable and less stressful learning environment. 

During another classroom visit, I witnessed an Advanced US History class participating in a lively debate on the causes of the American Revolution. Sitting at opposing ends of a Harkness table, students made arguments and cited evidence while representing different viewpoints, such as the prime minister of Britain or a colonist with a particular profession. Our students engaged thoughtfully and enthusiastically as they listened carefully to different perspectives and crafted their responses. I really enjoyed the fact that in my short observation of fifteen minutes, I heard from every student in the class!

As I observed a geometry class, I saw students literally have “aha” moments as their teacher explained the distance formula in such a way that students understood the math behind the formula rather than just memorizing it. Similarly, in a Latin class, I watched a student work through a verb synopsis with the gentle and enthusiastic support of her teacher. 

My observations suggest that our students are thriving academically due to our small class sizes, student-centered learning environment, and the numerous opportunities to share their understanding and clarify misconceptions directly with their teachers. I am honored and excited to keep visiting classrooms all year, and I look forward to seeing how these moments of insight grow throughout the year.