Learning – Page 2 – Barry Dequanne

Culture & Global Citizenship

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.

Begin with the End in Mind

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 abend mit einande. 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.

Our Learning Journey Anew

Dear ISZL Community,

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.

Kind regards,

Barry Dequanne

Director

A Framework for Education

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.

Reference: Organization for Economic Co-Operation and Development (OECD). (2018). The Future of Education and Skills 2030. Retrieved from http://www.oecd.org/education/2030/oecd-education-2030-position-paper.pdf

Photo Credit: OECD

Parent Partnerships

An effective educational program requires full and shared participation from students, parents, and the school. Similar to a tripod in which all three legs are needed to provide support, a student’s development and realization of potential will not be fully achieved if even one of the legs – students, parents, and school – is not fully engaged in the learning process.

While we often talk about the role of students and schools in education, it is also important to reflect on the role parents play in student development. To that end, I would like to take this opportunity to express, on behalf of our community, our deep levels of gratitude for the positive difference parents make in the development of EAB’s programs, contributions to our school’s growth, and the learning experienced by our students.

What does an effective parent partnership look like? The Inclusive Schools Network emphasizes that effective parent partnerships are built on three guiding principles: Respect, Responsibility, and Relationships.

With a primary focus on meeting student needs, an effective partnership is one that is built on mutual respect in which both the school and parent contributions are valued. Together, the family and the schools’ perspectives are invaluable to the educational process. This is why the focus on parent involvement in decision-making processes and the commitment to seek parent feedback is of paramount importance. With respect also come recognition of limits and an understanding of corresponding responsibilities.

Joyce Epsteen, the director for The Center of Parent School and Community Partnerships at John Hopkins University, effectively frames the focus on responsibility: “Our charge is to create parent-friendly schools and school-friendly homes”. A parent-friendly school is responsible for ensuring an inclusive environment that is committed to working with all students and families and creating structures that enable parents to be full partners in the learning process. A school-friendly home is responsible for reinforcing the school’s values and educational program. There is also a key responsibility for both partners to ensure that communication is constant, two-way, and meaningful. The large number of parent participation, workshop, and feedback opportunities offered by EAB and the similarly large number of parents who attend these events is an encouraging indicator that there is a high degree of responsibility assumed by both the school and parents towards the development of our students.

The third guiding principle is relationship building, which represents the foundation of any effective partnership. With a strong focus on trust, collaboration, and communication, we must ensure that there is an opportunity to contribute, make a difference, and feel valued as members of a dynamic community.

Yes, this can be hard work and there may be times when everyone may not always be in agreement. However, it is the common goal of providing our students with the best possible educational program that reinforces our focus on the ideals associated with respect, responsibility, and relationships.

Finally, in relation to the theme of parent partnerships, I would like to thank our parent volunteers as the extent to which they support EAB is both heartening and inspiring. The support from parents in the last few weeks alone has ranged from the work of the Parent-Teacher Organization (PTO), to the organization of Silent Auction during last weekend’s World Fest, to serving on the Canteen and Food Services Committee, to donating to EAB’s Envision program, to serving as members of EAB’s Board of Directors, to name but a few examples. The hard work and commitment of our parent volunteers makes a real difference in our school and is greatly appreciated by the EAB community.

Reference:

Williams, P. (2015). HOW DO WE BUILD EFFECTIVE PARENT-SCHOOL PARTNERSHIPS IN INCLUSIVE SCHOOLS? Retrieved from http://inclusiveschools.org/how-do-we-build-effective-parent-school-partnerships-in-inclusive-schools/

Parceria Com os Pais

Um programa educacional eficaz requer a participação plena e compartilhada dos alunos, dos pais e da escola. Semelhante a um tripé, onde as três pernas são necessárias para fornecer apoio, o desenvolvimento de um aluno e a percepção de seu potencial não serão alcançados se, mesmo uma das pernas, alunos, pais e escola, não estiverem totalmente envolvidos no processo de aprendizagem.

Embora muitas vezes falemos sobre o papel dos alunos e escolas na educação, também é importante refletir sobre o papel desempenhado pelos pais no desenvolvimento do aluno. Para isso, gostaria de aproveitar a oportunidade para expressar, em nome da nossa comunidade, a minha profunda gratidão pela diferença positiva que os pais fazem no desenvolvimento dos programas da EAB, nas contribuições para o crescimento da nossa escola e o aprendizado vivido pelos nossos alunos.

O que torna uma parceria eficaz? A Rede de Escolas Inclusivas enfatiza que parcerias efetivas com pais são construídas com três princípios orientadores: Respeito, Responsabilidade e Relacionamentos.

