As we expect more from technology, do we expect less from each other?
This is the question clinical psychologist Sherry Turkle asks in her book, Reclaiming Conversation: The Power of Talk in a Digital Age, which is based on 30 years of her work studying the psychology of people’s relationships with technology. While she is not anti-technology, Turkle presents a compelling case that our current communication revolution is degrading the quality of human relationships.
Based on five years of research and interviews in homes, schools, and workplaces, Turkle argues that many of us, “would prefer to send an electronic message or mail than commit to a face-to-face meeting or a telephone call” (Turkle, 2015, p.3). Her concern is the cost associated with this new type of connection and how technology allows us to find ways around conversation. She argues that “face-to-face conversation is the most human – and humanizing – thing we do. Fully present to one another, we learn to listen. It’s where we develop the capacity for empathy” (Turkle, 2015, p.3).
Reclaiming Conversation argues that, while technology presents us with seemingly endless possibilities to improve our lives, it also allows us to hide from each other even as we’re constantly connected to each other. And, it is this loss of connection and conversation that should give us pause and cause for concern. In having fewer meaningful conversations on a regular basis, we are losing skills such as the ability to focus deeply, reflect, read emotions, and empathise with others, all of which are needed to actually engage in meaningful conversations.
Turkle further argues that the ability to have meaningful conversations also depends on our engagement with solitude and self-reflection. If we are always connected, then we may see loneliness as a problem that technology needs to solve and that being connected is going to make us less lonely. However, Turkle cautions that it is actually the reverse: “If we are unable to be alone, we will be more lonely. And if we don’t teach our children to be alone, they will only know how to be lonely” (Turkle, 2015, p.23). Research in this area indicates that being comfortable with solitude and, correspondingly, our vulnerabilities is central to happiness, creativity, and productivity.
Building on these considerations and thinking about Turkle’s writing in the context of ISZL, the book presents several compelling arguments for any school and community to consider, particularly given our collective work to support student learning and development. On a personal note, the book challenged me in several ways in terms of my own relationship with technology and my practices as a father, husband, educator, and community member. By way of an example, the following passage from the book has led me to further consider the implications of the presence of a cell phone during conversations:
“What phones do to in-person conversation is a problem. Studies show that the mere presence of a phone on the table (even a phone turned off) changes what people talk about. If we think we might be interrupted, we keep conversations light, on topics of little controversy or consequence. And conversations with phones on the landscape block empathic connection. If two people are speaking and there is a phone on a nearby desk, each feels less connected to the other than when there is no phone present. Even a silent phone disconnects us ” (Turkle, 2015, p.20).
A central question emerged during the reading of this book: Are we unintentionally inhibiting our students’ development in terms of the skills and tools that are crucial to friendship, love, happiness, work, creativity, and sense of worth? Like anything that is of deep significance, there is no simple response to this question as we continue to understand the benefits and impacts technology is having and will have on our lives.
Turkle believes that our regular connection to be online and “elsewhere” will likely lead to the erosion of the essential human qualities of empathy, generativity, and the mentoring of our young. If this is true, then there are obvious and compelling reasons for our school community to further our reflections, conversations, and actions associated with this challenge. These thoughts may perhaps be best summed up by Cameron, a student Turkle interviewed, when he shared what he sees around him: “Our texts are fine. It’s what texting does to our conversations when we are together, that’s the problem” (Turkle, 2015, p.21).
Reference:
Turkle, S. (2015). Reclaiming Conversation: The Power of Talk in a Digital Age, Kindle Edition. Penguin Press.
We are reaching the end of another busy and exciting term at ISZL. I find these weeks uplifting as I attend numerous meaningful and special celebrations throughout the school. Just this week, Kindergarten children walked with their families and performed holiday songs at the beautiful Lichterweg in Baar; Grade 4 students participated in the annual Festival of Lights celebrating holiday cultures from around the world; Grade 5 students enjoyed the annual Traditions Lunch hosted by parents; and High School hosted a fun-filled ugly sweater contest and cookie exchange supported by the Student Council and the Parents’ Association.
This time of year also gives me a moment to reflect on what we have accomplished together as a learning community. Personal Development Week still remains a highlight of the term with students engaging in unique global learning experiences and bringing these perspectives back to the classroom. ISZL’s Arts Week was a huge success with students in Grades 3-12 participating in exceptional workshops and performances from our Music Ensembles, Riverside Singers and ISZL Jazz Orchestra. In addition, students led a curated exhibition in the Art Factory and enjoyed a visit from artist Anthony Jegu. And, just last week Middle School students participated in a two-day coding and robotics workshop while others attended a three-day curriculum trip to Chalet Bergheim, our school’s mountain retreat in Wengen. These are just a few examples of the extraordinary educational opportunities that our students experience throughout the year.
In addition, I have been continually impressed with the school’s ability to attract and recruit talented teachers and administrators. High School Principal Eddie Wexler and I attended a Recruiting Conference in Dubai last month and met with hundreds of teachers who were interested in professional opportunities at ISZL. This week, the school is hosting four exceptional Middle School Principal candidates with the hope to make a decision by next week on this leadership position.
ISZL continues to thrive because of the strong partnership between our outstanding students, talented faculty and staff, and supportive and engaged parents. As we come to the close of the calendar year, I hope you join me in reflecting about our special community and the opportunities we have each day.
I wish you all a happy holiday season and hope you take the time to rest and rejuvenate with family and friends. We look forward to new celebrations in 2019.
Kindergarten children singing by candlelight on the Baar Lichterweg earlier this week.The end of the term is filled with joyful celebrations of the season including the Festival of Lights on Zug Campus.Musicians performing during one of many Arts Week events.It was a joy to see so many families at Thanksgiving last month, a true celebration of our vibrant and welcoming community.Our athletics teams have enjoyed a successful season – here the Junior Varsity Girls’ Football team celebrates winning the SCIS championships on home turf. High School students are looking forward to the second Youth Forum Switzerland and preparing with some impressive Series events.I am always inspired by the teaching and learning taking place in our classrooms. During Book Fortnight I had the privilege of reading to these Grade 1 students.I am immensely proud of our excellent teachers and staff, and thank them for their hard work, commitment and dedication to our students this term.
Photo Credits: ISZL’s awesome communications department
An important focus area associated with this year’s review of ISZL’s mission, vision, values, and learning principles is that of our school and community’s culture and how it relates to global citizenship. With our staff and students representing 34 and 60 different nationalities respectively, in addition to the school’s offering of 25 language courses, ISZL is clearly an international community that embraces diversity, culture, and language. To what degree, then, does the concept of global citizenship define ISZL?
