Teachers describe classroom projects, pickleball, mindfulness and play clubs during public comment

Teachers and staff from multiple Wallingford schools used the public comment period at the April 24 meeting to highlight in‑school learning projects and after‑school clubs and to describe their educational goals and operations.

Allison, a fifth‑grade teacher at Parker Farm (name given as Parker Farm in the presentation), described a long‑running weekly research assignment she calls the “thought question.” The project runs across the year and asks students to research a new topic each week, produce short written responses that increase in length over the year, and craft original follow‑up questions. Allison said families often help with research by arranging interviews and virtual calls with relatives; she called the assignment “transformative” for student writing and asked board members to attend the end‑of‑year celebration where community members speak informally with students about their topics.

Laurie Farkash, a second‑grade teacher, described a four‑year‑old pickleball club she runs to introduce students to a new sport while building community and parent engagement. Farkash said students meet for the club during the school year and that parents are invited to participate on the club’s final day, creating family bonding opportunities.

Jess Harris, who presented on the district’s mindfulness club, said the program began in 2018 and serves roughly 35–45 students in a given year. Harris said the club meets before school once a month, teaches techniques such as mindful breathing and listening and encourages members to create “tools” (for example, reading sticks) that classrooms can use in calm‑down areas. Harris said the club’s goals are emotional regulation, empathy and improved attention.

Adrian Ferretti (identified as a kindergarten teacher and librarian in the presentation) and Diane (a speech‑language staff member) described an after‑school play club for kindergarten through second grade. They said the club offers truly free play — staff provide materials and supervision but do not direct play — and noted research linking free play to development of executive function skills. Adrian also referenced state legislation passed in 2023 that mandates play‑based learning in public preschool and kindergarten and requires boards of education to permit play‑based approaches through fifth grade.

Speakers asked the board to support and acknowledge these programs. The presenters gave operational details — how often clubs meet, volunteer staff involvement, and examples of student work or play — but did not request new money or policy changes at the meeting.