Focando primeiramente nas necessidades dos alunos, uma parceira eficaz é aquela construída sobre o respeito mútuo, no qual tanto a escola quanto as contribuições dos pais são valorizadas. Juntos, a família e as perspectivas das escolas são inestimáveis para o processo educacional. É por isso que o foco no envolvimento dos pais nos processos de tomada de decisão e, o compromisso de buscar o feedback dos pais é de suma importância. Com respeito também temos o reconhecimento dos limites e a compreensão das responsabilidades correspondentes.

Joyce Epsteen, diretora do Centro de Escola para Pais e Parcerias Comunitárias da Universidade John Hopkins, enquadra o foco na responsabilidade: “Nossa responsabilidade é criar escolas amigas dos pais e casas amigas da escola”. Uma escola favorável aos pais é responsável em assegurar um ambiente inclusivo que se compromete a trabalhar com todos os alunos e famílias e criar estruturas que permitam aos pais serem parceiros de pleno direito no processo de aprendizagem. Uma escola-casa amigável é responsável por reforçar os valores da escola e o programa educacional. Existe também uma responsabilidade chave para ambos os parceiros em assegurar que a comunicação seja constante, bidirecional e significativa. O grande número de envolvimento dos pais, workshops e oportunidades de feedback fornecidas pela EAB e o número similar de pais que participam desses eventos é um indicador encorajador de que existe um alto grau de responsabilidade assumido tanto pela escola como pelos pais em relação ao desenvolvimento dos nossos alunos.

O terceiro princípio orientador é a construção de relações, que representa a base de qualquer parceria eficaz. Com forte foco na confiança, colaboração e comunicação devemos garantir que existe uma oportunidade de contribuir, fazer a diferença e se sentir valorizado como membro de uma comunidade dinâmica.

Sim, isso pode ser um trabalho árduo e haverá momentos em que nem todos vão estar de acordo. No entanto, é o objetivo comum de proporcionar aos nossos alunos o melhor programa educacional possível que reforça o nosso foco sobre os ideais associados ao respeito, responsabilidade e relacionamentos.

Por fim, em relação ao tema parcerias entre os pais, eu gostaria de agradecer aos nossos pais voluntários, pois a forma com que eles apoiam a EAB é encorajador e inspirador. O apoio dos pais nas últimas semanas incluiu o trabalho da Organização de Pais e Mestres (PTO), a organização do Leilão Silencioso que ocorreu no World Fest no final de semana passado, o Comitê da Cantina e Serviços de Alimentos, até a doação feita ao Programa Envision da EAB associado ao desenvolvimento e levantamento de fundos, e ainda serviram como membros do Conselho de Administração da EAB, entre tantos outros exemplos. O trabalho árduo dos nossos pais voluntários faz uma diferença real na nossa escola e é muito apreciado pela nossa comunidade.

Reference:

Featured image: cc licensed (CC BY 2.0) Flickr photo by Christopher (Books): https://www.flickr.com/photos/shutterhacks/4474421855/

Viva Voce

“There are perhaps no days of our childhood we lived so fully as those we spent with a favorite book.” –Marcel Proust

Viva voce is a Latin phrase that means “with living voice” and represents an insightful way to describe one of the highlights of our school year. The dual reference of “with living voice” to signify both the concept of “word of mouth” and an oral examination, such as a thesis defense, accurately represents students’ experiences associated with our culminating International Baccalaureate (IB) Extended Essay experience.

The IB’s Extended Essay is an independent, self-directed work of research that is concluded with the writing of a 4,000-word paper. Through the process of investigating a topic of special interest, the IB highlights how students develop skills that include the formulation of a research question and the corresponding capacity to analyze, synthesize, and evaluate knowledge.

While the completion of an Extended Essay is an impressive accomplishment in itself, the American School of Brasilia extends the experience and learning through an event called Viva Voce. This special event may best be described as the verbal counterpart to the student’s written essay when our IB candidates literally talk about the passion and challenges they experienced when writing their essays. A three to five-member panel, usually comprised of parents, teachers, and students with expertise or interest in the subject, carefully read the essay and formally engage with the IB students during their presentations. The Viva Voce event is also open to our community to participate as a silent audience and, given the full attendance, there is clearly a high degree of support and interest.

Beyond this framework, what makes the Viva Voce experience so profound is the high degree of passion and engagement that students clearly convey for their research topics. It is not uncommon for students to write much more than the required 4,000 words. The following is a sample of some of the research focus areas:

Economics: Government’s Management of Brazil’s Electricity Sector
World Studies: Sustainable Fashion
Film: Alfred Hitchcock’s influence in film
Macro Economics. The effect of the Greek economic crisis in the EU.

