The Gryphon Magazine - 2021/2022

THE GRYPHON THE MAGAZINE OF ABERDEEN HALL 2021/2022

LIVING OUR SCHOOL VALUES TEACHING EXCELLENCE | INSPIRING FUTURES | SHAPING CHARACTER

MISSION

Empower students to lead meaningful lives as compassionate, contributing citizens and inspire their success in learning and life.

IN THIS ISSUE LETTER FROM THE EDITOR .................................................... Page 03

CURIOSITY ............................................................................

FAST FACTS ............................................................................ Page 03

RESILIENCE ............................................................................ Page 22

LIVING OUR SCHOOL VALUES ............................................... Page 04

Page 20

THE OPTIMISTIC FUTURE....................................................... Page 06

OPTIMISM IN ACTION ............................................................ Page 24 A FLY ON THE WALL AT ABERDEEN HALL

THE SEVEN C’S OF RESILIENCE ...........................................

Page 08

A FOUNDATION OF ................................................................. Page 26 INTEGRITY IN PRESCHOOL

NEW AND NOTEWORTHY .....................................................

Page 10

THE ABERDEEN HALL PARENT GUILD .................................. Page 28

THE SEARCH FOR KINDNESS: ...............................................

WHO ARE YOUR PEOPLE?

Page 18

PAGE 2

LETTER FROM THE EDITOR

Resilience We respond to challenges and have the courage to persevere.

At the end of the 2020/2021 school

Responsibility We act independently in response to duty.

year, we embarked on a journey to

Integrity We always do what we believe is right, even when it’s hard.

solidify our school values. Through

Optimism We have the steadfast belief that the outcome will be positive.

meetings and discussions with

Curiosity We have a passion for continual learning.

various stakeholders (the Senior Leadership Team, The Board of

Kindness We are considerate, inclusive and generous.

Directors and our student/parent

We show up as our authentic selves and give others permission to do the same.

community) we identified six traits

We believe that individually we are great, but together we are exceptional.

that we believe embody who we

In this issue of the Gryphon Magazine, our staff and faculty

are as a collective. These traits are:

dive into how we live our school values every single day. We

responsibility, resilience, integrity,

hope you enjoy.

optimism, curiosity and kindness.

We then dug a little deeper into what

Erin Jones, Director of Communications and Marketing

each of these words means to us.

ABERDEEN HALL

FAST FACTS 2004

18

CLASS SIZE AVERAGE

45

PRESCHOOL

307

272

JUNIOR SCHOOL

FACULTY & STAFF

STUDENTS 2021/2022

Canadian Accredited Independent Schools (CAIS) Candidate British Columbia Ministry of Education Independent Schools Association (ISABC) Federation of Independent Schools of BC (FISA)

Chris Grieve

Jaime Hill

Lindsay Grieve

Head of School

High School Vice Principal

Director of Operations

Grant Ozechowsky

Stephen Acree

Christina Ullyot

High School Principal, Deputy Head

University Guidance, Vice Principal

Director of Admissions

Lisa White

Ashley Bryden

Director of Finance and Human Resources

Middle School Vice Principal

Director of Student Events and Head of School Assistant

Paul Bienvenu

Laura Hazeldine

Erin Jones

Middle School Principal

Junior School Vice Principal

Director of Communications and Marketing

Casey Turnpenny

371

Junior School Principal

Tiffani Weaver Director of Preschool on maternity leave

SENIOR SCHOOL

8

TOTAL ALUMNI

ACCREDITATIONS & MEMBERSHIPS

SAT Testing Site

104

688

SCHOOL LEADERSHIP

FOUNDED IN

Crystal Kolodziej

Heather Nolan-Wood Director of Well-Being

47

GRADUATING CLASSES TO DATE

Our graduates have been accepted to:

Canada

Simon Fraser University

Vancouver Film School

Acadia University

St. Francis Xavier University

Western University

Blanche Macdonald Centre

Thompson Rivers University

Capilano University

University of Alberta

USA

Dalhousie University

University of British Columbia

Emily Carr University

University of Calgary

Guelph University

University of Lethbridge

Langara College

University of Northern British

McGill University

Columbia

McMaster University

University of Ottawa

Mount Allison University

University of Regina

Mount Royal University

University of Saskatchewan

Okanagan College

University of Toronto

Queen’s University

University of Victoria

Ryerson University

University of Waterloo

STUDENTS IN THE CLASS OF 2022 UK Royal College of Surgeons in Ireland

Belmont Abbey College

Queen’s University Belfast

Columbia University Concordia

St. Andrews University

University

University of Buckingham

Cornell University

University of Exeter

Emerson College

University of Edinburgh

Missouri S&T

University of Liverpool

Parsons School of Design

University College of London

Post University

Other International:

St. Norbert College University of Arizona University of Wisconsin-Madison

Tokyo University

PAGE 3

The best news is that Dr. Hofmann is thriving...

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LIVING OUR SCHOOL VALUES With this year’s Gryphon Magazine focusing on the school’s newly defined values, it is truly an honour to recognize and thank Dr. Barbara Hofmann, a beloved teacher at Aberdeen Hall from 2007 to 2021.

I cannot think of an employee, past or present, who better exemplifies the school’s values, and we are so grateful to have had Barbara as part of our community for 14 years.

In my first year at Aberdeen Hall, we were in our old, rented schoolhouse on Acland Road, offering classes to less than 100 students, and I received a resume from Dr Hofmann, who had decided to relocate to Kelowna.

Imagine that; a PhD interested in teaching at our new little school. I was excited!