If we consider this question from a more
macro perspective with respect to ISZL’s greater context, we quickly note that,
although the Canton of Zug does not include a large metropolis centre, it has a
remarkable degree of diversity in its population. According to 2016 census
statistics, non-Swiss residents comprised approximately 26% of the population
while the city of Zug records an even higher level at 31.7%. Switzerland
currently hosts residents from about 140 different countries.
A recent conversation with local
educational leaders highlighted this diversity. As part of our outreach to
further connect with the Swiss community, we invited the leadership team from
Kantonsschule school to visit ISZL with the hope of initiating a partnership.
At one point, we were asked about the number of nationalities represented by
our student population, and we proudly stated the number to be about sixty. We
are somewhat surprised when the visiting school representative responded by
stating that they have about the same number of international students. This
commonality has, in part, established that we seem to have more in common with
local schools than may have been understood initially.
While the Swiss government has implemented
policies to attract international residents, there also seems to be an approach
to global citizenship that may be instructive to ISZL’s culture and values,
particularly given our focus on further integration with the local community.
By way of example, the Swiss Federal Immigration department publishes a
document called, “Welcome to Switzerland”, which provides information for new
residents arriving from abroad. One of the most interesting aspects of the
publication are the quotes from foreigners living in Switzerland and their
focus on integration and diversity. For example, Sabir Aliu from Kosovo
stresses the importance of communication:
“Our neighbourhood means more to me than just having a roof over our heads. This certainly has something to do with the fact that the people who live here gradually realised that living happily together requires effort from all of us. It doesn’t matter whether one is Swiss or a foreigner, old or young. One has to start talking to one another. This is the only way to change things together.”
Anna Gruber from Macedonia challenges us to
think about integration at a deeper level:
“What bothers me slightly is that the word integration is often reduced to learning the language or to whether one wears a headscarf or not. But integration means a lot more: It needs people who have the will to become involved with a new country and a foreign culture. And on the other hand, it needs a society which allows this. Mutual understanding and tolerance just cannot be stipulated by laws.”
The publication also quotes Swiss citizen
Bruno Moll who provides us with transition advice:
“Responding to prejudices and opening doors, not closing them – this is my aim. Not only as a Swiss person, but from one person to another, I would give the following advice to new residents arriving from abroad: They should approach our country inquisitively and not shut themselves away with people in the same situation. Of course, I would advise them to learn our language and explore our mentality. I would prefer them to see what we have in common, instead of the differences. They should ask questions and try to discuss with their fellow citizens. They should definitely climb our mountains and join the strollers on Sundays. They should go shopping at the weekly markets and read, watch and listen to our media. To put it simply: They should try to become a part of things. Of course, I also wish this for ourselves, the natives.”
Some of the common themes that emerge from
these quotes are the concerted and purposeful efforts for understanding through
listening and talking, engagement with our local community, and respect and
openness to different ways to comprehend the world around us. As a community
that focuses on the development of students, these values and dispositions
translate well to a school environment. This thought can be taken a step
further to argue that ISZL’s context and its location in the Canton of Zug will
inevitably have a strong influence on ISZL’s culture.
When reflecting on the question of “Who are we?”, it seems prudent to consider the influence local culture has on our school, which can range from a traditional farmer’s lifestyle to the more than 30% of foreigners living in the canton, among other factors. The influence of external factors on ISZL’s culture also furthers our work associated with the International Baccalaureate’s mission, “to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.” This focus on culture and global citizenship may also be referred to as cross-cultural cognition, which can be defined as the ability to think, feel, and act across cultures. To that end, it would be natural to conclude that the concept of global citizenship plays a critically important role in contributing to defining ISZL and answering the question, “Who are we?”.
PS: In an effort to hear as many voices as
possible and form a narrative over the course of this school year, I am kindly
asking community members to email me (barry.dequanne@iszl.ch) with any stories
you may have that would contribute to answering the “Who are we?” question.
As we embark on the new school year ahead, I find it helpful to reflect on the past year to learn from our successes, challenges, and what we could do better. To that end, senior graduation represents a particularly important reference point given the culminating nature of the event that has involved the collective efforts of students, the support of their families, and the work of teachers and staff from all grade levels and areas of the school. It is hoped that graduation, among other goals, represents a time to celebrate student achievement, communicate what makes a school special, and highlight the ideals and values that challenge us both as individuals and a community to be our best selves.
It is without question that student speeches and performances are the most inspiring moments of a graduation ceremony. This may be the reason why school directors are usually asked to speak at the start of the ceremony! I am always grateful for the opportunity to speak with students and, in my role as Director, hope to use the moment to again articulate who we are and the ideals and values that guide our learning. The exercise is helpful in serving as a reminder of what frames our professional work and how we can best support students. Looking to the year ahead and in the spirit of beginning with the end in mind, I am including the following speech, prepared for the International School of Zug and Luzern’s (ISZL) graduation, as part of my reflections for the year ahead.
Graduation Address:
Guten abendmiteinande. Good afternoon honoured guests: Board of Directors, teachers, families, and friends, and, of course, our “graduands”. I called you graduands because it is the official term used to describe someone who is a candidate for a diploma. The related word, “graduation” is the actual act of receiving a diploma, which will then make you a graduate, a person who has earned the diploma. So, graduands, if all goes well today, you will soon all be graduates!
Continuing the theme of examining words and in the spirit of celebrating our wonderful host country, I would like to also highlight a few Swiss German words that have provided for windows into Swiss culture (my apologies in advance for pronunciation errors).
Most people appreciate Znüni, the nine am morning break to eat Gipfeli, which may be stored in a kitchen cupboard, which is apparently one of the most difficult words to pronounce: Chuchichäschtli.
And then there is a word that some of you may have used to describe Mr. Wexler or me at some point: Bünzli is the word for those boring people who follow all the rules and make sure everyone else does too!
There are of course the foods, Raclette, Birchermüesli, and Rösti.
Words and culture are important. While this may be a lighthearted approach to reflecting on a country’s identity, I hope it also serves as a reminder of the influence language can have on a special place like ISZL and our school’s culture, which is framed by three key words: Respect, Motivate, and Achieve.
Class of 2018, you have lived up to and exceeded the expectations associated with the school’s mission. Your self-motivation and impressive achievements have inspired our community to further realize our collective potentials. And, perhaps most importantly, you have always acted with the highest levels of respect for yourself and all those who have had the good fortunate to enter the narrative of your classes’ learning journey.