This year, I had the honor of serving on Carolina’s panel, a student whose research question investigated the ballad structure in Oscar Wilde’s poem, “The Ballad of Reading Gaol.” While Carolina spoke to the panel and audience about both her findings and her learning, I could not help but be impressed by her reflections on how her research changed how she sees literature, human relations, and the world in general, but also by her depth of knowledge and understanding of Wilde’s work, as represented by her concluding statements:

“The author uses a poetic method as a tool of offering palpable representation of life at Reading Gaol, which causes people to feel sympathy and sadness. The convicted men inside prison are hopeful, therefore although the initial feeling is that of pity, the author transforms it into a soothing, otherworldly environment, one that proved the human soul capable of conquering the harshness of reality.”

Well done Carolina! And, well done to all Viva Voce students!

The deep learning experiences demonstrated not only by Carolina but all of our students is not the only factor that makes Viva Voce such a special experience. It is also the fact that teachers, parents, students, and members of the greater community are also participating in the learning experience. As it was the first time I had read Wilde’s Ballad of Reading Gaol, I was grateful to Carolina for sharing her analysis and introducing me to such an important work of literature. I had similar feelings last year when serving on a panel for an outstanding economics paper and was seated with a talented economist from the British Embassy and the World Bank Country Director for Brazil. While I would like to think that I made some meaningful contributions to our conversation about economics, I have no doubt that I was also a learner on this day.

While these are my personal stories, I am confident that I speak on behalf of everyone who has participated in the Viva Voce event when sharing how meaningful and transformative the experience has been for students, teachers, and parents. To that end, Viva Voce is a good example of how learning can be personalized, relevant, and meaningful. In terms of school culture, Viva Voce also embodies and exemplifies the spirit of our mission statement: Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision.”

Teachers’ Day

“One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.” ~ Carl Jung.

Teachers’ Day is celebrated in Brazil on October 15 each year. As a small token of appreciation and recognition, this post is dedicated to all teachers at the American School of Brasilia, in Brazil, and worldwide: Happy Teachers’ Day! Your work, dedication, and commitment to the development of others is deeply appreciated.

In the spirit of celebrating Teachers’ Day, the following is a reposting of a letter entitled, “Why I Hated Meredith’s First Grade Teacher”, written by Kylene Beers:

Why I Hated Meredith’s First Grade Teacher: An Open Letter to America’s Teachers

When my first born headed off to first grade, 21 years ago, she held my hand as we walked down the hallway of Will Rogers Elementary School in the Houston Independent School District. We walked into Ms. Miner’s room and Meredith’s steps grew more hesitant. This wasn’t the University of Houston Child Care Center, the place she had gone for years while I was a doctoral student at UH. This place looked different – bigger, more official. There were big-kid desks pushed together in clusters. And though there were centers, they were not the dress-up center or the cooking center or nap center or water play center of the Child Care Center.

The room was filled with children she did not yet know, with books she had not yet read, with a math center that had lost-teeth and birthday charts, and with a big poster by the door labeled, “Our Classroom Rules” that was still blank. “I don’t want to stay,” she said. I didn’t want her to, either. I wanted her still with me, only me. I didn’t want to give up those first six years of childhood just yet, those years when her world mostly revolved around her parents and new baby brother and a silly dog with big ears and afternoons spent in our local library reading book after book after book or playing in our neighborhood park, sometimes just sitting on the grass, watching the ants march by. With every ounce of courage, I said, “Oh, you will love first grade. It was my favorite year in school. I loved my first grade teacher, Mrs. Allen, and I bet you are going to love Ms. Miner, too.” Meredith looked doubtful and so very small. And then Ms. Miner, long blond hair pulled back into a ponytail, saw us, came over, and bent down to Meredith’s level. A first year teacher – the one I had told the principal that if he was willing to listen to requests I wanted – Ms. Miner was full of energy and excitement. She loved books, wanted to be a great teacher, and had obviously spent weeks making her room look inviting to these 22 six-year-olds.

“Oh, you’re Meredith! I recognized you from your picture! Come here and let me introduce you to some others. And let me show you all around the room. And, hey, you brought Corduroy as your favorite book and that’s one of my favorite books, too!”

And then, somehow, without me even realizing, Meredith’s small hand moved from mine to Ms. Miner’s and she was gone. She was swallowed up by the sheer joy this other woman brought into her classroom, into learning, and into my child’s life. “I guess I’ll be going now,” I said to Meredith who was busy putting school supplies away in her desk. “So, I’ll be just around the corner at our house,” I said blinking hard to keep away the tears.” I think she nodded. Perhaps she even paused to wave. My feet couldn’t move and Ms. Miner gently helped me and a few other moms out of the classroom. “She’s really shy,” I said to Ms. Miner just as Meredith sped by holding a new friend’s hand showing her “all these hooks where we can hang our backpacks.”