A few weeks later, Dr Hofmann came out for an interview and to teach a trial lesson with the Grade 5 Science class. I clearly remember the exact location, and where I was sitting to observe in the classroom.

Dr. Hofmann taught a lesson on electricity, and more specifically on circuits, voltage and current. I don’t remember all of the content of the lesson, but I clearly remember her caring and professional approach, and the highly engaged students. It is this gentle and caring demeanor and incredible attention to detail that make her a very kind person. Her alignment of personal values and teaching practice was, and still is,

an incredible example of integrity.

As the school grew, Barbara exhibited a tremendous sense of optimism and positivity. While on bootstrap budgets, she kept her lessons exciting and rewarding for the students and never once complained about anything. Such an admiral quality, because in the early days of the school we had many challenges.

Perhaps Dr. Hofmann’s greatest legacy at Aberdeen Hall was her dedication and devotion to the numerous annual science fairs, often with 3 or 4 in one year (Valleys, Provincials, and even Nationals).

In addition to leading our school’s budding scientists, she would also sit on the various associations’ planning committees etc. Middle and high school teaching positions are challenging, and Dr. Hofmann’s continued devotion, both inside and outside of the classroom, exhibited and incredible sense of responsibility and resiliency.

Still to this day, when I run into past parents or alumni, one of the comments I hear most often is how much everyone enjoyed Dr Hofmann’s attention to detail,

follow-up, execution and approachability. Parents and alumni also comment on how Dr Hofmann’s classes fostered a sense of scientific exploration and curiosity.

As a consequence of Covid-19, we were unable to celebrate Barbara’s significant contributions to Aberdeen Hall as is our tradition. We hope by shining this light on her many attributes that everyone in our community will have an opportunity to know just how amazing she is.

The best news is that Dr Hofmann is thriving in her new role as an associate professor in the School of Education at Trinity Western University in Langley, BC.

By Chris Grieve, Head of School PAGE 5

THE OPTIMISTIC FUTURE In November, when the sky is gray and the weather is getting colder, supervising our Middle School breaks might seem less than appealing.

Instead, being outside during a lunch break energizes me and leaves me feeling uplifted and optimistic about the future. Standing in the middle of our sports field, I can see Middle School students playing soccer, walking together in small groups, laughing about a joke their peers shared with them or chatting about the upcoming weekend. Looking around, I see a group of young people interacting with each other with such positivity and a spirit of collegiality that there is no way I can do anything but smile when I reflect on what the future holds for these youth.

At Aberdeen Hall, we are prepared for the future. Teachers tell us what to expect and help us develop positive work habits. They give us all the information we need to succeed, and they teach us life lessons.

Now that I am in High School, I look at difficult assignments as a challenge to conquer, and instead of giving up in the face of adversity, I

For every student, there is a progression that occurs as they take steps towards their goals. It isn’t always smooth sailing, and students often experience challenges along the way. At times the future looks uncertain, and the best way for students to prepare themselves for the unknown is to develop the skills

I recently had two students stop into my office to ask me some questions about an assignment they were working through. When I reminded them that as a humanities teacher, my professional expertise lay in areas outside of the math problems they were struggling with, they were confident that we could

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know I can reach out for support. I believe that I can have success, and I know that I have the strategies I need to push through when things get tough. My time in the Middle School helped prepare me by teaching me the skills I need to be an independent learner.”

Ciro Bertolutti - Grade 9 student and MS alumnus

and mindset that allows for flexibility and adaptation. For the students of Aberdeen Hall Middle School, the trick is approaching the sometimes bumpy path towards the future with optimism.

In our Advisory class recently, students were reflecting on the values which Aberdeen Hall espouses. A small group of grade six students were talking rather enthusiastically about how optimism plays a part in their success in learning and growing. One student in particular became very excited and burst out with the exclamation that, “Optimism is what you feel when you know that

even when you fail, you can still be heading towards your goal.” For this student, and the others in the group, there was a recognition that small incremental improvements could help one to reach greater heights, and that mindset made set-backs and challenges seem surmountable.

My Grade 7 science fair project on carbon sequestration was based on the UN sustainable development goals. It is important to me that at Aberdeen Hall we talk about sustainability and how we can make a difference. Just a few weeks ago I met with a city

When I was building a mousetrap car, our team ran into problems and we had to restart the entire project.

I was a bit disappointed, of course, but failure is one of the best ways to grow. You get to learn something every time you fail. Now, when I am working on my bottle rocket project I am not afraid of making mistakes, because I know that in the end I can always make changes if necessary and those changes may even be for the better. It is all about moving forward.”

counsellor to talk about ways we can reduce or eliminate foam packaging in our city. I see many challenges in the world around me and when I run into a problem in my world, I look at how I can use my opportunities to make a difference. While there are challenges that make change difficult, I know that I am motivated and prepared to reach towards my goals. Being a part of the student council this year helped me to connect with other like-minded people and to see that we can work together to make a difference. This experience is definitely one that will help me in the future.“

Zoe Tse - Grade 6

Isabella - Grade 8

work through it together. After all, in their words, all that was required was for us to “just think through the problem, Mr. Bienvenu.” The confidence with which those words were uttered reinforced for me the importance of the time we spend with each of our students to develop a forward-thinking mindset. As a Middle School team, our educators are deliberate in setting aside time to assist our students in developing the skills they need to self advocate, to collaborate, to communicate, to create and to think critically about an ever-changing world. Here in front of me were two students putting those

skills into action.