Perhaps it is this focus on respect that has led to the prevailing sentiment that ISZL is much more than just a school. In many ways, it is the shared experiences with special people that make ISZL such an extraordinary place. In the introduction to the yearbook, I borrowed a quote from the French novella titled The Little Prince, which may best explain what makes ISZL special: “It is only with the heart that one can see rightly; what is essential is invisible to the eye.” These words are apropos to ISZL’s context in the sense that the school and this 2018 graduating class may only be fully understood by looking beyond what is readily visible.
While you cannot necessarily see the sense of belonging, the supportive environment, and the feeling of safety, there is a palpable awareness of their presence. The same is true about optimism, positive energy, and a sense of promise. There is a discernible feeling on campus that anything is possible, the future is bright, and there is an opportunity to be part of something special while contributing to making a positive difference. There is a serious and disciplined commitment to academic learning but also a sense of enjoyment and play. This is evident as students and teachers prepare to engage with the seemingly endless list of activities, clubs, charities, trips, and sports that exemplify the ISZL learning experience. The culture of learning is a ubiquitous presence on campus.
Finally, and perhaps most importantly, we can see that relationships are the foundation of what makes ISZL special. What is not necessarily easy to see is how profound and respectful the relationships between the Class of 2018, staff, and parents are at the school, and how this commitment to others represents the fundamental factor that contributes to making ISZL and this graduation class so unique and special
Class of 2018, thank you for being such impressive ambassadors of ISZL’s values and culture. We are deeply grateful for how you have represented and personified ISZL’s culture, values, and the words Respect, Motivation, and Achievement. Congratulations on your well-deserved graduation today. Thank you.
Welcome to the start of the 2018-2019 school year! I hope you are returning from an enjoyable and restful break, and that your family has experienced a smooth transition back to school today.
I was at the entrance to the Zug campus this morning with members of the ISZL team as we welcomed families to the new school year. The first day of classes is a moment filled with excitement, anticipation, and joy as the students catch up with old friends, meet their teachers, and connect with new classmates. Any nervous energy they may have had quickly dissipates as everyone dives into the learning process. The feelings of optimism, the promise of new experiences and learning, and the sense of a community reunited that are associated with the first day represent one of my favourite moments of the year.
We are grateful to all faculty and staff who have been busy preparing for the arrival of students and transforming our facilities into personalised learning spaces. I would like to give special thanks to the support staff who have worked diligently throughout the summer months to ensure all campuses were ready for the start of the term today.
This year we will conduct a community-wide review of our Mission, Vision, Values, and Learning Principles and subsequently, our Strategic and School Improvement Plans in order to guide ISZL’s future development and to clarify its purpose in serving families and the local community. Two questions will be used to frame critical conversations: “Who are we?” and “Where are we going?”.
As a first step in this process, staff engaged in an activity last week to answer the question, “What does ISZL do well to serve our students, colleagues, and community?”. There was significant agreement that the school’s greatest strengths are in the areas of support, care, relationships, connections, inclusion, and opportunities. This common response is not entirely surprising given what I learned during my transition interviews last year and how the theme of community emerged from everyone’s stories.
As this community-wide review continues, we will provide regular updates and seek input and feedback. If you are interested in serving as a member of the steering review committee or an advisory group, please send me an email to confirm your availability and interest.
Continuing with the theme of “Who are we?”, the following represents a selection of focus areas to further articulate what makes ISZL so unique.
New Families & Admissions
On behalf of ISZL, it is my honour to extend a warm welcome to the 196 new students and their families who have joined the ISZL community and to share how excited we are to partner with you. We are opening the school year with a healthy enrolment of 1,236 students from 755 families representing nearly 60 different nationalities.
Faculty and Staff
We are delighted to welcome 14 new members to the ISZL team. After an intensive two-week orientation programme and transition process, they are fully prepared and excited to welcome students to school. They represent the best in their fields, come to us from diverse cultural backgrounds, and look forward to integrating as members of this special community.
All ISZL faculty and staff joined together this past week to celebrate our supportive learning environment, engage with teaching and learning goals, and participate in Child Protection training, among several other focus areas. I am deeply grateful for the opportunity to work with such talented and dedicated professionals who exemplify ISZL’s values and are committed to ensuring our students receive the very best educational experience while fostering a passionate approach to learning and community.
Academic Achievement
We would like to congratulate all IB Diploma students for their outstanding performances. It is with pride to share that 100% of ISZL students passed the Diploma Programme with the number of candidates increasing from 42 in 2017 to 67 in 2018. Our students averaged 35.1 Diploma points (out of 45) compared to the world average of 29.8. In addition, five students participated in the IB Career-related Programme, all of whom achieved the BTEC Subsidiary Diploma in Business, including three students achieving Distinction (the highest possible grade).
ISZL also offers students the option to take Advanced Placement courses, and these students were equally successful with a 2018 mean score of 3.9 (out of 5) compared to 3.6 for Switzerland and 2.9 globally. A remarkable 98% of ISZL students achieved a score of 3 or higher as compared with 87% for Switzerland and 61% globally. These results are a testament to the high quality of teaching and learning at ISZL and the commitment and motivation of our students. We are very proud of these collective achievements.
Institutional Advancement
After a lengthy review last year of ISZL’s future needs, a strategic decision was made to restructure the school’s Community Relations Department and expand the department’s scope to that of an Institutional Advancement profile. To that end, we are thrilled to welcome Felicia Allard Smith who has joined ISZL as the school’s Director of Institutional Advancement. In this new role, Felicia will be responsible for designing and implementing a comprehensive institutional advancement programme that will integrate community relations, admissions and marketing, communications, and fundraising with a view towards long-term facility and programme improvement. Please see Felicia’s job description to learn more about Advancement and her work to support ISZL’s growth and development.
Facilities
In order to ensure that ISZL’s learning environment is a source of inspiration and is meeting the needs associated with current and future changes in education, the school’s facilities will continue to be a priority. As communicated at the end of last semester, the Board and the School will continue to consider all options with regards to the Zug Campus, while currently focusing on the sale of the Trumpf facility. More information will be shared as this important process continues to move forward.
Optimism
As members of this school community, our natural dispositions should lean towards that of an eternal optimist. We arguably have an obligation to our students to convey, without reservation, our belief that they are capable of realising their potential and our commitment to a better future for all. There is indeed a sense of promise on campus and a discernible feeling that anything is possible, the future is bright, and there is an opportunity to be part of something special while contributing to making a positive difference.