Meredith was breathless with excitement at the end of that day – every day – and by the end of the first week, our family had a new member: Ms. Miner. Each afternoon and for long into the evening, I had to listen to “Ms. Miner said . . .” and “Ms. Miner thinks . . .” and “Ms. Miner showed us . . .” and “Ms. Miner suggested . . .” and when I slipped and said, “Oh damn” at dinner burned in the oven, I was reminded that “Mom, Ms. Miner would never say . . . .” Right, I smiled through gritted teeth. “Ms. Miner says that manners are important,” Meredith said as she explained why we must always put our napkins in our laps, something that I swear I had mentioned a million times.

For the entire year I watched my child fall in love with school, with learning, with figuring out, and most importantly, with her first grade teacher, Ms. Miner. Meredith, who had once hated ponytails, now only wanted to wear ponytails. And blue skirts, “just like Ms. Miner’s.” “And Mom, my name starts with an M and Ms. Miner starts with an M. Isn’t that great!! We match!” Yes, Meredith, just great. Really great. Oh damn.

Though I had been a teacher for years before having Meredith, before sending her off to first grade, I had never truly understood the power of a teacher in a child’s life. We give our most precious and priceless to you – dear teachers – each year, knowing you will teach them, but also hoping you will care for them, help them discover how very much they matter, watching over them, and being there when they have been hurt by the ones who won’t let them sit at the “popular” table – and then you do just that and they fall in love with you. It shows up in different ways, as they grow older. But it’s still there, this deep affection and respect. And, certainly, it’s harder to forge those bonds when there are 150 students instead of 22, when the day is fragmented into 45 minute segments, when education seems to be more about the test than the child. But I promise, underneath that bravado of the seventh grader or swagger of the tenth grader you will find that small first grader who wonders, “Will my teacher like me?” And when that child – that teen – knows that you believe he or she matters, then that student will do most anything for you.

To this day, Meredith remembers you, Ms. Miner, and to this day, I so hated how much she loved you that year. And, simultaneously, I am so grateful that she did.

And so, teachers, across this country during the next two weeks, most of you will be opening your classroom doors in a first-day welcoming for your students. As a teacher I am proud to stand beside you in all that you do. But as a parent, well, as a parent I stand in awe of all that you do. And to Ms. Miner, thank you.

Wishing teachers all the very best on Brazil’s Teachers’ Day. Thank you for all you do!

“Education is the point at which we decide whether we love the world enough to assume responsibility for it and by the same token to save it from that ruin, which, except for renewal, except for the coming of the new and the young, would be inevitable. An education, too, is where we decide whether we love our children enough not to expel them from our world and leave them to their own devices, nor to strike from their hands their choice of undertaking something new, something unforeseen by us, but to prepare them in advance for the task of renewing a common world.” ~ Hannah Arendt.

Featured image: cc licensed (CC BY-NC 2.0) flickr photo by Julie Falk:Sam Reading in Badlands; https://www.flickr.com/photos/piper/10571971

Realistic Fiction

Last week’s blog post highlighted the Bold in Vision element of the American School of Brasilia’s (EAB) new mission statement – Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision. As a follow-up to this post, one of our amazing teachers, Caira Franklin, shared the following story about one of her talented students and how her student made a natural connection with the new mission statement.

Caira’s Email to EAB’s Leadership Team:

I have been working with my students on the new EAB Mission Statement since the beginning of the school year. Though I’ve tried my best to explain and have my students connect to each part of the Mission Statement, the most challenging part to make clear is “Bold in Vision.”

I read a blog on this very topic, written by Barry a couple of days ago, that gave me new hope around how to explain this in class again at some point. But today, unexpectedly a 3rd grader made the connection all on her own during reading.

We’ve been working on Realistic Fiction as a genre by analyzing character traits, asking good questions about the books we read, etc. Valentina read a book today and completed her realistic fiction form as seen below. Pay close attention to the section on character:

Yep. That’s right! She said “bold in vision.”

I asked Valentina to take over the class for 10 minutes and read the story to us all. What came out of it? A great discussion about how the character in this book was bold in vision because…

she paints the sky the colors she sees in her dreams because she didn’t have the color blue in her paint set
she paints about things she believes in and shares them with the world
she believes all people are artists

All this is to say, I think I am out of job. She knows the Mission Statement better than me!