As I watched these students work to build their understanding of product rules and exponents, I saw two young people who were prepared to take the next steps towards their future. Yes, I was there as a teacher, ready to coach and support them, but they were turning to each other. Here were two of our students, working collaboratively, independent of support, and outside of the classroom, confident that they would be successful, despite the fact that they were engaged in something challenging. How can you not be optimistic about their future?

By Paul Bienvenu, Middle School Principal PAGE 7

THE SEVEN C’S OF RESILIENCE AN INTERNATIONAL STUDENT’S JOURNEY

PAGE 8 year’s International Graduates: (from left) Megan Huang, Shane Xu, Bosco Pan, Yvette Huang, and Mary Zhu. Some of last

Re-sil-ience (Oxford Languages) ~Noun The capacity to recover quickly from difficulties; toughness.

The ability of a substance or object to spring back into shape; elasticity.

Dr. Ginsberg, a pediatrician and human development expert, proposes that there are seven integral and interrelated components that make up resilience. Competence, Confidence, Connection, Character, Contribution, Coping and Control.

It’s interesting to note how these categories can be applied to our International students at Aberdeen Hall.

Can you imagine leaving home to study on the other side of the world in another language and live with a family you don’t know…. at the age of 14? Could you consider saying good-bye to your son or daughter, knowing you won’t see them again for 10 months? Or not being able to see them for two years, as has been the case with many of our international families throughout the Covid-19 pandemic? Most of our International students plan to study at Aberdeen Hall until graduation, meaning their formative years are influenced by another culture, another family, another school. How do they manage? How do they cope?

It’s called resilience, and our International students have it in spades, slaying the definition of ‘elasticity’!

Let’s put this in perspective with a few highlights: Competence - from the minisuccesses that are learned and earned along their journey; in acquiring language skills and

completing academic studies using English - a 2nd or 3rd language,effectively learning and managing social-emotional control and time-management skills.

Confidence - a work in progress that takes place over hours, days, weeks and years. It comes from milestones such as grasping the nuances of understanding and making a joke, the simple heart tug of being acknowledged by classmates, in feeling a part of the school community and from realizing they have authentic survival skills as they learn to navigate the challenging world around them.

Connection - with their host family, with pets in the home (something we take for granted), with teachers and school staff and classmates who reach out and validate them, with fellow international students who live the same challenges, and through recognizing and trusting they are living in a safe community.

Character - built in spades when leaving their home, family, friends, country and everything familiar - to plunge head first into the unknown.

To live in a home with people they don’t know, to eat food that is unfamiliar, be surrounded by a language largely foreign to them and to breathe deep, hide their fears and tears and soldier on!

Contributing - to the school by participating in academics, music, the arts and athletics, to the Aberdeen

Hall and Kelowna community through volunteering, and by sharing responsibility in the host family home Coping - with loneliness, fear, sadness, frustration, isolation.

To learn that actions produce consequences.

Control - of their day to day lives through staying focused on their studies, honoring their parents’ dreams, keeping their goals in sight and alive. Navigating their future, day by day, and through demonstrated responsibility.

Our International students are on the Honor Roll, they play on Aberdeen Hall sports teams, and they volunteer in the school and with community organizations; in short, they are pretty incredible! Of course, this is not without a huge shout out to everyone along the way who supports, guides and nurtures their resilience; our teachers, school staff, our host families. You, the Aberdeen Hall family, are an integral part of helping our International students’ on their journey of resilience.

By Elaine Crebo, International Admissions Officer PAGE 9

NEW AND NOTEWORTHY THIS SCHOOL YEAR

ATHLETICS BACK IN ACTION After sitting on the sidelines for nearly two years, our athletes and coaches are thrilled to once again be participating in school sports! In the fall we had grades 6-12l Volleyball and Soccer, Cross Country Running and Grade 7/8 Rugby.

Winter brings grades 6-12 basketball season.

It has been a true blessing to see, and hear, the determined athletes and passionate coaches back on the field and court. Having school sports in action once again can be felt in the energy of the student body and the joy of playing can be seen on their faces and in the spirit of the school.

John Gareau, Athletic Director

TRUTH AND RECONCILIATION

GIVING TUESDAY

Thursday September 30 marked the first National Day for Truth and Reconciliation.

This day honours the lost children and Survivors of residential schools, their families and communities, and is intended to be a solemn day of reflection for all Canadians.

Our first ever Giving Tuesday Fundraiser was an epic success! With your help and generosity we raised over $35,000 towards the Athletics and Wellness Centre in one day alone. The momentum of Giving Tuesday led to over $100,000 in donations in the month of November. It was a successful relaunch of our fundraising efforts for Phase 6. Thank you Gryphons!!!

At Aberdeen Hall this year, we placed additional emphasis on providing opportunities for our students to learn more about this important topic through a variety of assemblies, videos, readings, and small group discussions, and our students have gained a deeper awareness of the issues facing Indigenous communities.

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MRS. RAYE UPDATE I was delighted to spend a few hours visiting the school before Christmas. I have missed being a part of the wonderful Aberdeen Hall community and hope very much to visit more often in the future. The students were all busy working on the endof-year projects. Their smiling eyes and happy voices were a treat. They introduced me to the new house animals, and told me all about them.

Science fair projects and the winter plays were being worked on.

Retired people often told me they were busier than ever and often wondered how they ever had time for a job. I laughed and never believed

them, well now I do! I am thoroughly enjoying training and riding my horse.

