Thank you and best wishes to The Elisabeth Morrow School, Class of 2013.
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Showing posts with label Middle School. Show all posts
Showing posts with label Middle School. Show all posts
2013 EMS Secondary School and College Placement Report
For over 80 years, The Elisabeth Morrow School has provided children with a foundation for academic readiness and achievement. We have always taken great care in helping students and their families find schools that fit who they are as a student and as a person. It is our great honor, then, that we present this year's Secondary School and College Placement Report and pass along our congratulations to our eighth graders, and our rising college alumni. We have been, and always will be, so very proud of you.
Click here to view the report, or here to download a PDF version.
Click here to view the report, or here to download a PDF version.
9 Life Lessons from Musical Rehearsals
by Emily Spaeth
Early Childhood/Lower School Music Teacher
While in the midst of yet another rehearsal for our holiday concert in December, a by-stander remarked, “Is all of this practice really necessary?” It started me thinking about all of the benefits our students reap from rehearsals, leading up to a big performance. At EMS, all of our teachers understand that we have an obligation to academically prepare students for success in the classroom, but we are also committed to the other tenants of our mission: encouraging independent thinking, cultivating individual talents, and fostering a joy of lifelong learning. In other words, we focus on the "whole child." As we approach the end of the academic year, and all the special events and performances that mark the occasion, I thought it might be an appropriate time to discuss what children "get" from performance, practice and rehearsal.
1) Resilience and Diligence
No matter how much we may prepare for something, it may still not go the way we expected it to. To this end, we begin practicing for our performances months in advance. Many students think they are ready before the first all-inclusive rehearsal, but often that first rehearsal does not go well. Rather than throwing in the towel, it is important to encourage the children to brush themselves off, get back up and try again. Students learn that by examining what went wrong, fixing the problems and committing to make it better, they can succeed. We may not get it right the first time, but the children understand that they'll get it eventually, and usually the end result is better than we could have ever imagined!
2) Patience
When preparing for a performance, there are many moving pieces that need to be rehearsed. Oftentimes, at least a small portion of each rehearsal requires some students to sit quietly while others are practicing their parts. Learning to wait patiently is a valuable skill that children (and for adults as well) must work at consistently in order to achieve.
3) Respect
Patience goes hand-in-hand with Respect as during each performance we try to have a moment where each group or grade level has a chance to shine. While some are performing, the other students learn to respect the work that their fellow classmates are doing, or have done. They also learn that they don’t need to be the center of attention at all times. When they learn to share the spotlight, true understanding and collaboration is possible in their lives.
4) Flexibility
Our performances are carefully planned months in advance, in collaboration with all of the music teachers. However, during rehearsals with the full group, we sometimes realize that the song order should be changed, or a dance needs to be added. We encourage the students to understand that if they are well prepared, any changes we incur need not be upsetting. Flexibility is an important tool in success. The students see that if something is not working, it’s okay to make changes to improve it, even if it wasn’t in the initial design.
5) Attention to Detail
Many times in rehearsal, we practice small items, such as making sure the “t” at the end of a word can be heard, or the inflection of a phrase sounds a certain way. When rehearsing, students begin to understand that these tiny details can change a song from average to extraordinary. This attention to detail can carry over into everything they do.
6) Working Together as a Group
When performing with a large group, students learn that it’s important to work together. Of course, the success of the performance depends on each student doing their part to the best of their ability, but when students embrace collaboration, it teaches them that by working together, we can create something much bigger, more powerful than each of them as individuals. Think of Music as the ultimate team sport where the best part is that everyone wins!
7) Public Performance
The ability to stand up in front of a group and speak or perform is important, and musical performances can provide a valuable step in that process. While safely surrounded by their classmates, each student gets the experience of sharing their voices and talents to a large, and appreciative, audience. The confidence gained may later encourage students to speak their mind, share ideas, or become leaders.
8) Pride of Ownership
We all appreciate something more when we know we have worked hard to achieve it. When the students have diligently practiced words, music and movements for a performance, it becomes truly THEIRS. They learn to take pride in the finished product because they know that the time and energy they put into the concert is what made it spectacular.
9) Enjoying the Experience
While the week of rehearsals leading up to the performance may be challenging, students learn that with proper preparation and focus, the end product is an enjoyable and rewarding experience. It is clear to us, as educators, that the students who challenge themselves to learn the music, end up having the most fun (and less stress) because in knowing the material they can relax and enjoy the experience and accomplishment of performing.
EMS Students Excel At Regional Mathleague Competition
On March 14, The Elisabeth Morrow School hosted a Mathleague divisional contest which featured 36 teams in grades 3 to 6, representing eight schools: Golda Och Academy, Rutgers Prep, Solomon Schechter of Bergen County, Sacred Heart School, Princeton Academy of the Sacred Heart, Oakland Public Schools, and The Ridgewood Avenue School. In all 144 students competed, at their respective grade levels, in a four-part competition featuring number sense, sprint round, target round and team round challenges.
The Elisabeth Morrow School students dominated the competition with three first-place team finishes (for grades 3, 4, and 6) and two individual champions, Peter Staphos (Old Tappen, NJ) in the fourth grade and Austin Kwak (Fort Lee, NJ) in the sixth grade. Overall, Austin finished with the highest score for all competitors in the competition.
"Our school did exceptionally well," said Elisabeth Morrow Math Department Chairperson, Carol Toth. "This competition gave us a chance to see just how well our students could do against other schools. And, in fact, in another divisional contest that took place on the same day at another location, we scored better than their top scoring teams at most levels."
The first place teams from this competition will move on to the state playoffs later this spring.