Caira Franklin

P.S.- Matt Hajdun, thank you for getting me started on this whole in class empowerment related to the Mission Statement last year in Grade 3!

Thank you to Caira for sharing this story and for her work towards making the new mission statement come alive in her class.

And, thank you to our very talented student, Valentina, for making such a creative and wise connection with the mission statement.

Featured image: cc licensed (CC BY-NC-SA 2.0) flickr photo by Peter Durand (Brushes Painting: Batestown City Limits) https://www.flickr.com/photos/alphachimpstudio/5619737553/

Inquisitive in Life

“There is no end to education. It is not that you read a book, pass an examination, and finish with education. The whole of life, from the moment you are born to the moment you die, is a process of learning.” ~Jiddu Krishnamurti

This quote highlights the spirit of EAB’s educational philosophy and mission statement:

Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision.

The Inquisitive in Life focus of the mission statement speaks to the ideal of supporting students to develop a lifelong love of learning. It also emphasizes the important role adults play in the lives of students in terms of modeling this lifelong focus on learning, a process that wonderfully embodies an infinity of possibilities.

The old adage “the more I learn, the less I know” articulates how many of us feel as we continue to learn about the world within and around us. It is tantamount to accepting the premise of another adage: “I often don’t even know what I don’t know.” In an essay entitled, The Big Test, David Brooks coins a term that highlights these adages and may capture the the spirit associated with an “inquisitive in life” approach to our learning: epistemological modesty. Brooks uses the term in reference to the writings associated with important historical philosophers and their own sense of epistemological modesty:

“They knew how little we can know. They understood that we are strangers to ourselves and society is an immeasurably complex organism.”

This concept can naturally be extended beyond ourselves and our society to the world and universe beyond us. It therefore seems appropriate for an individual to approach this branch of philosophy called epistemology – the theory of knowing that investigates the origins, nature, and limits of human knowledge – with at least some degree of modesty.

While the “immeasurable complexity” associated with everything to learn can feel overwhelming, this is not the point. When considering our own learning and the role of schools, what is important is the degree to which a lifelong love of learning is instilled in students and modeled in our communities. Through an “inquisitive in life” approach to learning, it is hoped that our students will learn enough about the world around them to be in a position to identify their individual passions, which will further focus their lifelong learning.

There is indeed no end to education and the process of learning and it is this process that can enrich our lives in immeasurable ways.

Featured image: cc licensed (CC BY-NC-SA 2.0) flickr photo by Raymond Bryson https://www.flickr.com/photos/f-oxymoron/9647972522

Learners Inspiring Learners

The first three words of the American School of Brasilia’s (EAB) new mission statement – Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision – were on full display this week. In the Lower School, approximately 300 parents participated in workshops focusing on several different aspects of the learning process. Through the act of working in the classrooms with teachers, parents were modeling the learning process for students and inspiring our students to make the most of their own learning. To further highlight this ideal, students, parents, and teachers were also meeting and working together during the Welcome Back BBQ and the Middle School trips planning meetings.

Looking ahead to the coming weeks, parents and teachers are invited to attend the Family Education Workshop with Dr. Gini Rojas, the Upper School Open House , and the Environmental Stewards Sábado Legal at Brasilia’s Botanical Gardens.

Teachers have also been modeling the ideal associated with “learners inspiring learners” in several different ways. In addition to engaging in professional development opportunities during the school break and Professional Wednesdays, EAB’s teachers have been working together during professional days to collaboratively improve their practices. Teachers will also be spending several days next week, including Saturday and Sunday, working with Dr. Gini Rojas, who is a specialist in differentiation. Looking ahead to the following week, several faculty and staff members will be taking CPR and First Aid classes as part of EAB’s ongoing effort to ensure the highest levels of safety and wellbeing at the school. Other teachers will be working with another external consultant, Erma Anderson, with a focus on assessment using Common Core math. Teachers will also be attending a retreat with IB students to collectively continue to learn about the International Baccalaureate diploma program and plan for the year ahead.

These are a few of the examples from the month of August in which teachers are bringing to life the idea of “learners inspiring learners”. EAB is committed to working as partners towards to education of our students, which includes an expectation that all members of our community are active and continuous learners. Given the rate of change in today’s society, in conjunction with technological advancements, we all havean obligation to be active and continuous learners, inspiring and inspired by other learners.

EAB’s new Technology Director, Mr. Rod Narayan, shared a quote from a former student that provides for a thoughtful summary of these ideas and the expectations for adults in support of student learning:

“Educate me for my future, not your past.”

Featured image: cc licensed (CC BY-NC-SA 2.0) flickr photo by Mark Brannan https://www.flickr.com/photos/heycoach/1197947341