These are only a few of the characteristics that hopefully help to convey a little more about “who we are”. I also look forward to hearing from community members to learn more about your thoughts related to this question.
In closing, I would like to again thank new families for choosing ISZL and returning families for your continued support. Please know that your partnership is deeply appreciated. I am thrilled to commence our 2018-19 collective teaching and learning journey with you and look forward to our ongoing work to ensure ISZL is an extraordinary place of learning and community every day.
“It is only with the heart that one can see rightly; what is essential is invisible to the eye.” ~ The Little Prince, by Antoine de Saint-Exupéry
While the following reflections are focused on the International School of Zug and Luzern (ISZL), I believe these reflections are also generally applicable to all schools and organisations, particularly in terms of identifying factors that lead to communities becoming highly positive, collaborative, and unique learning and work environments.
Students at ISZL chose “iconic” as the theme for the 2017-18 yearbook, and it is a most fitting choice when reflecting on my first year and my learning about the school. A prevailing sentiment that has emerged from student comments is that ISZL represents much more than just a school. It is, in fact, the shared experiences with special people that make ISZL such an extraordinary place.
The words from the “iconic” book, The Little Prince, by Antoine de Saint-Exupéry, may best explain these sentiments: “It is only with the heart that one can see rightly; what is essential is invisible to the eye.” These words are apropos to ISZL’s context in the sense that the school may only be fully understood by looking beyond what is readily visible. While you cannot necessarily see the sense of belonging, the supportive environment, and the feeling of safety when first visiting the campus, there is a palpable awareness of their presence. The same is true about the optimism, positive energy, and sense of promise. There is a discernible feeling on campus that anything is possible, the future is bright, and there is an opportunity to be part of something special while contributing to making a positive difference.
There is a serious and disciplined commitment to academic learning but also a sense of enjoyment and play. Students and teachers move with purpose during their free time as they prepare to engage with the seemingly endless list of activities, clubs, charities, trips, and sports that exemplify the ISZL learning experience. There is an appreciation that the culture of learning is a ubiquitous presence on campus.
Finally, and perhaps most importantly, we can see that relationships are the foundation of what makes ISZL special. What is not necessarily easy to see is how profound and respectful the relationships between staff, students, and parents are at the school, and how this commitment to others represents the fundamental factor that contributes to making ISZL and schools in general such special places.
Photo Credit: The Little Prince Movie – http://www.TheLittlePrinceMovie.com
In a recent conversation with an International School of Zug and Luzern (ISZL) parent, he commented on how much he values ISZL’s approach to education and the school’s learning process. When pressed for specifics, he highlighted an appreciation of the achievements associated with academic success, such as impressive IB test scores, but, even more importantly, he values the focus on holistic development. He further elaborated by sharing how much he holds in high regard ISZL’s emphasis on social development, emotional intelligence, confidence levels, independent thinking, and communication skills, among others. I share these sentiments, both from my personal and professional perspectives but also based on the feedback I have received from staff, parents, and students during last semester’s transition interviews. One of ISZL’s greatest strengths is our teachers’ abilities to personalise learning in a manner that enables our students to realise their potentials in individual and unique ways.
This approach to teaching and learning also corresponds with the Organisation for Economic Co-operation and Development’s (OECD) recent report on The Future of Education and Skills 2030. The document is guided by a shared vision stating, “We are committed to helping every learner develop as a whole person, fulfil his or her potential and help shape a shared future built on the well-being of individuals, communities and the planet.” With a broad focus on global challenges that are economic, social, and environmental in nature (excuse the pun), the 2030 vision maps out an educational view that is framed by five distinct but related approaches.
The first frame is a belief in the need for broader education goals that encompass individual and collective well-being. The concept of well-being goes beyond material resources to include quality of life as defined by, for example, health, civic engagement, social connections, education, security, and life satisfaction.
The second frame is related to learner agency and the ability of our students to navigate through a complex and uncertain world. This focus involves both the building of a solid academic foundation and an approach to personalised learning.
The third frame is the ability to apply a broad set of knowledge, skills, attitudes, and values. This focus is about students’ abilities to mobilise their learning to meet complex demands.
The fourth frame is about taking responsibility for our society and future, in addition to the corresponding and necessary student competencies. These competencies will require that students be innovative, committed, and aware with respect to creating new value, reconciling tensions and dilemmas, and taking responsibility.
The fifth frame is about the design principles needed to move toward an eco-system in which a students’ different competencies are inter-related in nature and application.
While the challenges for schools to adapt to this philosophical shift are not insignificant, it is encouraging to see a movement among schools to embrace these design principles. ISZL has made important progress in these areas, though the fifth frame is, perhaps, the most challenging as the inherent structures of schools, including our physical spaces, do not necessarily lend themselves well to the concept of inter-related, cross-curricular learning and the application of competencies in a holistic manner. As with any change, this is a process that takes time and commitment, which will also continue to build on past developments while furthering current initiatives and implementing future strategies.
Fortunately, the OECD provides a framework to guide learning programme development through concept, content, and topic design that includes a focus on student agency, rigour, coherence, alignment, transferability, and choice. This framework also relies on process design and the related importance of teacher agency in which teachers are empowered to use their professional knowledge, skills, and expertise to develop an authentic, inter-related, flexible, and engaging learning programme. It is these design principles that ISZL embraces as we continue our work to ensure our students are benefiting from the most relevant and meaningful learning programme possible.
In conversation with Barry Dequanne School Director, International School of Zug & Luzern (ISZL)
By Tim Gilbert – Guest Interviewer for International School Parent Magazine & International School Parent @IZSL
With more than 20 years of experience in the international education sector under his belt, Canadian-born Barry Dequanne was a natural choice for leading the ambitious future plans at The International School of Zug and Luzern (ISZL). The school’s pedigree is born from a history of commitment, adaptation and growth, responding to changes in the needs of international families since its founding in the 1950s to provide high-quality education for American expats. Since then, the school has seen continuous expansion, with current plans for developing an educational model that equips the next generation for a rapidly-changing world already underway. International School Parent Magazine speaks to Barry Dequanne to hear about his vision for the school’s next chapter, and what the future looks like for international students.
What inspired you to pursue a career in education?
Like many educators, I didn’t necessarily decide at a young age that I was going to go into education. I had no intention of working in leadership either; both evolved naturally over time as I followed my passions and interests.
