One of the keynote speakers at the recent NAIS (National Association of Independent Schools) conference, Dan Heath, used the metaphor of the rider and the elephant to symbolize the challenges we face in changing from old ways that are no longer useful. If the elephant graphically represents the disproportionate influence of emotion over reason, then we have to stack the deck differently in order to overcome this natural imbalance. Heath suggests, as have others, the power of “intrinsic motivation” as the key to success.

I believe our teachers and students create intrinsic motivation at Williston by virtue of the close working relationships they develop and the collaborations that result. One such transformative moment came to life in the children’s theater production, our annual offering to area elementary school children during their February vacation week. This year, the show “Story Theatre: Journeys of Transformation from around the World and Beyond” was student-directed by senior Emi Caliguiri, who cast both Middle and Upper School students and created precisely the kinds of crossover experiences that make Williston so unique. Congratulations to Emi for an outstanding directorial job.

A scene from Story Theatre: Coincidentally, there was an elephant in the play.

Imagine my reaction when I dropped by my colleague Kevin Kudla’s English classroom the other day while he was conducting a writing workshop with his students on a topic from The Great Gatsby. When I asked him about the origins of the assignment, he said that the idea originated at my dinner table.

While we hosted author Debra Munroe as part of the Writers’ Workshop Series, Mr. Kudla ate dinner with Ms. Munroe and the discussion touched on the importance of setting in works of fiction. After their first meeting, Mr. Kudla began an email correspondence with Ms. Munroe, and their conversation found its way into his classroom as a creative assignment for his eager students. He shared this story with his class, giving voice to the very kinds of collaborations that we urge our students to consider as they pursue their Williston educations. It is our aim to help our students cultivate such integrative skills and use them throughout their lives.

If we think of learning opportunities at every nexus point in our community, at every scheduled or chance meeting, then the possibilities of building a truly collaborative learning environment are limitless.

The all-school community life program held on Tuesday featured a clear and distinct message: take care of others in the community and also take time out for oneself. No doubt the middle of February at a boarding school in New England is the right time for such a message—the once white snow banks have been replaced by a palette of browns and grays, and single digit temperatures in the morning test even the halest among us. So it was inspiring to see students and faculty participating in workshops (called play shops for this occasion) aimed at having some fun: from yoga, to hip hop, to coffee tasting, our students joined with faculty for a morning break in class day routine. As I consider the rhythms of the calendar year, these last few weeks prior to spring recess call on our inner reserves, but the magic of Williston’s community is that we are here for one another.

Participating in my first Diversity Conference at Williston was a thrilling experience and made me feel extraordinarily proud of our community. “Be the Change You Want to See in the World”—the theme for the all school event on January 27—featured guest presenters as well as leaders from our own ranks of students, faculty, and staff. We were treated to an opening speech from John Kawie (Class of 1968) who elicited laughter and awe as he recounted his personal journey to the heights of the NYC stand-up comedy scene. Overcoming a traumatic stroke, Mr. Kawie’s determination and courage allowed him to continue with his passion of comedic performance.

The myriad seminars hosted by teachers, staff, students, alumni, and a broad array of talented visitors were enthusiastically attended and unquestionably effective—we were all jolted or cajoled into seeing the world a bit differently. Ask any attendee what she thought of the final dance performance by world-acclaimed Ghanaian dancer Nani Kwashi Agbeli of Woezo and you will surely get a vivid reply. For those wanting to see more of this day, walk through the Reed Campus Center and see the portraits of our community produced by Ed Hing’s photography students or view photos of the workshops, keynote, and closing performance on Flickr.

Both Socrates and Samuel Williston would have been proud of our students’ rhetorical prowess on full display last week when we hosted Easthampton High School’s “We The People” team for a showcase event. Both schools were practicing for the state competition in Boston later this month. This Constitutional debate program, now in its 13th year at Williston under the tutelage of Mr. Peter Gunn, asks students to prepare questions on vexing Constitutional issues. Our four-person teams acquitted themselves admirably before a panel that included State Representative John Scibak, State Senator Michael Knapik, and City Councilors Joy Winnie and Andrea Burns.

So what makes a group of young people do more than is required, sacrificing long hours to research, rehearsing, and performance? If what I witnessed does not fall under the heading of “pursuing a passion for learning” then I’m not sure any activity would meet that standard. Our students’ collaborative venture hones those very skills that will prepare them for life after Williston. I witnessed creative and critical thinking going hand in glove with strong communication—an impressive arsenal of skills to be sure.