We went to a number of clinics this summer and learned lots of new skills. I also tutor twice a week with Project Literacy and have developed a wonderful friendship with my Iranian student. I have learned a great deal about her life as a Kurdish girl in Iran. The farm keeps us busy too, but we are definitely not selfsufficient yet, unless you can live on pork and cucumbers!

attended AH in the early days. Mrs. Church, Mr Oz, Mr Acre and Mr. Gareau all taught Lizzy at the old Acland Road site. Lizzy and her Aberdeen Hall friends Avery and Lexi, who are organizing her baby shower, enjoyed being some of the first students at the new school on Academy Way! I understand there are a number of future Gryphons due in the next six months, and this is exciting news during such challenging times.

The most exciting news I have to share is that I am to be a grandma in February (probably right in time for this publication). My youngest daughter Lizzy and her partner are expecting a little boy in February.

This was quite a shock to a number of Aberdeen Hall teachers as Lizzy

Time flies by but it is made all the more special when you share it with such a special community of people.

I hope you all had a peaceful winter break, full of fun, family and friends and wishing you the very best in 2022.” Mrs. Raye

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OUTDOOR EDUCATION Outdoor Education is back up and running. Mr. Signoroni took a group of Grade 9 students to Glacier National Park this fall, and there are five trips booked for winter and spring including: • Avalanche Skills Training Level 1 (AST1 - 1.5 day program) and Winter Survival Program (1 day program) in February PAGE 12

• Bear Lake Ice Fishing in March • Whitewater Canoeing Program Overview ( a 4-day program) in May • Intro to Sailing in May (5 day program) • Deep Cove Kayaking in Vancouver in May (5 day ocean kayaking program)

GRADE 5 LEADERSHIP TEAM This year, the Junior School transitioned from a traditional Student Council format into a broader, more inclusive, leadership team format. There were so many students in grade 5 who were excited to contribute to the school community, so this provided a space for our young leaders to have their voices heard over the course of the year. The group focuses on creative thinking, communication and showing initiative, all skills that prepare them for the middle years.

ENCOUNTER

The leadership team meets every two weeks and discusses upcoming events and ways to give back to the school. The team planned and helped to make our November Spirit Day one for the books. Moving forward, they will take part in preparations for the upcoming Read-a-thon in January. We are so proud of the team members and are excited for all of the incredible ideas to come.

If you ask anyone who has been on an Encounter trip, what you do there, the only thing you will hear is “you’ll see!” Even with the uncertainty of an unknown adventure, Grade 11 and 12 students are signing up because of the encouragement from those who have attended in the past.

What we can tell you is that Encounter is an unforgettable experience that we hope each student that attends Aberdeen Hall gets to participate in before they graduate. On your first trip, you attend as a candidate. After that first trip, you can then sign up for the next trip as a leader. Each Encounter experience is organized and run by students. Through this character training they not only learn the skills required to be a great leader but they also get to put those skills to practice as the teachers take a step back and let the student leaders take control. The leaders meet weekly for months before the trip happens, organizing and planning to make the trip a special one. They also learn to think on their feet during the trip, often having to adjust plans as needed. So if you want to know what Encounter is all about, best to just sign up and see for yourself and then “you’ll see!”.

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“BACK ON STAGE!” - SAVE THE DATE FOR THE SENIOR SCHOOL MUSIC CONCERTS The Senior School (grades 6-12) music concerts are back LIVE at the Kelowna Community Theatre. The concerts will be held on Tuesday, March 1 and we’re thrilled to be giving students a true stage experience again after 18 months of strictly virtual performance experiences.

We’re also excited to welcome singer/songwriter (and Aberdeen Hall alumna) Olivia Penalva, who will be joining the Middle School for their finale performance.

Middle School and High School Concerts will be held separately to accomodate current health resrictions.

Tickets are available through EventBrite - check the Reminders and the Courier for details.

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JUNIOR SCHOOL FOCUS ON JEDI We love Star Wars as much as the next person, but we aren’t talking about the guardians of peace and justice in the Galactic Republic. JEDI stands for Justice, Diversity, Equity, Inclusion and we are committed to making it a focus in the Junior School. As part of our ongoing commitment we have formed a Junior School JEDI Committee, composed of members from our K-5 faculty, staff and administrators. Through educating ourselves, our purpose is to ensure that the Junior School is a welcoming and inclusive community, where all identities are embraced and all individuals feel like they belong. All faculty have been participating in professional development, and regularly collaborating over ways to ensure our curriculum reflects an emphasis on diversity, equity and inclusion.

GAME DEVELOPMENT CLUB Game development club is an afterschool program for grades 6-8 on Thursdays to help aspiring game designers learn how to code using the GDscript coding language. It is run by Daniel Penner, an alumnus of Aberdeen and a UBCO student as well as Caden Harris, an 11th grader of Aberdeen. In this club we are learning how to code a variety of 2d games such as a clicker game, are currently working towards creating a 2d RPG, and we hope that we can explore a variety of different game types in the future.

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OUR NEWEST GRADUATE: MR. BOSDET We’re very proud to congratulate Mr. Geoff Bosdet on completing his Masters of Science in Computer Science from Georgia Tech specializing in Machine Learning this past August. Here’s what Mr. Bosdet had to say about his postgraduate studies.

I started taking online noncredit courses in early 2016 trying to come up with a better, more interesting curriculum to motivate my student and got hooked. I had taken around 15 courses by the summer of 2017 so I figured I may as well get a degree out of all the work I was doing and was accepted at Georgia Tech starting in January of 2018.

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I took courses in deep learning, machine learning, high-performance computing (supercomputing), reinforcement learning, educational technology, computer vision, AI for robotics, software development, and algorithms.