Results
3rd Grade: First Place Team. Individual EMS results: Rohan Buluswar (2nd), James Grant (3rd), Andrew Hyde (8th), Purvi Jonnalagadda (10th)
4th Grade: First Place Team (John Mauro, Peter Staphos, Shelby Kim, Ronit Malde), Second Place Team (Keeka Takehana, Annabelle Xing, Malachy Guzman, Aidan Kim). Individual EMS Results: Peter Staphos (1st), John Mauro (2nd), Shelby Kim (4th), Aidan Kim (5th), Ronit Malde (6th), Keeka Takehana (7th), Malachy Guzman (9th)
5th Grade: Second Place Team (Cole Knie, Cameron Woo, Reha Mathur, Oren Berkowitz), 6th Place Team (Zachary Brooks, Margo Costigan, Sangmin Lee, Kris Pursiainen). Individual EMS Results: Cameron Woo (3rd), Reha Mathur (4th), Oren Berkowitz (6th), Cole Knie (9th)
6th Grade: 1st Place Team (Austin Kwak, Tanvi Jonnalagadda, Allison DeRose, Shant Amerkanian), 2nd Place Team (Harry Moon, Alex Nelson, Maggie Sheridan, James Wedgbury). Individual EMS Results: Austin Kwak (1st), Tanvi Jonnalagadda (2nd), Allison DeRose (3rd), Shant Amerkanian (4th), Harry Moon (6th)
Competition Aggregate (highest scores for the entire competition):
1st Austin Kwak
2nd Tanvi Jonnalagadda
3rd Allison DeRose
5th Peter Staphos
7th Shant Amerkanian
8th Cameron Woo
10th Reha Mathur
Full Results at Mathleague.org
Our Minecraft Curriculum Featured at Annual NAIS Conference
by Aaron Cooper
Head of School
Last week, a contingent from The Elisabeth Morrow School traveled to Philadelphia for the National Association of Independent Schools (NAIS) Annual Conference; a gathering of more than 5,000 educators from around the country.
EMS Technology teacher Marianne Malmstrom and I were honored to be invited, along with seventeen other schools, to present specific educational innovations in a session called Speed Innovating. Ms. Malmstrom and I offered a session titled Targeting the "Six C's" for the 21st Century Through the New Frontier of Minecraft, which detailed the "gaming" curriculum of our technology department.
Some within our community are familiar with our Tech department's work with Minecraft. If you are not, or are interested in taking a closer look, please consult the following links:
NAIS President Pat Bassett referred to the session in his general remarks to the entire conference by saying that, "if [attendees] did not have the chance to see the Speed Innovation session, [they] need to do so next year, as it featured details of what education can and should be." Mr. Bassett also had the chance to listen directly to our presentation and was quite impressed with the work going on at Elisabeth Morrow. This is certainly high praise coming from an individual so knowledgeable about the independent school world.
Ms. Malmstrom and the technology team have developed this program over the past five years and have worked tirelessly to tweak the curriculum and support the students’ work. It is this sort of dedication and drive that we all appreciate and is a hallmark of our entire Elisabeth Morrow faculty.
A Visit from Gabriel Bol Deng
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| Gabriel Bol Deng, Hope for Ariang |
The Elisabeth Morrow School welcomed Gabriel Bol Deng, executive director and founder of Hope for Ariang. Gabriel shared his harrowing story about his flight from the Sudanese civil war in 1987, the life-threatening challenges he faced along the way, and his steadfast determination to hang on to hope. In two assemblies, Gabriel spoke to both the Middle and Lower School, telling them that few things are more important than hope and education; he and Hope for Ariang have made it their mission "to make education accessible for all children and adults in Southern Sudan by removing cultural and socio-economic barriers with a special focus on girls' education–one village at a time." Currently, Hope for Ariang is working toward the sustainability of the Ariang school. To read about Gabriel's incredible exodus from Sudan to Ethiopia , follow this LINK.
Aaron Cooper - Reflections upon the recent NJAIS Keynote Speakers
"Hearing these three speakers made me think, made me feel, that EMS, all the way back to its mission statement, is on the right track in terms of what's best for children."
~ Aaron Cooper, Head of School
On Friday, October 26, Aaron Cooper started off his first Head of School Coffee with his reflection upon three recent speakers at the NJAIS conference and how their presentations detailed much of what EMS already embraces. (15 minutes)
Recent Accolades for EMS Director of Technology Sarah Rolle
In September, at the invitation of George Magdich, President of the New Jersey Educational Computing Cooperative (njecc.org), EMS Technology Director Sarah Rolle was appointed as an advisor to this state-wide organization, joining a select group with eight other educators.The NJECC is a not for profit organization that provides member school districts with a wide range of services and professional development to meet many of their educational technology needs. In his invitation to Ms. Rolle, Mr. Magdich said, "you have the experience and are in the forefront of Ed Tech. I think you would be a great addition to the group." In addition to regular monthly meetings the NJECC advisor group also helps organize the annual conference in March.
In addition to this, Ms. Rolle was appointed as a team leader for a recent Google Teacher Academy, held in New York City on October 3, 2012.
The Google Teacher Academy is a free professional development experience designed to help K-12 educational leaders get the most from innovative technologies. Each Academy is an intensive, one-day event where participants get hands-on experience with Google's products, learn about visionary instructional strategies, and receive resources to share with colleagues. Upon completion, Academy participants become Google Certified Teachers who share what they learn with other K-12 educators in their local regions and beyond.
Educators become Google Certified Teachers by attending Google Teacher Academies. Ms. Rolle originally attended the GTA in 2007.
Young Alumni Luncheon 2012
Director of Communications and Alumni
Once upon a time, I was a high school teacher. When my former students graduated and left school at 17 or 18, usually they returned for reunions as older versions of themselves–filled out more, a bit grayer perhaps, but the faces for the most part were recognizable. This is not the case for Elisabeth Morrow teachers, as I witnessed yesterday at our first Young Alumni Luncheon. For them, their former students usually leave as children and return as, well, big people! Yesterday, it seemed many former students were almost unrecognizable without name tags.
If there is one thing all teachers share it is the incredible take-away we get from such events. For the Alums who attend, these events are a great time as you reconnect with old friends. For teachers, hearing your stories, hearing about how you're making your way in the world, pursuing your great adventure–let's just say there are few greater validations in our profession than learning that you have grown into happy and healthy people, walking a path or your choosing. For many of us who have made education our career, seeing you "achieve" really is thanks enough.
As for yesterday's event, we had a great turnout and, Young Alums, it was our privilege to have hosted you. I enjoyed watching you connect with former classmates and teachers. Thanks again for coming and we hope to see you again next year when we do this again. Best of luck to you all.
PS: we are collecting Alumni News for Appletree Magazine (print version) to be published this fall--if you have anything you'd like to share or update, please email it to me.
EMS Students Ace National Language Exams
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| EMS Le Grand Concours winners pose with their certificates |
Director of Communications and Alumni
The Elisabeth Morrow School takes great pride in announcing that several 7th and 8th grade students attained national awards for their scores on national French, Spanish and Latin Exams.
This year, over 146,000 students participated in six levels and three categories of the National Spanish Examination. Twenty-one 7th and 8th grade EMS students attained national recognition in levels “01” and “1” (the highest and second-highest achievement levels ascribed to the test) in Regular and Bilingual categories. National Gold Medals were awarded to 7th-graders Annika Kim and Pantelis Paliouras and to 8th-grader Justin DeRose.
