Desiree Medina – Program Manager at Kennedy High School
The first two months at Kennedy High School brought the usual schedule shifts and first-week jitters — and a lot of growth. Through intentional team-building and a focus on self-awareness, our classroom quickly found its rhythm. Students built trust, practiced collaboration, and began exploring who they are as individuals and learners.
Finding Our Rhythm: Trust From Day One
We started the year with engaging, low-lift activities to set a positive tone. A student favorite was the Sticky Note Tower Challenge — simple materials, big outcomes. In just minutes, the room filled with healthy competition, leadership moments, and peer support. These shared wins helped us (re)establish expectations and a culture where every student can contribute.
From Identity Work to Intentional Choices
With community norms in place, we dove into the curriculum with a focus on self-awareness and identity. Students reflected on strengths, values, and learning habits. Many discovered that honest self-reflection can be hard — especially with constant screens and notifications competing for attention.
A Real Talk on Phones, Focus, and Learning
To meet that challenge head-on, we designed a lesson around cell phone use in class. We began with students’ opinions, then moved into evidence: researching how phone habits can support or hinder academic success. This opened eyes in all directions. Students connected their daily choices to outcomes like focus, participation, and grades — and saw that digital balance is a learnable skill, not just a rule.
What’s Next: Balance, Belonging, and Beyond
Looking ahead, our goal is to sustain engagement while building the skills that matter beyond the classroom:
- Self-awareness to notice what helps or blocks learning
- Balance to decide when to focus and when to connect
- Ownership to make thoughtful choices about tech, time, and teamwork
When students practice these habits consistently, they thrive — in school and in life.