I developed my Arduino Robotics course at Aberdeen Hall as part of my Educational Technology course and it was one of eight selected out of hundreds of projects to be shared with the other students as noteworthy.

My App Development course at Aberdeen Hall has also benefitted from my continued studies in software development and algorithms. My goal with this course is to have one

of our students make it to the top 50 students in Canada in the Canadian Computing Competition. Every year we have a student or two who gets very close - this could be the year!

The knowledge gained during my degree has been useful in directing students to the various subfields of computer science that exist and helping them determine what knowledge they might require to pursue a career in those areas.

Congratulations again Mr. Bosdet!

The knowledge and skills you bring to our school are invaluable and we are so fortunate to have you.

PRESCHOOL BOOKMOBILE The Preschool team is proud to introduce, The Bookmobile! The Bookmobile is a rolling library that visits each Preschool classroom monthly. Visits include reading the ‘Book of the Month’ out loud with Teacher Meghan, and participating in related literacy activities.

Children also have the opportunity to select 1-2 new books every month to read at home!

The Bookmobile library contains books related to the current curriculum, holidays, themes, or events to complement in-class learning.

Books are restocked on a rotating basis and we hope to build up our resources over the course of the year. If you have any books to donate, please reach out to your Ms. Candie or Ms. Meghan!

SENIOR SCHOOL LEARNING STRATEGIES DEPARTMENT Senior School students and teachers are enjoying the new Learning Centre and the supports it offers. With versatile seating options, a reading corner, a variety of math manipulatives, and self-regulation tools, the Learning Strategies Team has created an inclusive space for all students and staff. The main purpose of the Learning Centre is to foster a safe and respectful community for the diverse learning needs of all Aberdeen Hall students. This includes Grade 6-12 students using the space to write tests and complete independent work in a quiet and supportive environment. The resources provided by the Learning Strategies Team also extend into the classroom to promote differentiated learning throughout the school.

We want to wish all the best to Mrs. Griffith as she is expecting her first child in January. We will be welcoming Mrs. Beerstra back as the High School Learning Strategies Coordinator, who will work alongside Mrs. Stokes, the Middle School Learning Strategies Coordinator.

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THE SEARCH FOR KINDNESS: WHO ARE YOUR PEOPLE?

Senior Boys Soccer Team at Valley Playoffs. Photo by Grant Ozechowsk

It is pretty easy to see why kindness found its way onto our list of core school values. Acts of kindness are central to building positive school culture, to enhancing our sense of belonging, and contributing to our overall well-being.

However, I wanted to find out more about what kindness really means, to help determine where and how kindness can be found in our school.

It turns out that the term kindness found its roots in the word “kin”, which refers to one’s family or relations. It can also be traced back to the Old PAGE 18

English word “kyndnes” meaning nation, or people. On learning this, my interest suddenly peaked. In my head, the concept of kin harkens images of tartan kilts, bagpipes and Robbie Burns. Nothing is more “kin” than the Scottish clans.

When I was younger I spent a year

in Scotland studying to be a teacher.

Since then I’ve been enamored with the place. There is something magical about the misty green hills, rugged beaches and battered old castles that intrigues me still. Let’s be honest, I even work at a school with a Scottish name. So, it’s not

uncommon for me to find myself immersed in some travel show or documentary that transports me to the highlands.

During one of my recent indulgences I discovered a Gaelic greeting, “cò às a tha thu”. A rough translation would be, “who are your people?”

To a Scot, it isn’t where you’re from that matters, it’s who you call family that’s important.

Kinship matters. Social connections matter. This concept formed the basis of the clan system, which bound Scots together. More than friends, and bigger than families, clans created a sense of belonging that connected individuals to each other, and to the land they shared. These bonds fostered feelings of belonging, connectedness, and safety despite the harsh environment they lived in. When life went pear shaped, you could rely on the members of your clan to help you sort things out. Clans were about kinship, and as we know, the root of kinship is kindness.

So, what does this all have to do with Aberdeen Hall (aside from the name)? I think it comes back to that Gaellic greeting, “who are your people?”.

Bear with me as I attempt to explain.

This fall I volunteered to assist the coach of our Senior Soccer team.

Mostly I just picked up cones and washed the uniforms, but It was a great chance for me to get outside, and to get to know some of the boys in the high school. Our team consisted of 21 young men ranging from Grade 9 to Grade 12. We were largely inexperienced, and more than

half of our players were under the age of 15. At first, the younger boys pretty much stuck together, they tended to avoid their more senior teammates.

That made sense, after all, there was a four year age difference between them.

As the season progressed, things started to change. It began on a bus, and a spontaneous singalong to “Pump it Up” by Endor. It is without a hint of hyperbole when I say that the coach was actually bouncing in the parking lot. Suddenly they weren’t a group of individuals, they had become one (very rambunctious) unit. Soon after, things began to change. During practice, Grade 12s partnered with Grade 10s, there were high fives and group hugs on the pitch. I recall one particular tournament that involved a water slide competition that included pretty much every team member regardless of age. It didn’t end there.

In the hallways, the seniors started looking for their younger teammates to share updates, encouragement and the odd joke. They were looking out for each other, caring for one another. They were becoming family.

This process came to fruition at the provincial championships in Burnaby.

Our inexperienced squad that came from humble beginnings had evolved together, and the bonds we formed helped us survive adversity. For four days, our boys shivered through the miserable and relentless downpour; the perils of an unfamiliar and wellworn artificial turf; and some really strong opponents (many of whom sported full grown beards!) They never lost one ounce of their spirit.