I have always loved sciences and mathematics, which I studied at the University of Waterloo in Canada. The Mathematics and Computer Science programme there was unique, in that it allowed students to alternate studying with working every four months, which meant that I graduated with two years’ work experience as an actuary for Prudential Assurance already under my belt.
I found that, while I enjoyed the theory of the course, I didn’t necessarily enjoy the working environment, so I began to look for other opportunities. It was while I was working as a programmer for Xerox that something inside me told me to pursue a dream I had always had of volunteering overseas. The Canadian government had a programme similar to the US Peace Corp at the time, which I signed up for and was sent to Swaziland to teach local school children. It was a profound experience on so many levels: I discovered my passion for education and I found a career that fed my soul.
I returned to Canada to study to become a teacher, but I missed being abroad. As soon as I finished my teaching degree and practicum, I went to a job fair and found my first qualified teaching role at a school in South America.
Tell us about your experience teaching around the world – what lessons have you learned from working in so many different cultures?
For me, it’s always been about the people. The country and culture might be vastly different, but there are always parallels between organisations – and one of these is that any school is only as good as it’s people.
When I decided to look at overseas placements, I had a set of priorities for the professional and personal atmosphere I was looking for. Top of the list for me has always been a school that values community and personal relationships. I also value an environment where people are pushing themselves and each other to excellence. The transition from my previous school, the American School of Brasilia in Brazil, to ISZL has been relatively smooth, as both have these qualities.
I have found that as a director, the key is to identify what makes the school special, and then to develop this. It’s about having a sense of humility and really listening to understand the school, its needs, and the next steps in its evolution. It’s then about working with the community towards implementation. I have found that this is something that can be applied successfully to most schools across the world.
What do you think makes ISZL so special?
What makes the school special is that it has come from small beginnings, growing rapidly over its 50-year history while retaining that sense of intimacy and high quality of teaching. It has kept this feel through a unique combination of the people here and the influence of the local environment. Usually, larger schools are in larger city centres, but at ISZL we can take advantage of the comfort and closeness of a smaller community, and the opportunities it provides for a more balanced, outdoor education.
The other aspect is the tremendous academic results that our students achieve at ISZL, which are outstanding on every measurable account. At the same time, an implicit culture of academic rigour does not stifle our students’ creativity or personalities. We get to know the children and their families, to identify what their personal learning styles are as well as their passions, adjusting our teaching to meet those needs. The natural outcome is that our students are completely committed to their learning, and we see that reflected in the results year on year.
What is the vision that you came to ISZL with and that you are hoping to implement?
My vision is one of empowerment; of supporting and challenging a strong team to continue to move the school forward, without losing the strengths that make ISZL so special.
We already have a tapestry of nationalities here, which is a great strength that we can draw on to create an inspiring and diverse environment for learning. We need to make sure that the school has a structure that welcomes all of those voices, but is also clear in expressing our own identity. It’s important for me to make sure we are all going in the same direction, providing the support and resources that everyone needs to succeed.
My overarching belief is that every day we need to focus on getting a little better. It doesn’t matter how good we are today, we need to improve a bit more tomorrow and continue to drive that process. Incremental growth in the long term will make a compounded and significant difference to how we serve our students.
You recently invested in a new building for the school; what is your plan for this?
Enrolment has surged in recent years, so we are trying to increase our capacity and provide the best environment for learning for our students. The spaces that we have on both campuses are fantastic, and we are developing the school’s facility to fulfil our vision for the future.
The next step is to have our visioning architect work with parents, students, teachers and the local community to understand what our needs are and how we can stay true to our vision and philosophy. We want to create more collaborative structures and integrate technology to provide areas where students can engage and learn, and to build a sense of community not just for the students but for teachers, parents and the external community. This will be a project that will ultimately stand the test of time, able to adapt to the changing educational needs of the future.
What would you like ISZL students to have achieved by the time they leave school?
There are several things that we are trying to achieve here. On the one hand, we have a responsibility to ensure that our academic programmes provide them with the skills, resources and knowledge to function in a future that’s changing quickly. It’s important that we do this by helping our students realise their potential and how they can adapt their skills.
The other aspect is the importance of focusing on the child as a whole, providing a more holistic education and giving students the opportunity to explore new areas of learning. It could be sports, it could be the arts, it could be community service, leadership or public speaking – whatever inspires passion. When students enter the school with a broad set of skills, we need to help them develop these and broaden their options going forward. This is something that I think we do very well at ISZL.
Beyond this, I believe that all schools have a responsibility to work with families to ensure that the next generation go out into the world as good people and contribute in a positive way.
What do you feel is most important in helping international students and their families settle in when they first arrive?
We understand how overwhelming and difficult it can be for a family to relocate to a new country and set up a new life, so we do all we can to support them before they move and to integrate easily into school life once they arrive. There is a reason why a family chooses ISZL, and our responsibility is to be open and honest about who we are and what we can offer them. People choose schools not necessarily because one school is better than the other, but because there is a strong match between values and their needs.
I posted a piece on my blog recently about the nature of transitions. There is a difference between change and transition; where change deals with a more immediate event and how we react to that event, while transitions are longer-term, internal processes that involve emotional and psychological effects. When we think about our parents and students, we have to understand that it’s a deep, meaningful transition which will change them as a family, and to support them accordingly.
When a family arrives, we check in with them with regular meetings throughout the year. For the student, our priority is to connect them into the school environment as quickly and smoothly as possible, while also creating a safe setting where they feel able to share any concerns. One of the ways we do this is to operate a buddy system, so that they know that there is someone in the school that is dedicated to building their confidence within the school.
What challenges do you face in your method of working closely with international families?
Unpacking the specifics of where parents feel their children should be academically is a significant challenge. With families coming from so many nationalities and backgrounds, it’s understandably difficult for parents not to draw comparisons with schooling in their home countries.
Ultimately, I believe that the discussion around educational direction is one that parents should be an integral part of. It would be a mistake to exclude parents in decision-making processes as we need to hear what their fears and concerns are as we learn so much from them. At the same time, we also need to ensure that we’re communicating with them about the decisions we are making and why they are important.
How do you feel that a good international school should interact with the local community?
I think for any school in a host country we have a responsibility to engage with the local community; in its history, culture and at events. It’s an easy mistake to stay in this little bubble of our international school communities, when there is so much to experience around us.