In the National French Exam, nineteen 7th and 8th graders achieved levels “01” or “1” including 4 state winners, Casey McConville, Abigail Rivoir, Peter Shamamian and Justin Trout, attaining top-ten scores in New Jersey. Two National Gold Medals were awarded to 7th-grader Melissa Sweetwood and 8th-grader Casey McConville.
The National Latin Exam saw five Elisabeth Morrow students achieve the highest national standard, "Summa Cum Laude" (with the highest of praise): Joseph DeRose, Peter Shamamian, David Yang, Justin Trout, Sang Uk Park.
The National Spanish and Latin Examinations are standardized assessment tools forGrades 6 -12, given voluntarily by over 3,800 teachers throughout the United States in order to assess the proficiency and achievement of students who are studying these languages. While the National French Examination (Le Grand Concours) is an annual exam and competition for grades 1-12 in all 50 states and abroad. All of the language exams are certified by their respective teacher associations.
Congratulations Class of 2012
Dear Graduates: we here at The Elisabeth Morrow School are very proud of you and wish you luck as you move forward in your lives. Be well, be careful and stay in touch.
Beginnings and Endings - The All School Gathering
by Patricia Eickelberg
Early Childhood Teacher
Early Childhood Teacher
What better venue than the All School Gathering to congratulate all of the 8th graders and wish them well. All of their school peers, from C-1 three-year-olds to the soon to be moving up 7th graders were there to cheer them on as they leave EMS to begin their high school years.
We also said goodbye to the faculty and administrators who will be leaving us. We acknowledged those leaving by sharing with the students the length of time each of those faculty members has been with us. Mrs. Phyllis Grossman, who has been a teacher here since 1980, was the last to sit down. It was a great feeling to hear the whole student body express their gratitude for her devotion of 32 years as they clapped and cheered!
Once again, the focus of the Gathering was to show everyone how connected we are, in spite of our separate divisions, buildings and responsibilities at EMS. One of the highlights of our “Connection Circle” was a demonstration of how just one teacher, Mrs. Susan Labita, has touched the lives of 95 current students who started at EMS in the three-year-old class. Even Mrs. Labita was amazed at how many students stood up as we called their names! Most impressive of all is that two of our graduating 8th graders were fortunate enough to have started with her in the Three’s. Casey McConville and Abby Rivior have experienced every tradition in each grade, from the Englewood Boat Basin trip when they were 3 to their recent 8th grade trip to Washington, D.C.
The All School Gathering, as an event at EMS, is still in its infancy. Its purpose, simply, is to bring the entire student body, faculty, and administrators and staff together. Coming together allows us to see siblings and friends, faculty and staff, as well as all of the other people behind the scenes at EMS. Our plan for the All School Gathering is to have them more frequently–we feel that coming together more often will strengthen our community and build stronger bonds between the divisions.
New Parent Dinner 2012 - Welcome New Families
by Blair Talcott Orloff
Director of Admissions and Financial Aid
On Thursday, May 31, The Office of Admissions and Financial Aid hosted its second annual New Parent Dinner in the Morrow House Music Room. The evening began with a cocktail reception on the patio outside the Science Wing followed by dinner in the Music Room. The weather was perfect and the event helped our new families to make connections with members of the community, including the Parents Association, Faculty and Staff. A thank you to everyone who helped make the evening such a success!
Director of Admissions and Financial Aid
On Thursday, May 31, The Office of Admissions and Financial Aid hosted its second annual New Parent Dinner in the Morrow House Music Room. The evening began with a cocktail reception on the patio outside the Science Wing followed by dinner in the Music Room. The weather was perfect and the event helped our new families to make connections with members of the community, including the Parents Association, Faculty and Staff. A thank you to everyone who helped make the evening such a success!
Elisabeth Morrow Students Take First Place Team Trophies in Every Grade Level at Inaugural Math Contest.
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| 4th Grade Winning Team: Reha, Cameron, Oren and Sangmin |
by Evan Brown
Director of Communications and Alumni
On Monday April 30, The Elisabeth Morrow
School hosted the first-ever, elementary Math League Contest to take place in
Northern New Jersey. The contest, organized by EMS Math Chair Carol Toth
for students in grades 3 through 6, was administered by Mathleague.org and are modeled upon
the larger MathCounts National
Competitions.
The
Elisabeth Morrow Math scholars faired exceptionally well, garnering first-place, all-around trophies in 3rd, 4th, 5th and 6th grade, making a clean sweep of all
divisions. In addition, the EMS team registered two 1st place individual
winners: Peter Staphos (in grade 3) and Dylan Rhee (in grade 5). As well, Dylan was the highest individual scorer for
the entire competition. Elisabeth Morrow also had the highest overall
team score from its all-girl, sixth-grade team: Stephanie Li, Emily Yu, Kira Trout and Chrissie Anagnos. The team was coached by EMS Math teacher, Sarah Ehatamm.
MathLeague.org
competitions consist of several challenges that require a variety of
math skills and abilities. Students are tested through mental-math
problems, group problem solving, sprint rounds featuring multiple choice, and
targeted rounds that allow for the use of approved calculators. The
competition fielded teams from a number of prominent regional independent schools,
including: Princeton Academy, Solomon Schechter, The Wilson School, The Peck
School, Far Hills Country Day, Rumson Country Day and The Red Oaks School. In
all Elisabeth Morrow hosted 175 students for the afternoon competition.
EMS 7th Grader Wins National Gold Medal
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| Into The Light - Sarah Abrahamsen, EMS '13 |
by Evan Brown
Director of Communications and Alumni
The Scholastic Art and Writing Awards have "an impressive legacy dating back to 1923 and a noteworthy roster of past winners including Andy Warhol, Sylvia Plath, Truman Capote, Richard Avedon, Robert Redford and Joyce Carol Oates," according to its website. The Elisabeth Morrow School is proud to add another name to this Award's storied history. EMS seventh grader Sarah Abrahamsen (Hackensack, NJ) earned a 2012 National Gold Medal and the distinguished honor of Best In Grade (only 4 recipients receive this honor per grade level), with her photograph, Into The Light.