The songs on the bus were just as

loud, the cheers on the sidelines remained unrelentingly boisterous, and the hugs and high fives never abated. During those moments I realized something, we were kin.

Moving forward I know that every boy on that trip will never forget the experience we had together. I also know that every member of that team was proud to wear their uniform, and to represent their school. It didn’t take long before this energy translated into our school hallways and classrooms.

Yesterday I went to the girls’ volleyball game. It was an important match, with the winner qualifying for the Valley Championship (they won by the way). When I entered the dome, my ears picked up a familiar song.

It was my old friend “Pump it Up” blaring through the boom box while the girls warmed up. I looked around and soon saw several of the soccer boys, sitting side by side, each one grinning like the Cheshire Cat. Their family had grown. I think it was at that moment when they understood that they contributed something positive to their community. They had discovered who their people were.

By Grant Ozechowsky, High School Principal and Deputy Head PAGE 19

CURIOSITY A PASSION FOR CONTINUAL LEARNING AND EXPLORING. Curiosity can look like: •

Asking questions and listening without judgment

•

Embracing the unknown with an eagerness to learn

•

Challenging the norm and considering different approaches to learning and life

Children ask fabulous questions. Their questions never come from a place of judgement or criticism, but instead are motivated by a genuine interest and fascination in how things work.

Students of all ages are keen to connect, and the more they understand about other humans, places and ways of knowing, the easier it is to find themselves in the world around them. From a pedagogical perspective, the art of question asking is a strategic tool PAGE 20

used to build student engagement.

When children are provided time to reflect on what they would like to know in regards to a specific concept or content area, they are more likely to forge a deeper connection to the subsequent learning involved - they see a purpose in knowing

more, because it matters to their understanding of the world.

Curiosity has informed our ongoing emphasis on Diversity, Equity and Inclusion in the Junior School, as we seek to learn more about anti-racism and decolonizing our curriculum.

Question asking also supports our

young students with stepping into their own capacity as independent problem solvers. Rather than quickly providing children with the answer to a math problem or comprehension question, teachers model questionasking to prompt the student to rethink their approach or access a new strategy that will help them meet with success, all on their own.

How do we know what we don’t know? It seems like such a strange question, but it does hold merit and is worth considering. Curiosity about self allows us to understand our origins and more about the lens

spirit days and a variety of student life events. These provide a space for students to further explore their understanding of self and community.

As leaders of the Junior School, our grade five students have opportunities to develop their curiosity through the leadership team and service program. Students ask questions such as: How can I contribute to making my school a better place?

How can I initiate change? How can I be a leader for others? Through these conversations, students learn more about themselves, their peers and their school. It also allows

its assessment expectations, and sets a high standard province wide for all schools to prioritize student self reflection and goal setting.

Effective self reflection starts from a place of curiosity: where am I now; where did I start; where do I want to be? Modelling this in our own lives will motivate our children to naturally lean towards curiosity and questioning when approaching new and unfamiliar situations. Most importantly, to view the world from a lens of learning and possibility has incredible potential to foster a growth mindset, inspiring success in learning and life!

Curiosity about Self; Curiosity about the School Community; Curiosity about the World. with which we view the world. It allows us to develop a more open and accepting perspective of the world in which we live. To foster and support the curiosity and understanding of self, students in the Junior School learn strategies for goal setting and self reflection in our Health and Career Education classes.

When students have a solid understanding of self, they can then start to develop their curiosity of how their unique qualities contribute to their school community and to the broader world around them. In the Junior School, we continuously strive to recognize and celebrate differences to create an environment that is welcoming and inclusive of everyone. This comes alive in our hallways through house teams,

students to consider the viewpoints of others, guiding them to become more empathetic, compassionate, and critical thinkers.

Beyond the physical classroom, many of our classes take their learning outside, deepening their curiosity and appreciation of the local environment.

In these lessons, students learn the importance of biodiversity and the connections between indigenous culture and community. Our younger grades participate in loose parts play, where everyday objects are used for imaginative building and creativity.

These opportunities boost social and problem solving skills, as well as support inclusion for all.

The British Columbia Ministry of Education continues to modernize

By Casey Turnpenny, Junior School Principal and Laura Hazeldine, Junior School Vice Principal PAGE 21

RESILIENCE I’m a person who has learned to embrace change; it invigorates me and helps to keep me feeling challenged and excited about the possibilities. But I did not always feel this way. As an adolescent, I found change overwhelming and scary, and despite this, I had to find my way through it pretty regularly.

For example, I went to four different high schools, in three different cities.

Some of those changes in schools came from family relocation as my dad grew his business, and some came from my parents wanting a different environment for me. As PAGE 22

an adolescent trying to fit in and establish connections, only to be told I was on the move once again, was disheartening and infuriating, even if I understood the reasoning behind the decision. My parents bore the brunt of this, as I stomped up every stair we had, slammed every door I could, and all reprimands were met with prolonged sobbing. However, as I look back and remember those angsty days of trying to figure out a new social scene, whilst trying to figure out my teenage-self, I’ve come to the realisation that it is because of such experiences that

I adapt well to change now. I’ve encountered change, disappointment and frustration many times, and found my way through it. I did so by developing my internal resources of confidence, optimism, and hope, and leaning on my external resources of strong relationships, and a family that believed in counselling support.

Through these experiences, I’ve learned resilience.

Throughout this pandemic that we are still navigating, resilience is at the forefront of so many conversations about missing out on celebrations

and gatherings, foregoing holiday and travel plans, and adjusting the way we do things again and again and again. However, although we talk a lot about resilience I find that it is often a misunderstood value.

