A Week in the Storm

In preparation for Friday’s snow day, I feel ready. 

The internet and I had a brilliant confab about snow day activities and I’m prepared, muffin tins filled with frozen “friends” to rescue. I build an awesome fort in the kids’ bedroom and watched “the northern lights” projected across a blanket ceiling.

For a moment, it feels like magic. 

Saturday and Sunday are a bit of a blur. The kids are full bore.
The other adult in the house and I are sick.
Survival is the name of the game. 

By Monday, when it becomes clear there was no end in sight, that desperation only parents of very active young kids know, starts to settle in. 

I begin to realize: these are not normal times. 

And so the house begins to transform.

Up from the basement, your normal crash zone, comes the rebounder trampoline. 
Up comes the nugget couch. 
Up comes the actual tent that gets set up right in the kids’ room. 

The piano bench becomes a launching point to the rebounder trampoline, which quickly turns into bouncing on the couch cushions. Life is good, in the barely contained chaos way.

And in the back of my mind, a quiet hope: no stitches required, because the driveway is becoming increasingly impassable despite the hours spent on the tractor with a snowblower. 

As an adult, my thoughts begin to shift.

We check your diesel levels.
I think about what happens if the power goes out.
The bathtub gets filled.
Drinking water on the kitchen counter.
Bags of pellets are stacked beside the pellet stove and I cannot believe we’ve gone through a full pallet this winter.

You wonder if the propane tank is going to hold until the refill truck can make it through.

All of it swirls in my mind, like the snow outside.

But then I look at the kids.

I see them inventing.
Playing.
Learning.
I see my older child sharing wisdom with my younger child.
I see them using the tools built at Pathfinder.

And despite the worry about the diesel, I know that the most important thing is that we are all safe and warm and together. Not something every family can say.

I see neighborly spirit when someone rolls his rusty plow truck across his cattle field just to check on me as I work on snowblower chute. It’s clogged with this wet, heavy spring snow. I’m chipping away at it with a screwdriver and needle nose pliers. He rummages around in the truck and finds a spiral tie-down–the kind intended to tether an animal. It works like a charm. He tells me to keep it. It’s been sitting in the truck for years. 

In that moment, I don’t know how many times I’ll use that spiral to clear the chute.

And then Tuesday comes. 

The snow stops flying and the clearing work begins. 
After five hours snow blowing, I get the kids outside. One says “But I want it to be summer.” 
I feel that deeply in my soul. 

And then, not long after, that same child is building snow castles, topping each one with the evergreen branches blown down by the wind. Sliding down the hill, over and over, fully immersed in the very season she was ready to leave behind.

And I know that this resilience, this moment of emotional regulation, this joy in playing outside regardless of weather, is a direct reflection of the education she is receiving.

My neighbor texts to check on me. 
Our child’s teacher sends a note with activity ideas. 
I send a check in text out to fellow parents.

And I remember:

We can get through this because of community.
We can find joy in the snow once more (even if it would be very, very nice if it took a break).

We remember that there is something deeply special about this place underneath the mountains of snow.

And despite all the trials and tribulations this blizzard brought, I can find joy: in a child playing in the snow, in a helping hand, and in the quiet knowledge that summer will come.

~A snow days reflection from Alex Maegdlin, Emmy’s (PreK) mom and Marketing & Communications Manager. 

The Magic of Fourth-Grade Read-Alouds with Ms. Amie

Ask Ms. Amy what she remembers most vividly from her own fourth-grade year, and she’ll tell you it wasn’t the math facts or the spelling tests—it was the feeling of racing back inside after recess, sweaty and breathless, only to fall completely silent the moment her teacher opened a book.

“We’d come in from tetherball or running around where we weren’t supposed to—classic ’80s, ’90s recess stuff,” she says with a laugh. “But once we sat down and she started reading, no one made a sound. She held our attention. It was just magic.”

Her teacher read the greats:
The Great Gilly Hopkins.
The Indian in the Cupboard.
From the Mixed-Up Files of Mrs. Basil E. Frankweiler.
Stories that transported a room full of grass-stained, out-of-breath fourth graders into lives far from their own.

One book in particular stayed with her: The Great Gilly Hopkins.

And this year, as a fourth-grade teacher herself, Ms. Amy brought that same magic into her own classroom.

Reading Gilly With a New Generation

When she read Gilly Hopkins aloud to her students this fall, her class loved it. The book, written in the ’70s, includes outdated language and difficult themes, and Ms. Amy didn’t shy away from those moments.

“We talked about it. It opened up really meaningful conversations,” she says. “And then the kids were fascinated to see how the 2015 movie updated parts of the story while keeping Gilly’s fierce personality.”

The heart of the book—the thing that captured Ms. Amy as a child and captivated her students now—is Gilly’s transformation.

At first, Gilly is all edges: angry, prickly, determined to push everyone away. She gets in fights, refuses to brush her hair, and even writes a cruel poem about her teacher. But slowly, through kindness and consistency, she begins to soften. She finds family and belonging with her foster mother, Trotter; a younger foster sibling; and a blind neighbor, Mr. Randolph. She learns that love comes in many forms.

“For a fourth grader, watching a character shed her anger and find her people is powerful,” Ms. Amy reflects. “It’s such a tender age—they’re figuring out who they are, what home means, what love looks like.”

Full-Circle Magic

And then, in a moment that feels like something out of a book itself, Ms. Amy realized just how much the story still meant to her.

“I went home and immediately bought it on Amazon,” she admits. “As soon as I saw the cover, I remembered what it felt like to hear it read aloud. Fourth grade was my jam.”

Now she’s passing that experience on—creating the same hush-falls-over-the-room magic for her students that once meant so much to her.

Some stories stay with us.
Some teachers change us.
And some read-aloud moments become part of who we are.