The Scholastic Art and Writing Awards fielded submissions from 200,000 students nationally, in 28 categories, from grades 7 to 12. Only 1500 received Gold or Silver Medals. In order to attain this high honor, students needed to achieve "Gold Key" recognition at the regional level. This year, The Elisabeth Morrow School had 6 artists and 1 writer receive Gold Keys: along with Sarah; Erika Herman (7-Teaneck, NJ), Josh Lerner (7-Englewood, NJ), So Young Jang (8-Fort Lee, NJ), Annakatrina Zeidwig (8-Tenafly, NJ), Rene Spiewak (7-Englewood, NJ), and Annika Kim (7-Englewood Cliffs, NJ) sent work to the national competition.
Considering the number of applicants, attaining this level of success does not come easy. Elisabeth Morrow's first Scholastic gold medalist Evan Goldstein '06 (now attending Choate Rosemary Hall in Wallingford, CT) remembers the challenge of getting his poem ready for the competition: "I rewrote the poem seven times, all with the help of Ms. Nicolaou. Without her, and the support of the EMS Writing Club, I would never have known about the competition, let alone had an opportunity to win. Ms. N taught me how to write well, but also showed me the value and beauty in writing, which goes beyond any one competition."
Elisabeth Morrow students have done particularly well at Scholastic. Just last year, Caroline Myers (Cresskill, NJ - now attending Linden Hall in Lititz, PA) and Lauren Park (Englewood Cliffs, NJ) received National Gold Medals. In all, our school currently boasts 14 National Gold Medals over the past 6 years.
Regarding this accomplishment, EMS teacher Lisa Nicolaou noted: "Our success at EMS with Scholastic is a combination of many factors--A talented group of students, a supportive administration, the time we dedicate to writing here, and our (teachers) ability to motivate and nurture." She also felt that the school's approach toward encouraging originality and imagination played a vital role: "With our students, we want them to find a way in, to find their creativity. We want them to be inspired and lead without being pushed. We especially want this in middle school, at a time when they are trying to figure out who they are and what they believe in."
Regarding this accomplishment, EMS teacher Lisa Nicolaou noted: "Our success at EMS with Scholastic is a combination of many factors--A talented group of students, a supportive administration, the time we dedicate to writing here, and our (teachers) ability to motivate and nurture." She also felt that the school's approach toward encouraging originality and imagination played a vital role: "With our students, we want them to find a way in, to find their creativity. We want them to be inspired and lead without being pushed. We especially want this in middle school, at a time when they are trying to figure out who they are and what they believe in."
Sarah Abrahamsen will join this select group of middle and high school students on June 1 for the National Medal Ceremony at Carnegie Hall. As well, Ms. Abrahamsen's work will be on display with 500 other works of art and writing at the Art.Write.Now NYC Exhibition at Parsons The New School for Design.
Marianne Malmstrom Participates in Born This Way Foundation Launch
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| EMS Technology Teacher, Marianne Malmstrom |
by Evan Brown
Director of Communications and Alumni
On February 29, Elisabeth Morrow Technology Teacher, Marianne Malmstrom, joined an esteemed gathering of experts, educators, researchers, policy-makers and foundation leaders at the Symposium on Youth Meanness and Cruelty at Harvard's Berkman Center for Internet and Society in Cambridge, Massachusettes. The Symposium served as a pre-launch to Lady Ga Ga's Born This Way Foundation (BTWF) which occurred later in the day. More importantly, the members of this symposium, through their collective expertise, were tasked with identifying trends and initiatives that would assist the BTWF in determining their policy as they seek to address issues of bullying and youth empowerment.
Click here to view a full PDF of the Symposium program with member bios.
•••
Upon her return to campus, Ms. Malmstrom lead a faculty meeting to relate her experience and offered the following links for further reference.
- Elisabeth Morrow students weigh-in
- Video of BTWF Launch Event
- Complete Coverage: Born This Way Foundation Launch: Ask With Forums, Harvard Graduate School of Education
- Lady Gaga, Winfrey Target Bullying: C. Walsh @ K. Kotch, Harvard Gazette, 2/29/12
- From "Born This Way" to "Move This Way:" A New Foundation: Reflections from Anne Collier, one of the symposium organizers
•••
Ms. Malmstron also had an opportunity to pass along the following letter to Dr. Lowry, relating her feelings about the experience:
Hello David,
Last Wednesday was incredible. It is still hard for me to wrap my brain around the fact that I was invited to Harvard to work with such an amazing group of professionals. Peggy (Peggy Sheehy) and I felt extremely humbled and honored to be included. I have never experienced anything quite like it before and I believe that most everyone else attending felt the same way. There was this amazing energy as we all shared our respective expertise and knowledge, tackling the complex issues set before us. Which relates to the point of this symposium–to bust people out of their professional silos and get them talking and sharing with each other on this very important issue . It was certainly mass intelligence put to work.
We all came prepared knowing our assignments and the "four driving questions" that each group was expected to resolve. Even though the time line for our agenda was brutally tight, the six workgroups got a great deal done in that short period of time. When all the groups convened at the end of the day, we were all surprised to hear how our recommendations meshed with the each other. Upon wrapping up, we all felt a sense of great satisfaction walking across campus to watch the formal launch of BTWF, knowing that we had helped established its working foundation.
I pinched myself several times, wondering how I had ended up involved in such an incredible project. When Anne (Anne Collier) introduced me at the symposium, it became clear that it was for the same reason LEGO invited me to speak at FOSI a few months ago: Anne and I strive to create unique models for developing healthy online norms for young children through the use of "games" (virtual worlds & MMOGs).
David, it was quite humbling to be there, but I was even prouder to be representing our school. I can't thank you enough. This wonderful opportunity only arose because you, Germaine and Sarah gave me the freedom to think outside the box, the faith to let me follow my instincts and the support to make it happen. Thank YOU!
Sincerely,Marianne Malmstrom
P.S. Officially, Lady GaGa has one new fan :-)
John Hunter and World Peace Game
by Aaron Cooper
Assistant Head of School
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| Click Here to see TED talk |
I had the opportunity to attend a talk by John Hunter, 4th grade teacher and TED speaker, while at the National Association of Independent Schools Conference in Seattle. Mr. Hunter spoke about his World Peace Game, developed over the course of his 30 year career. From his website, the game is described as a "hands-on political simulation that gives players the opportunity to explore the connectedness of the global community through the lens of the economic, social, and environmental crises and the imminent threat of war (1)." From my perspective, this wonderful game establishes high expectations while giving students an opportunity to collaborate, create and solve "real-world" problems, as they work toward "winning."
