Learning

Learning Environments

The Learning Environments Taskforces

Most classrooms today are built for lecture, not learning. Learning is no longer a static process, and the classroom experience is no longer passive. Students need an active classroom that encourages and allows them to think and create, engage, and explore.
The Learning Environments Taskforces seek to identify the ideal learning environments that facilitate student engagement and have the flexibility to support a variety of learning activities and pedagogies and to then implement such an environment in every St. Andrew's classroom. 

The Learning Environments Taskforces have been meeting since September of 2018, first to assess the state of the current learning environments at St. Andrew’s, and then to research and discuss ways to improve them. The Taskforces are investigating every avenue to make St. Andrew’s learning spaces more flexible, functional, and impactful to teaching and learning.
 
St. Andrew’s will inspire students to connect, experience, and lead. The active classroom set-up will allow students to connect with each other in immersive, collaborative environments. Hands-on, real-world experiences will bring learning to life as students move seamlessly from a class discussion to practical application in small groups around tables. Taking ownership of their learning process will hone leadership skills and allow teachers to move into the role of facilitator, making it easier to monitor student progress while seeing the learning process come to life.
 
More specifically, we hope that teachers will use a larger variety of instructional models, such as cooperative learning, design thinking, problem-based learning, role play, learning centers, and simulations to keep students engaged, active, and challenged. Through these methods, we anticipate the ability to increase practices that educational and neuroscience research shows lead to increased student understanding, retention, and performance. Some of these specific practices include formative assessment and visible thinking strategies. We also feel the teaching of non-cognitive skills, including social-emotional learning, will be positively impacted. St. Andrew’s wishes to increase the focus on and practice of empathy, impulse control, emotion recognition and management, communication, resilience, organizational skills, and problem solving.

Lower School

List of 6 members.

  • Mr. Greg Buyan 

  • Ms. Brookley Carmichael 

  • Mrs. Jessica Farris 

  • Mrs. Hendaya Haggerty 

  • Mrs. Lillian Lee 

  • Ms. Beth Peterson 

Middle School

List of 5 members.

  • Ms. Ann Brock 

  • Mrs. Michelle Harth 

  • Mr. Toby Lowe 

  • Mrs. Marcia Whatley 

  • Ms. Megan Whitacre 

Upper School

List of 7 members.

  • Ms. Abby Condit 

  • Mrs. Jennifer Gunn 

  • Mrs. Caroline Lieb 

  • Mrs. Emily Philpott 

  • Mr. Thomas Riesenberger 

  • Ms. Nancy Rivas 

  • Mr. Brad Swinney 

Learning Environments Taskforce Division Coordinators

List of 3 members.

  • Ms. Beth Peterson 78

    3rd Grade Classroom Teacher
    Millsaps College
  • Ms. Ann Brock 

    7th Grade Team Leader, Middle School Art Teacher
    University of Mississippi - BA
  • Mr. Thomas Riesenberger 

    World and Classical Languages Department Chair, Upper School Latin Teacher
    Washington University in St. Louis - MAT
    University of Missouri - BA

South Campus | PK-3 to Grade 4

4120 Old Canton Road | Jackson, Mississippi 39216
Tel 601.987.9300 | Fax 601.987.9324

North Campus | Grades 5 to 12

370 Old Agency Road | Ridgeland, Mississippi 39157
Tel 601.853.6000 | Fax 601.853.6001