I suppose that is understandable because psychological resilience is very nuanced and it’s an attribute that varies from individual to individual. Unlike a value like honesty, resilience is something that is affected by your circumstances, your personality (your internal resources) and your support system (your external resources). Our society sometimes depicts resilience as a gritty attribute where we flex mental toughness to power through difficult or uncomfortable situations.

These situations are more about determination or tenacity, which are both worthy attributes, but neither of those hold the depth of lessons that can be learned from honing resilience.

Therein lies the great beauty of resilience: it can be developed and grown throughout your lifetime, and the resources we need to develop it are both internal and external.

When we take time to sit with and really feel challenging emotions, we build resilience. It is so important for our children to learn to manage the challenging feelings that arise from developmentally appropriate disappointments. We need our children to know that emotions are not problematic; they become problematic when you do not know how to deal with them. This is not new thinking; over 50 years ago,

the beloved television host Mr. Fred Rogers shared “Anything that’s

human is mentionable, and anything that is mentionable can be more manageable.

When we can talk about our feelings they become less overwhelming, less upsetting, and less scary.” In talking about our challenges and difficult emotions we learn to process them and make sense of them. This builds resilience.

Along with resilience, we also hear a lot about self-care and selfcompassion and one might be led to believe that these are opposing ideas. That to be gentle with oneself is to not be resilient; that in order to be gritty, you need to be tough.

The truth is that self-compassion goes hand-in-hand with resilience, because it is only when we allow ourselves to feel all the feelings that resilience can grow. So if your child is feeling disappointed, sad, or frustrated, encourage them to talk about it. Explore those feelings, validate them, and let them know you’re there to help them find a way through, if they’ll let you. By acknowledging those feelings and drawing on internal and external resources to manage them, they are building resilience.

If we start this with our little ones and their developmentally appropriate disappointment and frustrations, such as not being allowed too many sugary treats or not staying up too late, we are setting them up to

manage the bigger disappointments and frustrations that they will meet later in life. If we help them cultivate resilience now when they have the external resources of family, friends, teachers and coaches and the benefits of a tightly-knit school community, they will have increased inner resources to draw on later.

It is natural to want to protect our children but we have to let them encounter challenges. By allowing them to manage these situations, we are teaching them to trust their feelings, believe in their abilities, and know when to reach out for support.

These are important and life-long skills we’re looking to build as we prepare our students to lead lives fuelled by connection and purpose, as they contribute to their chosen communities. I feel pretty lucky to be a part of this community, working and learning with like-minded people who believe that character and shared values are at the heart of a truly great education.

By Heather Nolan-Wood, Director of Well-Being PAGE 23

OPTIMISM IN ACTION - A FLY ON THE WALL AT ABERDEEN HALL

There is a whole lot more to a culture that promotes optimism than the fraying poster of a forlorn cat clinging desperately to a branch - “Hang in there!”

It is no small coincidence that optimism is highlighted as a key value of Aberdeen Hall. In fact, it’s entirely possible that there would not be an Aberdeen Hall today if it were not for optimism – the commitment to a bright and hopeful future and PAGE 24

the steadfast belief that the outcome will be positive. If we rewind back to our very earliest days - 70 students nestled into portables on Acland Road – I think we would witness optimism working overtime. Even then, our community knew we had

something special, and we harnessed this innate intuition with a lot (A LOT!) of hard work, passion and partnership to keep us propelling forward. And propel forward we did with a firm belief that simply hoping for the best can be a critical step in

planning for the future. Sometimes, when I step into the Advancement Office, I swear I hear the walls sing, “take a look at us now!”

And really, take a look at us now.

There is no better way to observe optimism in action than to take a stroll through our school. It’s no secret that if I’m having a bad day, I find a reason to visit our Early Learning Centre. A moment to peek into our preschool classrooms is like a salve for the soul - and I am reminded that a school like ours is a reason to hang onto optimism and hope. The preschoolers are equally as excited for a sunny day (hurray, playground!) as a rainy one (hurray, puddles!). And next door, our Junior School students are ferociously looking forward to their next house team competition. Yet another building over, our Middle and Senior School students are pouring over course selections in anticipation of what’s to come and I overhear conversations with our University Guidance Counsellor Steve Acree about application deadlines and interview strategies. At every stage, we can look to our students as a reminder there is so very much to look forward to.

We’ve heard a lot about resilience over the course of the pandemic, and about the importance of developing the ability to bounce back or recover from hardship and difficulty. And there is no doubt, we’ve all faced hardship and difficulty in recent times. Even the most mundane of activities has been upended with stress, anxiety, fear,

a sense of hopelessness… and I’ve found that resilience is only one of the necessary ingredients to navigate through those feelings. It’s when resilience purposefully collides with optimism that we are able to finally, and gratefully, look forward again.

Like any good pairing (peanut butter and jelly, wine and cheese, milk and cookies….), resilience and optimism complement each other beautifully and like digging into that figurative PB&J, there is comfort to be found here.

Speaking of comfort, over the last two years, we turned our focus to just that; making sure that our impacted community members were well-supported. Many things were placed on pause during the uncertainty of those initial pandemic days and fundraising and the future planning of our school were no exception. It’s hard to make plans when the future feels like a rather ambiguous place, isn’t it? When the present feels like one big holding room, waiting, waiting. And yet… and yet… We have been inspired by the encouragement and yes, OPTIMISM, of some of our families, who encouraged us to resume the next phase of Aberdeen Hall (our Athletic and Wellness Centre, which we hope to break ground on in June 2022). Our very history demonstrates that we are a determined and hearty bunch and that we can accomplish anything together (should I remind you that we started a school WHERE THERE WAS NO SCHOOL). It is minimizing to refer to a global pandemic as simply a bump in the

road, sure - but it’s important to note that being able to re-frame even serious challenges as temporary setbacks or learning opportunities is what allows us to grow in our human experience.