Good teachers think alike it seems. Mr. Hunter's talk made me reflect upon the game-like initiatives we already have in place at EMS. Ms. Malmstrom's tech curriculum involving MMOG's like Minecraft or Quest Atlantis, and Mr. Penny's City Game come to mind as similar, middle-school examples. But "immersive" games like these happen across each grade level at our School. Mr. Hunter's World Peace Game (as well as our own games), when you see them in action, are refreshing reminders of what children can achieve when given an engaging and dynamic framework to think critically and collectively.
You don't have to take my word for it though; you can watch Mr. Hunter's TED talk or review his World Peace Game Foundation website if you would like more information. As well, the game serves as the backdrop for a new movie debuting on PBS this Spring, called World Peace and Other 4th Grade Achievements. To watch a trailer of the film, click here.
"High-Order" Reading
by Beth Brennan
Director of Early Childhood Programs
Recently, I read an article called "Using Higher Order Questioning to Accelerate Students' Growth in Reading" by Debra S.Peterson and Barbara M. Taylor,* from this month's issue of The Reading Teacher. With regard to student reading, the authors stressed the importance of facilitating "high-order" discussion and writing to promote deeper thinking in students: So, in essence, teachers need to engage student readers beyond simple factual analysis and at more of an analytical, abstract or inferential level.
This is precisely the subject matter we tackle during grade-level meetings and professional development days at EMS. Our teachers regularly assess to what extent they are engaging students in rich and thoughtful reflection, or to what degree their students are thinking critically about the reading. The hardest part we find (perhaps for any educator) is having the willingness or confidence to move text discussions away from "teacher instructed" to "student centered." This is challenging; it is very easy to just provide answers, but it takes a great deal more effort to move students toward meaningful analysis or discussion. And, it is very important that we do so if we hope to promote and cement higher-order comprehension.
* - This article is protected by copywrite and therefore not available via direct link. A PDF may be purchased through the Wiley Online Library. The abstract is available here. If you wish to read this article, contact me and I will try to provide you with a copy
The Elisabeth Morrow School Appoints Paul Baly as New Middle School Head
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| Paul Baly |
Baly comes to EMS after serving as the Upper School Head, grades 5 to 9, at the Valley School of Ligonier in Ligonier, PA for the past 4 years. As Upper School Head at the Valley School, Baly worked closely with the faculty to create and manage a new academic schedule, professional development opportunities and student-led parent conferences. Aside from his administrative duties, Baly also taught English and coached Boys' Varsity Lacrosse. Prior to the Valley School, Baly worked at Heathwood Hall in Columbia, SC as Assistant Director of the Middle School for seven years.
Claire Ward, Head of the Valley School of Ligonier, affirms that Paul "has a deep knowledge of the developmental and cognitive characteristics of the middle school child. Organized, creative and strategic, Paul is a fantastic team member. Most important, students find him to be fair and principled, with a keen sense of humor."
Aaron Cooper, Head of School Elect for Elisabeth Morrow, believes that Baly's experiences will serve him well in his new role. "Mr. Baly brings a set of experiences, accomplishments, and perspectives that match the mission of EMS and the opportunities present in our middle school. Paul's work with faculty, parents, and students in his prior schools is exemplary. We wish Germaine DiPaolo all the best in her retirement and know that Elisabeth Morrow's middle school is in good hands with Paul."
Baly holds two Masters degrees in Education, one from the University of South Carolina in Secondary School Education and one from Teachers College at Columbia University in Independent School Leadership. Baly earned his Bachelors from Roanoke College in Virginia. A native of Westfield, New Jersey, Mr. Baly and his wife, Liane, have two children, Max and Alice, and are expecting their third child this spring.
The Elisabeth Morrow School has also appointed Michele Bower, 19-year teaching veteran with the school, as the new Director of Curriculum and Secondary School Placement. Prior to her appointment, Mrs. Bower served as an integral part of the Middle School's community service program and also served as the school's departmental chair for History. Mrs. Bower has a B.A. in English from Barnard College and holds two M.S.Ed. degrees from Columbia University (Reading/Curriculum and Social Studies).
Good Morning Mr. Cooper: Q & A With Elisabeth Morrow's New Head of School
On November 17, 2011, The Board of Trustees appointed Aaron C. Cooper as Head of The Elisabeth Morrow School, replacing David M. Lowry, Ph.D., upon his retirement at the end of this academic year. Mr. Cooper will become Elisabeth Morrow’s seventh Head of School. A few days after his appointment, Mr. Cooper sat down with Jennifer Brown, a reporter and writer for CBS Radio News, to share his thoughts and views regarding his appointment, the School and its future.
Jennifer Brown (JB): When you first got the news that you were hired as the new Head of School, tell me what you were thinking?
Aaron Cooper (AC): It is something that Kara and I had spoken about quite a bit, particularly since Dr. Lowry announced his retirement, and we knew that this was a possibility. The announcement for me was somewhat surreal, as it happened after a Board meeting where I had given a big presentation. After the meeting, I was asked to stay, and the Board Chair came in and offered me the position. I was thrilled. So, after being at this school now for nine years, knowing it really well, and having put a lot of thought into what can be the right next steps for the school, it is exciting for me to be the person who can help steer it in that direction.
JB: Looking at your bio, I realize that you have done just about everything at this school: you have coached, you have taught, you have helped these students find high schools. What made you seek this position?
AC: I can trace my aspiration to be a head of school back to my first couple of years in teaching. I loved being in the classroom. I took to it right away from the standpoint of being able to create, maintain and enhance – to put my mark on a culture of learning and respect. After several years in the classroom, though, I started to feel the desire to have a similar effect on a larger scale. To me, as a head of school, that is job-one; the person in this position drives, supports and formalizes a culture conducive to everyone's learning.
JB: About your early years teaching, do you have any fond memories so far at Elisabeth Morrow?
AC: I have been through much at this school, starting here when the school was just nursery through sixth grade, and then eventually adding seventh and eighth grades. One memory that stands out is the first boys’ basketball team that Gene Love and I coached. You should have seen the look on the boys’ faces when we won our first game. They were so excited and proud of their school.
The previous year, I got to know all of my players well, as I had them in my sixth grade Latin class. So, personally, this win meant a great deal to me as well. I was hired to help design the Middle School program where one facet was the creation of extracurricular programs, including sports. It was a great deal of work. We brought in advisors, we had committees working on it, we devised a philosophy for the sports program and then we got to watch that come to fruition. The first win was a great moment, seeing the students jumping all around at center court in their green uniforms and it being here on campus. It felt like the middle school of EMS had arrived.