This is even more important here in Zug, as we are a big school in a smaller town, so we need to set an example for our students to interact with the community in a positive way. We’re closely connected with international corporations and families, and one of my priorities is to further integrate our school into the local area to provide more opportunities both to our students and local families.
And more generally, what do you think are the main challenges facing education in the future?
I believe that this ties into challenges facing society more generally, looking at the connection between the future needs of the workforce and how we educate our children from primary through to university level.
Looking at the World Economic Forum’s literature on changing global skills requirements, there has been a significant shift to focus on a need for overarching, interrelated qualities, such as creativity, innovation, leadership, relationship building, empathy, conflict resolution, and emotional intelligence. So, for the education sector, a critical challenge is in relation to how we prepare our students for the future and this more diverse skillset requirement.
The key challenge will be to transition from our current, rigid model of education, which has been ingrained for over a hundred years, to something that is more reactive to changes in access to technology, information, and approaches to learning and working. The model needs to change, and we need to assess how we can ensure relevancy and meaning in learning, and drive this change collaboratively. This is an idea which is gaining momentum within the field of education, and we have begun to think about how this future model might look in our vision for ISZL’s own future.
The International School of Zug and Luzern (ISZL) is an independent co-educational, non-profit day school, from Pre-School to Grade 12 serving the international community of Central Switzerland.
“In ordinary life, we hardly realize that we receive a great deal more than we give, and that it is only with gratitude that life becomes rich.” ― Dietrich Bonhoeffer
Dear EAB Community,
It is with a heavy heart that I write this final communication in my role as Head of School. Serving EAB for the last seven years has been the honor and pleasure of a lifetime and, to that end, I cannot think of a better word than gratitude to highlight my time in Brasilia. It is difficult to summarize the seemingly countless reasons for my appreciation but will try to do so with a focus on five main areas: community, growth, families, faculty and staff, and reflections.
Community
It is without question that EAB’s greatest strength and differentiating factor is the school’s sense of community. It would be difficult to find another school that has the same esprit de corps and high level of positive energy and optimism. Faculty, staff, students, and parents regularly talk about how much they enjoy coming to the school and being part of this special community to the point that we often hear EAB referred to as a family.
The essence of any effective educational program is based on relationships. EAB’s students benefit from a deeply rooted culture that prioritizes and nurtures our community relations. It is this focus and belief in the community that has led not only to opportunities for celebrations associated with EAB’s successes, but also the coming together to provide mutual support, growth, and learning during challenging times, particularly in the face of tragic events.
It is the sense of community that has inspired a culture in which everyone is seeking to constantly improve the school’s programs and committed to being an active participant in the change process, all framed by a focus on student learning.
Mission: Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision.
Growth
The emphasis on community and active participation has provided a fertile environment that embraces a continuous growth model. The hard work and dedication of faculty, staff, board members, volunteers, parents, and students have resulted in EAB’s recognition worldwide as a top tier international school and a regional leader among schools in South America. With respect to more tangible measurements, the following three areas highlight the school’s growth with respect to community (enrollment), management (finances), and student results (International Baccalaureate – IB scores).
Enrollment has been on an upward trend for several years, which has resulted in EAB’s current capacity enrollment and associated waiting lists.
EAB’s financial reserves have moved from essentially no reserves to a significant fund of nearly 40 million reais, which is primarily allocated to two strategic areas: (i) to ensure a contingency reserve, which is an expected best practice in international schools, to protect the school in the event of a future adversity or vicissitude, and (ii) to contribute to funding the future master facilities construction project.
Since EAB’s first IB student cohort in 2011, we have seen the average IB subject scores improve each year with virtually every key metric rising well above the world average.
It is due to the hard work and dedication of an entire community that EAB has been able to achieve these levels of development. And, we are grateful for the opportunity to have stood “on the shoulders of giants” – EAB’s previous Heads of School who made such a significant difference in the school’s development. It is EAB’s commitment to a continuous growth model that will serve EAB well in the future as the school continues to nurture and protect its strengths while also continuing to address the areas requiring further growth and development.
Families
The heart of a school are the students and EAB’s students are exceptional! I continually marvel at their creativity, intelligence, passion, interpersonal skills, and positive spirit. College admissions representatives, guests, and teachers from other schools regularly highlight what we see every day with regards to how impressive our students are in everything they do. Thank you, parents, for choosing EAB and enrolling your outstanding children!
EAB’s parents and family members exemplify the spirit of our school’s mission – Learners Inspiring Learners – as they are true partners in the learning process. The high degree of parent involvement at events, participation in workshops, and support for the school has made a real difference in the development of our educational program and, ultimately, benefit our students.
A special recognition and thank you goes to the Parent-Teacher Organization (PTO) who has volunteered countless hours towards to the betterment of the school. In the spirit of continuous improvement, the PTO recently participated in a series of retreats in which their goal was to evolve their purpose and mission. Effective immediately, the PTO’s new title is Family School Partnership (FSP), which is more representative of EAB’s culture and spirit. FSP’s new mission and vision read as follows: Vision – Inspiring families to partner in the education of their children; Mission: Connecting EAB families with each other and the school to create a strong community of lifelong learners.
Finally, I would like to recognize EAB’s Board of Directors. I marvel at the commitment of this highly effective team and the amount of time they dedicate to the future development of the school. I can state with confidence that EAB’s Board of Directors have earned a reputation among all international schools as a board that exemplifies best practices and effective governance. On a personal note, I am particularly grateful for the Board’s support, encouragement, and trust.
Vision: To positively impact the world through excellence in academics, activities, arts, leadership, and service.
Faculty and Staff
It is the faculty and staff that make the greatest difference in determining school effectiveness. EAB is most fortunate in this aspect as the faculty and staff are an incredibly dedicated, talented, determined, and impressive group of professionals. Colleagues regularly mention the faculty and staff as a highlight of working at EAB. From the guards who know everyone’s names to the teachers who will go to remarkable lengths to personalize learning and fulfill EAB’s mission, the school’s faculty and staff are an inspiration. It has been my honor and pleasure to serve with these extraordinary professionals.
Final Reflections
Working at EAB is a special privilege. The community spirit, the family support, the impressive faculty and staff, and the talented students all motivate us to give our very best to the school. It does not feel like work, but rather more like a purpose or a calling – Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision – to hopefully make a real difference.