JB: What is it like having your children attend Elisabeth Morrow? What’s your perspective as a parent?
AC: Julia is now in Kindergarten (she started in the three-year-old program) and Charlotte just started in the 3's program this year. So this is the first year that both of our children have been old enough to be in the school. I appreciate the fact that I get to work in the same place that my kids go to school. When I drive to work, I get to drop them off, walk them down to their classrooms and say good-bye. Then, at the end of most days, I am able to pick them up after school and take them home. Before and after school, I get to hear what they are looking forward to or what they did that day. You can't put a price on that; it is invaluable.
Julia started the year I was promoted to Assistant Head of School, and that was significant for me as I moved away from being a Middle School employee to being a whole-school administrator. My initial task for this position was to become more familiar with elementary and early childhood education, as my background had been exclusively in middle school education. The combination of learning the position through my contact with teachers and principals, along with my experience as a parent watching my daughters go through this program and the effects that it has had on my girls' learning has very quickly helped me understand our program at a much deeper level than I would have otherwise. For instance, my daughter Julia has been here three years now, and to see her go from entering the school in the 3's program, having been just potty trained to being now, in Kindergarten, on the cusp of literacy – of reading and writing – has been wonderful. I have enjoyed observing how all the different pieces of the program have worked together to help her get to this place. She loves everything about language: playing with words, telling and listening to stories, predicting their endings. To see that come to life in my child has been fantastic for me as a father and an educator.
JB: You have kids here, you've worn a great many hats here, and it is clear that you are familiar with the school. What challenges do you see heading your way next year?
AC: There are challenges and opportunities on a number of levels. One of our biggest challenges, which is over-arching and connected to all others, is maintaining and enhancing the sense of community that we have, both internally (between the faculty members of the school) and externally (with our families). We've seen a marked increase in the number of families where both parents are working full-time. We are also seeing farther geographic distance from which our families are coming. So it's important that this place feel like a home for students and parents.
JB: There are some big projects in the works for Elisabeth Morrow, in terms of the campus master plan. Tell me a little about that.
AC: This segues perfectly from your last question, because the underlying motive behind this initiative is community. We’ve engaged an architectural firm to work with us to develop a campus master plan in conjunction with the Strategic Plan and to address our needs today as well as in the future. One of our big challenges here on campus is geographical in nature. The level of elevation within the campus separates us into lower and upper campuses and, to some degree, impacts the unity of our community and the feeling of being one school.
Also, with the advent of the Middle School, there is need for additional spaces. For example, we do not have a regulation playing field where we could host interscholastic games on campus, nor do we have a large multi-functional space for the whole school to gather, meet and celebrate as a community.
Our intent is to develop a specific plan to meet these needs and others while creating a common area which would unify the campus and benefit the entire school. This design more accurately reflects our spirit and our mission.
JB: So let’s turn toward the Strategic Plan. This is more about program?
AC: It's a bit more all encompassing than that. The Strategic Plan is the Board's blueprint for the future initiatives and direction of the School. While it speaks toward programs both academic and non-academic, it also includes human resources, technology, enrollment, and communications – basically providing direction for the School as a whole. It becomes the document that will steer our work as faculty and administrators. Now, as Head of School Elect, I will play a more active role in helping to articulate the different goals that we believe will make us as strong as we can be.
JB: Well, let's talk about technology a bit. There is so much new technology, new media, social networking – it's changing the way schools are approaching education. There's a lot of talk about "no textbooks." There is a lot of talk about going "paperless." Kids are learning much more electronically. Where do you see current trends fitting into Elisabeth Morrow?
AC: I have a lot of thoughts about technology in education. In general, I see technology as a tool that is used to enhance learning and it can have a number of different facets. Within our curriculum, I view us using technology to develop deeper, more significant connections between our students and what they are learning. Two instances come to mind. When a class is learning about other parts of our country or the world, it's easy to gather information and even talk to people who live in those places or are involved with those places. Using technology to garner those global connections and awareness is something we want to develop further.
From a more practical angle, technology is a great organizer, in terms of information and applications. One thing we are currently discussing is the use of a "device" to hold all your textbooks, hold all your notes and hold all your work that is accessible anytime via the "cloud." Not only does that make the backpack lighter for the students, but this way of managing and referencing information is also more relevant to the world today and more relevant for the kids growing up in this world.
JB: When I think about all this new technology, it takes training. How do you see yourself as Head of School supporting your teachers in this regard?
AC: This is actually something I have been working on closely as Assistant Head. We've formally established a faculty evaluation system. We call it Faculty Growth and Renewal, and concurrent to that I have been working with Sarah Rolle, our Director of Technology, to set up our expectations for faculty learning about technology. It has evolved from a series of training sessions, and it's currently a more teacher-driven program. Teachers target their own initiatives, and our technology team then assists them in the training they will need. It has become much more individualized. As Head of School, my expectation is that we all need to be learning technology – each person needs to take his or her next steps, and there are always next steps. This way we can deliver the program in the most powerful and relevant way possible.
JB: Is there an example of technology use in the classroom that you think has been particularly successful?
AC: I have two that come to mind. One is in the second-grade study of culture. They have actually made connections with other schools around the world and have been in regular contact with a school in Australia working on a joint project discussing the differences between Australian and American culture. Our students have even “Skyped” with the teachers there, despite the 14-hour time difference. So there's technology being used as a collaborative tool, connecting our students with children literally on the other side of the globe.
The second example is the work we are doing in the Middle School with virtual worlds, online gaming and scripting. It has been phenomenal. It is not so much about the content, but rather more focused on the skills students will need today, in terms of creativity, collaboration, communication, forming of community and character. All of those pieces integrate nicely within these types of games, and the students absolutely love them. So, there is a high level of engagement. The Elisabeth Morrow School is on the forefront of this initiative within independent schools.
JB: So when you say “scripting,” do you mean games where you read along and make choices?
AC: No, scripting is synonymous with programming. Students can use programming language within the game to affect how the game goes, such as building a certain structure, animating certain features, moving from one part of the virtual world to another, or inventing the landscape within the game. Students do this within teams and try to solve the challenges that exist within the virtual world.
JB: Something I read about every day in my job, as pertaining to schools, is bullying. Basically, parents feel like bullying is all over the place, at school, in texts, on Facebook and that schools don't do enough. The statistics for middle schools are alarming; that this starts at such a young age, affecting both boys and girls. With your middle school background, what's your take on it? What do you feel needs to
be done?
AC: I think the most important thing for the school is to establish a safe environment. I think this is something that we value and have always done quite well. If you look at the 4 C's (cooperation, consideration, compassion and courtesy), we have made this integral within our community from the youngest levels. We also offer programs such as Advisory and Responsive Classroom that help students connect with one another. This, along with the knowledge and care our faculty has for each individual student, which goes beyond any other school with which I have been associated, are dramatic steps in offering our students a safe environment.
Beyond that, we know that there may be incidents of students being mean to each other, teasing and bullying. What needs to be done (in fact, what we have already done) is draw a line in the sand and set a firm policy. For instance, as part of our anti-harassment policy, we have an external component. We know that bullying can and does take place beyond our walls, so we have decided to make individual responsibility and integrity our business. These incidents, which can occur online, outside our academic day or off campus, filter back into our larger community and can have a significant negative impact. This weakens the community, so we need to be able to address this issue even outside the walls of our school.
The other aspect is this: when an instance happens, the adults in the community must immediately address it. As teachers or administrators, we must first find out what happened, and then we must determine the extent of it. When we have this information, we then must communicate effectively with the students and their parents in order to educate and begin the healing process. If it's bullying, genuine bullying, it’s a more serious issue – certainly nationwide it's an issue, and New Jersey has passed new anti-bullying legislation. Nevertheless, we have to able to separate when it's "kids being kids," or when it is actual bullying, with intent to hurt or harm repeatedly. Of course, we have an obligation to teach our students how to manage their concerns within a community, but we have to be acutely aware when incidents become extremely hurtful or damaging. This is our priority here, we must be consistent about gauging these situations, know where that line is and work together to make sure everyone's health, safety and growth are attended to.
JB: Last question: what do you want children to take away from their Elisabeth Morrow experience?
AC: I would like them to take away two things. I want them to have a sense of what their interests are, what their strengths are, what their budding passions are – a sense of how they learn and who they are as a person; so in essence, self-awareness. I believe this is such an important element of their development, as they move from early childhood through early adolescence. The other thing: I want our students to have a joy of learning, loving to be challenged, loving to find out something new. I want them to come away with a strong spirit of inquiry – searching out questions as well as answers – because having a passion for learning serves people very well in life and certainly within their academic careers.
Aaron Cooper (AC): It is something that Kara and I had spoken about quite a bit, particularly since Dr. Lowry announced his retirement, and we knew that this was a possibility. The announcement for me was somewhat surreal, as it happened after a Board meeting where I had given a big presentation. After the meeting, I was asked to stay, and the Board Chair came in and offered me the position. I was thrilled. So, after being at this school now for nine years, knowing it really well, and having put a lot of thought into what can be the right next steps for the school, it is exciting for me to be the person who can help steer it in that direction.
JB: Looking at your bio, I realize that you have done just about everything at this school: you have coached, you have taught, you have helped these students find high schools. What made you seek this position?
AC: I can trace my aspiration to be a head of school back to my first couple of years in teaching. I loved being in the classroom. I took to it right away from the standpoint of being able to create, maintain and enhance – to put my mark on a culture of learning and respect. After several years in the classroom, though, I started to feel the desire to have a similar effect on a larger scale. To me, as a head of school, that is job-one; the person in this position drives, supports and formalizes a culture conducive to everyone's learning.
JB: About your early years teaching, do you have any fond memories so far at Elisabeth Morrow?
AC: I have been through much at this school, starting here when the school was just nursery through sixth grade, and then eventually adding seventh and eighth grades. One memory that stands out is the first boys’ basketball team that Gene Love and I coached. You should have seen the look on the boys’ faces when we won our first game. They were so excited and proud of their school.
The previous year, I got to know all of my players well, as I had them in my sixth grade Latin class. So, personally, this win meant a great deal to me as well. I was hired to help design the Middle School program where one facet was the creation of extracurricular programs, including sports. It was a great deal of work. We brought in advisors, we had committees working on it, we devised a philosophy for the sports program and then we got to watch that come to fruition. The first win was a great moment, seeing the students jumping all around at center court in their green uniforms and it being here on campus. It felt like the middle school of EMS had arrived.
JB: What is it like having your children attend Elisabeth Morrow? What’s your perspective as a parent?
AC: Julia is now in Kindergarten (she started in the three-year-old program) and Charlotte just started in the 3's program this year. So this is the first year that both of our children have been old enough to be in the school. I appreciate the fact that I get to work in the same place that my kids go to school. When I drive to work, I get to drop them off, walk them down to their classrooms and say good-bye. Then, at the end of most days, I am able to pick them up after school and take them home. Before and after school, I get to hear what they are looking forward to or what they did that day. You can't put a price on that; it is invaluable.
Julia started the year I was promoted to Assistant Head of School, and that was significant for me as I moved away from being a Middle School employee to being a whole-school administrator. My initial task for this position was to become more familiar with elementary and early childhood education, as my background had been exclusively in middle school education. The combination of learning the position through my contact with teachers and principals, along with my experience as a parent watching my daughters go through this program and the effects that it has had on my girls' learning has very quickly helped me understand our program at a much deeper level than I would have otherwise. For instance, my daughter Julia has been here three years now, and to see her go from entering the school in the 3's program, having been just potty trained to being now, in Kindergarten, on the cusp of literacy – of reading and writing – has been wonderful. I have enjoyed observing how all the different pieces of the program have worked together to help her get to this place. She loves everything about language: playing with words, telling and listening to stories, predicting their endings. To see that come to life in my child has been fantastic for me as a father and an educator.
JB: You have kids here, you've worn a great many hats here, and it is clear that you are familiar with the school. What challenges do you see heading your way next year?
AC: There are challenges and opportunities on a number of levels. One of our biggest challenges, which is over-arching and connected to all others, is maintaining and enhancing the sense of community that we have, both internally (between the faculty members of the school) and externally (with our families). We've seen a marked increase in the number of families where both parents are working full-time. We are also seeing farther geographic distance from which our families are coming. So it's important that this place feel like a home for students and parents.
JB: There are some big projects in the works for Elisabeth Morrow, in terms of the campus master plan. Tell me a little about that.
AC: This segues perfectly from your last question, because the underlying motive behind this initiative is community. We’ve engaged an architectural firm to work with us to develop a campus master plan in conjunction with the Strategic Plan and to address our needs today as well as in the future. One of our big challenges here on campus is geographical in nature. The level of elevation within the campus separates us into lower and upper campuses and, to some degree, impacts the unity of our community and the feeling of being one school.