While my focus has been on serving the EAB community to the best of my abilities, I must confess that it feels like I have received more than I have given. I am grateful to have learned so much from this community and to have worked with such inspirational people. I am grateful for all the support and kindness I have received, for the opportunity to appreciate and learn from our diverse and international population, and, of course, for the chance to live in wonderful Brazil. I am deeply grateful for the opportunity to have served as EAB’s Head of School for seven years and to be part of this special community. While the marks I may have left on the school’s program and development will inevitably fade over time, it is the relationships that will endure and the impact EAB has had on me that will last a lifetime.
While my contract as EAB’s Head of School will be completed at the end of this month and it is clear when my professional responsibilities will end, I am still not sure how to say goodbye to a community that has become more like an extended family. If it is true that we say “goodbye” to a position but not to people, then it seems best to end this note in the spirit of “until later” using two deeply meaningful Brazilian phrases: Até logo. Já estou com saudades!
Um abraço,
Barry
PS: Thank you, EAB and Brazil! Sometimes words are not sufficient so… this is our best Samba de Gafieira effort to express our gratitude to the EAB community and our appreciation of Brazilian music and culture. / Obrigado EAB e Brazil! Às vezes, as palavras não são suficientes, então … este é o nosso melhor esforço de Samba de Gafieira para expressar nossa gratidão à comunidade EAB e nossa apreciação da música e da cultura Brasileira.
PPS: Three very special EAB end-of-year / farewell videos:
Versão em português:
“Não chore porque acabou, sorria porque aconteceu.” – Dr. Seuss
Prezada Comunidade da EAB,
É com o coração apertado que eu escrevo esse último comunicado como Diretor Geral. Servir à EAB nos últimos sete anos foi a experiência de maior honra e a mais prazerosa da minha vida, portanto gratidão é a melhor palavra para destacar o meu tempo em Brasília. É difícil resumir as razões, aparentemente inúmeras, para o meu apreço, mas tentarei fazê-lo com foco em cinco áreas principais: comunidade, crescimento, famílias, professores, funcionários e reflexões.
Comunidade
Não há dúvida de que o fator diferencial e a maior força da EAB são o senso de comunidade da escola. Seria difícil encontrar outra escola com o mesmo esprit de corps, alto nível de energia positiva e otimismo. Os professores, a equipe, os alunos e os pais falam sobre o quanto eles gostam de ir à escola e fazer parte desta comunidade especial, a ponto de muitas vezes ouvir a EAB sendo comparada a uma família.
A essência de qualquer programa educacional efetivo é baseada em relacionamentos. Os alunos da EAB se beneficiam de uma cultura profundamente enraizada que prioriza e nutre nossas relações comunitárias. É esse foco e a credibilidade na comunidade que nos levaram, não só as oportunidades de celebrarmos o sucesso da EAB, mas também à união que proporciona apoio mútuo, crescimento e aprendizagem durante os tempos difíceis, principalmente nos eventos trágicos.
É o senso de comunidade que inspirou uma cultura na qual todos estão buscando melhorar constantemente os programas da escola e se comprometeram a ser um participante ativo no processo de mudança, tudo isso com foco na aprendizagem dos alunos.
Crescimento
A ênfase na participação comunitária e ativa proporcionou um ambiente fértil que engloba um modelo de crescimento contínuo. O trabalho árduo e a dedicação dos professores, funcionários, membros do conselho, voluntários, pais e estudantes resultaram no reconhecimento mundial da EAB como uma escola internacional de nível superior e líder regional entre as escolas da América do Sul. Com relação a medidas mais tangíveis, as três áreas a seguir destacam o crescimento da escola em relação à comunidade (matrícula), gestão (finanças) e resultados dos alunos (notas do Bacharelado Internacional – IB).
As matrículas estão em ascendência há vários anos, o que fez com que a EAB atingisse a sua capacidade máxima de matrículas e nas listas de espera associadas.
As reservas financeiras da EAB passaram de apenas reservas para um fundo significativo, que é atribuído, principalmente, a duas áreas estratégicas: (i) Assegurar uma reserva de contingência, que é uma prática esperada nas escolas internacionais para proteger a escola em caso de uma adversidade ou vicissitude futura; (ii) Contribuir para o financiamento do futuro projeto de construção e instalações.
Desde o primeiro grupo de alunos do IB da EAB em 2011, nós verificamos que as pontuações médias das disciplinas de IB melhoraram a cada ano.
Foi devido ao trabalho árduo e dedicação de toda uma comunidade que a EAB foi capaz de alcançar esses níveis de desenvolvimento. Somos muito gratos pela oportunidade de termos nos apoiado “nos ombros de gigantes”, no último diretor geral da EAB, quem fez uma diferença tão significativa no desenvolvimento da escola. É o compromisso da EAB com um modelo de crescimento contínuo que irá servir a EAB bem no futuro, já que a escola continua a nutrir e proteger seus pontos fortes ao mesmo tempo em que continua a abordar as áreas que exigem maior crescimento e desenvolvimento.
Famílias
O coração de uma escola são os alunos e os alunos da EAB são excepcionais! Constantemente admiro-me com sua criatividade, inteligência, paixão, habilidades interpessoais e espírito positivo. Os representantes de admissões das faculdades, visitantes e professores de outras escolas destacam regularmente o que vemos todos os dias no que diz respeito ao quão impressionante são nossos alunos em tudo o que fazem. Obrigado, a vocês pais, por escolherem a EAB e matricularem seus filhos espetaculares!
Os pais e familiares da EAB exemplificam o espírito da missão da nossa escola – Aprendizes Inspirando Aprendizes- já que são verdadeiros parceiros no processo de aprendizagem. O alto grau de envolvimento dos pais em eventos, participação em oficinas e apoio à escola têm feito uma diferença real no desenvolvimento de nosso programa educacional e, por fim, beneficiam nossos alunos.
Meu reconhecimento especial e agradecimento vão para a Organização de Pais e Mestres (PTO), que ofereceu inúmeras horas para a melhoria da escola. No espírito de melhoria contínua, o PTO participou recentemente de uma série de encontros em que seu objetivo foi evoluir seu propósito e missão. Já em vigor, o novo nome do PTO é Family School Partnership (FSP), o qual representa melhor a cultura e espírito da EAB. A nova missão e visão do FSP são:
Visão – Inspirar as famílias a serem parceiras na educação de seus filhos.
Missão – Conectar as famílias da EAB e a escola para criar-se uma forte comunidade de aprendizes ao logo da vida.