Also, with the advent of the Middle School, there is need for additional spaces. For example, we do not have a regulation playing field where we could host interscholastic games on campus, nor do we have a large multi-functional space for the whole school to gather, meet and celebrate as a community.
Our intent is to develop a specific plan to meet these needs and others while creating a common area which would unify the campus and benefit the entire school. This design more accurately reflects our spirit and our mission.
JB: So let’s turn toward the Strategic Plan. This is more about program?
AC: It's a bit more all encompassing than that. The Strategic Plan is the Board's blueprint for the future initiatives and direction of the School. While it speaks toward programs both academic and non-academic, it also includes human resources, technology, enrollment, and communications – basically providing direction for the School as a whole. It becomes the document that will steer our work as faculty and administrators. Now, as Head of School Elect, I will play a more active role in helping to articulate the different goals that we believe will make us as strong as we can be.
JB: Well, let's talk about technology a bit. There is so much new technology, new media, social networking – it's changing the way schools are approaching education. There's a lot of talk about "no textbooks." There is a lot of talk about going "paperless." Kids are learning much more electronically. Where do you see current trends fitting into Elisabeth Morrow?
AC: I have a lot of thoughts about technology in education. In general, I see technology as a tool that is used to enhance learning and it can have a number of different facets. Within our curriculum, I view us using technology to develop deeper, more significant connections between our students and what they are learning. Two instances come to mind. When a class is learning about other parts of our country or the world, it's easy to gather information and even talk to people who live in those places or are involved with those places. Using technology to garner those global connections and awareness is something we want to develop further.
From a more practical angle, technology is a great organizer, in terms of information and applications. One thing we are currently discussing is the use of a "device" to hold all your textbooks, hold all your notes and hold all your work that is accessible anytime via the "cloud." Not only does that make the backpack lighter for the students, but this way of managing and referencing information is also more relevant to the world today and more relevant for the kids growing up in this world.
JB: When I think about all this new technology, it takes training. How do you see yourself as Head of School supporting your teachers in this regard?
AC: This is actually something I have been working on closely as Assistant Head. We've formally established a faculty evaluation system. We call it Faculty Growth and Renewal, and concurrent to that I have been working with Sarah Rolle, our Director of Technology, to set up our expectations for faculty learning about technology. It has evolved from a series of training sessions, and it's currently a more teacher-driven program. Teachers target their own initiatives, and our technology team then assists them in the training they will need. It has become much more individualized. As Head of School, my expectation is that we all need to be learning technology – each person needs to take his or her next steps, and there are always next steps. This way we can deliver the program in the most powerful and relevant way possible.
JB: Is there an example of technology use in the classroom that you think has been particularly successful?
AC: I have two that come to mind. One is in the second-grade study of culture. They have actually made connections with other schools around the world and have been in regular contact with a school in Australia working on a joint project discussing the differences between Australian and American culture. Our students have even “Skyped” with the teachers there, despite the 14-hour time difference. So there's technology being used as a collaborative tool, connecting our students with children literally on the other side of the globe.
The second example is the work we are doing in the Middle School with virtual worlds, online gaming and scripting. It has been phenomenal. It is not so much about the content, but rather more focused on the skills students will need today, in terms of creativity, collaboration, communication, forming of community and character. All of those pieces integrate nicely within these types of games, and the students absolutely love them. So, there is a high level of engagement. The Elisabeth Morrow School is on the forefront of this initiative within independent schools.
JB: So when you say “scripting,” do you mean games where you read along and make choices?
AC: No, scripting is synonymous with programming. Students can use programming language within the game to affect how the game goes, such as building a certain structure, animating certain features, moving from one part of the virtual world to another, or inventing the landscape within the game. Students do this within teams and try to solve the challenges that exist within the virtual world.
JB: Something I read about every day in my job, as pertaining to schools, is bullying. Basically, parents feel like bullying is all over the place, at school, in texts, on Facebook and that schools don't do enough. The statistics for middle schools are alarming; that this starts at such a young age, affecting both boys and girls. With your middle school background, what's your take on it? What do you feel needs to
be done?
AC: I think the most important thing for the school is to establish a safe environment. I think this is something that we value and have always done quite well. If you look at the 4 C's (cooperation, consideration, compassion and courtesy), we have made this integral within our community from the youngest levels. We also offer programs such as Advisory and Responsive Classroom that help students connect with one another. This, along with the knowledge and care our faculty has for each individual student, which goes beyond any other school with which I have been associated, are dramatic steps in offering our students a safe environment.
Beyond that, we know that there may be incidents of students being mean to each other, teasing and bullying. What needs to be done (in fact, what we have already done) is draw a line in the sand and set a firm policy. For instance, as part of our anti-harassment policy, we have an external component. We know that bullying can and does take place beyond our walls, so we have decided to make individual responsibility and integrity our business. These incidents, which can occur online, outside our academic day or off campus, filter back into our larger community and can have a significant negative impact. This weakens the community, so we need to be able to address this issue even outside the walls of our school.
The other aspect is this: when an instance happens, the adults in the community must immediately address it. As teachers or administrators, we must first find out what happened, and then we must determine the extent of it. When we have this information, we then must communicate effectively with the students and their parents in order to educate and begin the healing process. If it's bullying, genuine bullying, it’s a more serious issue – certainly nationwide it's an issue, and New Jersey has passed new anti-bullying legislation. Nevertheless, we have to able to separate when it's "kids being kids," or when it is actual bullying, with intent to hurt or harm repeatedly. Of course, we have an obligation to teach our students how to manage their concerns within a community, but we have to be acutely aware when incidents become extremely hurtful or damaging. This is our priority here, we must be consistent about gauging these situations, know where that line is and work together to make sure everyone's health, safety and growth are attended to.
JB: Last question: what do you want children to take away from their Elisabeth Morrow experience?
AC: I would like them to take away two things. I want them to have a sense of what their interests are, what their strengths are, what their budding passions are – a sense of how they learn and who they are as a person; so in essence, self-awareness. I believe this is such an important element of their development, as they move from early childhood through early adolescence. The other thing: I want our students to have a joy of learning, loving to be challenged, loving to find out something new. I want them to come away with a strong spirit of inquiry – searching out questions as well as answers – because having a passion for learning serves people very well in life and certainly within their academic careers.
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