Por fim, eu gostaria de reconhecer o Conselho Diretivo da EAB. Eu fico maravilhado com o compromisso desta equipe altamente eficaz e com a quantidade de tempo que eles dedicam ao desenvolvimento futuro da escola. Posso afirmar com confiança que o Conselho Diretivo da EAB ganhou uma reputação entre todas as escolas internacionais como um conselho que ilustra as melhores práticas e uma administração efetiva. A título pessoal, eu estou particularmente agradecido pelo apoio, encorajamento e confiança do Conselho.
Professores e Funcionários
São os professores e funcionários que fazem a maior diferença na determinação da eficácia da escola. A EAB é muito afortunada neste aspecto, pois os professores e funcionários são um grupo incrivelmente dedicado, talentoso, determinado e um grupo de profissionais impressionante. Colegas sempre mencionam o corpo docente e funcionários como o ponto de destaque de trabalhar na EAB. Dos guardas, que conhecem o nome de todos, até os professores que percorrem distâncias marcantes para personalizar o aprendizado e cumprir a missão da EAB, o corpo docente e funcionários são uma inspiração. Tem sido uma honra e prazer servir com esses profissionais extraordinários.
Reflexões Finais
Trabalhar na EAB é um privilégio especial. O espírito de comunidade, o apoio das famílias, o corpo docente, o grupo de funcionários notável e o os talentosos alunos, todos nos motivam a dar o nosso melhor para a escola. Não parece trabalho, mas muito mais um propósito ou chamado – Aprendizes inspirando aprendizes a serem questionadores na vida, firmes em seu caráter e com uma visão audaciosa – para quem sabe fazermos uma diferença real.
Embora o meu foco tenha sido servir a comunidade da EAB dando o melhor das minhas habilidades, devo confessar que parece que recebi mais do que eu dei. Sou grato por ter aprendido muito com essa comunidade e por ter trabalhado com pessoas tão inspiradoras. Agradeço todo apoio e gentileza que recebi, a oportunidade de apreciar e aprender com a nossa população diversificada e internacional e, claro, pela oportunidade de viver no maravilhoso Brasil. Estou profundamente grato pela oportunidade de ter servido como Diretor Geral da EAB por sete anos e fazer parte desta comunidade especial. Embora as marcas que eu possa ter deixado no programa e desenvolvimento da escola, inevitavelmente, irão desaparecer ao longo do tempo, são as relações e o impacto que a EAB teve sobre mim que irão durar por toda a vida.
Apesar do meu contrato como Diretor Geral da EAB terminar no final deste mês e deixar claro o fim das minhas responsabilidades profissionais, eu ainda não sei como dizer adeus a uma comunidade que se tornou uma extensão da minha família. Se for verdade que não dizemos “adeus” para as pessoas e sim para o cargo então é melhor terminar esta mensagem com um espírito de “até breve” usando duas frases brasileiras profundamente significativas: Até logo. Já estou com saudades!
“[Kids] don’t remember what you try to teach them. They remember what you are.” ― Jim Henson, It’s Not Easy Being Green: And Other Things to Consider
To all of the teachers at the American School of Brasilia and around the world: Happy Teachers’ Week! Your work, dedication, and commitment to the development of others are important and deeply appreciated. To that end, the following is a link to a previous post entitled, Why I Hated Meredith’s First Grade Teacher, which shares a moving story about the difference a teacher can make in a family’s life.
We are commemorating this year’s Teacher Appreciation Week with a variety of activities that include a morning breakfast, a relaxation room with professional massage therapists, the distribution of school t-shirts, an afterschool social event, and a parent and embassy sponsored evening celebration.
Given the unique honour and responsibility teachers are given to guide and support learning, these words from T.H. White are for you:
“The best thing for being sad,” replied Merlin, beginning to puff and blow, “is to learn something. That’s the only thing that never fails. You may grow old and trembling in your anatomies, you may lie awake at night listening to the disorder of your veins, you may miss your only love, you may see the world about you devastated by evil lunatics, or know your honour trampled in the sewers of baser minds. There is only one thing for it then — to learn. Learn why the world wags and what wags it. That is the only thing which the mind can never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream of regretting. Learning is the only thing for you. Look what a lot of things there are to learn.” ― T.H. White, The Once and Future King
Thank you, teachers, for supporting learning and making a real and positive difference in the lives of our students and greater communities.
EM PORTUGUÊS:
Agradecendo aos Professores
“[Crianças] não se lembram do que você tenta ensiná-las. Elas se lembram do que você é.” – Jim Henson, It’s Not Easy Being Green: And Other Things to Consider
Desejamos a todos os professores da EAB e ao redor do mundo: Feliz Semana dos Professores! Seu trabalho, dedicação e comprometimento com o desenvolvimento das pessoas são muito importantes e profundamente apreciados. Para isso, o link a seguir é sobre uma postagem chamada Por que eu detestei a professora da Meredith do primeiro ano, que fala sobre uma história emocionante sobre a diferença que um professor pode fazer na vida de uma família.
Este ano estamos comemorando a Semana de Agradecimento aos Professores com uma série de atividades que incluem um café da manhã, uma sala de relaxamento com massoterapeutas profissionais, um evento social após a escola e uma noite de comemoração patrocinada pelos pais (Obrigado à Organização de Pais e Mestres da EAB!).
Dada a grande honra e a responsabilidade que os professores têm ao guiar e apoiar o aprendizado, essas palavras de T.H. White são para você:
“A melhor coisa em estar triste,” respondeu Merlin, é aprender alguma coisa. Essa é a única coisa que nunca falha. Você pode envelhecer e abalar a sua anatomia, também pode ficar acordado à noite ouvindo o distúrbio das suas veias, você pode sentir falta do seu único amor, pode ver o mundo ao seu redor devastado por lunáticos cruéis ou ter sua honra pisoteada nos esgotos de mentes baixas. Então só há uma coisa para isso – aprender. Aprender porque o mundo gira e o que o faz girar. Essa é a única coisa que a mente nunca pode perder, nunca alienar, nunca se torturar, nunca ter medo e não acreditar e nunca pensar em se arrepender. Aprender é a única coisa para você. “Olhe quantas coisas existem para aprender.” – T.H.White, The Once and Future King
Agradecemos aos professores por apoiar o aprendizado e fazer uma diferença real e positiva na vida dos nossos alunos e comunidade.
Featured image: cc licensed (CC BY 2.0) Flickr photo by Tony Hammond: When It Comes to Aboriginal Art, It Can Branch Out Into the Imagination! https://www.flickr.com/photos/8525214@N06/32420843740/