When I return to my desk from my walk around the school, I know that we all can learn from the behaviours of our

Facing the day with a positive outlook supports many benefits like lower stress levels, stronger coping mechanisms, better physical health, and - no surprise here - more persistence when pursuing goals. students.

Read that again. And again, one more time. So while I know sometimes it feels like optimism is working overtime - check that yellowed poster, and hang in there… Hang in there! Optimism as a practice in gratitude is very worthwhile, and there is so much good among us and ahead, at Aberdeen Hall.

By Kylee Wilson, Development Officer PAGE 25

A FOUNDATION OF INTEGRITY IN PRESCHOOL Our Values When I began my writing on the topic of integrity in early childhood, I first thought about how I define integrity. I defined it as an attachment to personal moral and ethical values and being a better person today, in this moment, than I was yesterday.

Acting within my definition takes an awareness of my emotions and energy/mood level, a sense of others’ emotions, a desire to contribute to the long-term sense of “good” in society and an openmindedness towards others’ opinions. This, for me, has become a practice, because in order to have integrity, we have to build the skills to evaluate our PAGE 26

feelings and then think, act and speak in a way that is in balance.

As Gandhi said, “Happiness is when what you think, what you say and what you do is in harmony.” When we are in harmony, our choices are thoughtful, our emotions are in check and we can then act with integrity from a secure stance. This involves presence and taking the time to respond to the things that happen in life rather than react. When we can act with integrity, that also brings contentment, a peaceful and calm demeanor.

“Children are not born with integrity or the behaviors we

associate with it, including humility, social responsibility, and the courage to stand up for what they believe is right.

It is derived through a process of cultural socialization— influences from all spheres of a child’s life.” Marilyn PriceMitchell, PhD As I thought about integrity in our preschool environment, I realized that it is a crucial part of what I have been teaching young children every year throughout my career. In the Aberdeen Montessori environment,

teaching integrity is part of Grace and Courtesy lessons. These would also include guidance on how to greet one another, how to listen to each other and how to resolve conflicts, to name a few. Integrity in preschool comes from ongoing learning about emotions and how what we say and do affects other people. Children learn moral integrity by developing alongside other people, children or adults. That’s why, as adults, it’s so important to model the behaviour we would like our young children to learn. One of the greatest advantages for children in preschool is that their learning is reinforced by other students in the collective environment. The students are around the same ages (3-5) and are therefore in the same stages of development, helping them to interact with other students meaningfully. At a young child’s level, learning integrity is also a daily practice, but this practice begins with understanding and describing one’s emotions verbally. I always refer to this in preschool as “words to say”. Once children understand what they’re feeling, there is always a kind and clear way to express feelings to others in order to be understood.

“We’re not just thinking and acting creatures, we encounter life, and this has an impact on our hearts and our bodies and when that impact is really painful and we don’t have the skills to process our feelings, it can make it very difficult to think about facts and values…”Dr. Bashir Jiwani PhD. Preschoolers learn that other people have emotions as well; they discover

other children also have feelings and personalities which may be quite different from their own. When this knowledge is gained, it opens up their deeper sense of understanding and empathy. Once children understand their own feelings the they can start to think about themselves in someone else’s situation; how would you feel if this were you?

In his TEDx Talk Chilliwack: Paving the Path to Integrity, Peace and Happiness, Dr. Bashir Jiwani PhD says, “...in order to live with integrity, we actually need the skills to be able to treat each other with care and kindness, to be able to listen to each other, to understand each other’s perspectives and then to show up with a view to collaborating.”

Also, “they [children] need the skills of being able to understand their own emotions and process their own emotions and need the skills to be able to support their friends…”

question was, “If integrity means doing the right thing, even when no one is looking, name something that you do with integrity.” Some thoughtful answers came back with very little hesitation, “keeping garbage off the ground because it makes the Earth sad”, “ I wait until the other person is finished speaking before talking to them”, “helping friends know the rules”.

To make thoughtful choices and opt to do the right thing, children need first to be able to treat each other and their environments with care and kindness. To say things that are unkind in childhood only comes from a lack of ability to listen to each other and understand each other’s points of view. Building relationships and connections with others builds an environment of trust and respect where it is safe to express anything that comes up and experience the learning alongside equals. I believe integrity is a cornerstone of peace.

Maria Montessori believed that peaceful children will bring about a peaceful world.

His theory in this talk is outlined as integrity = critical thinking + pluralism. Critical thinking is values, facts and emotions. Pluralism is our relationship with other people and the diversity that those around us can offer in our relationships.

Preschoolers can navigate emotions and “words to say” in an inclusive, diverse and equal environment with classmates of different backgrounds, cultures and traditions.

I recently spoke with some preschoolers about integrity. My

By Candie Fraczyk, Preschool Coordinator PAGE 27

Steve Woloshyn, our Parent Guild President of 8 years, passes the tile of President to Tara Reszitnyk.

THE ABERDEEN HALL PARENT GUILD

By Erin Jones, Director of Communications and Marketing

Our school values are at the core of who we are. They unite us as a community and guide our daily decisions and behaviours. We work to cultivate kindness, curiosity, optimism, resilience, responsibility and integrity in our students.

These values are not only aspirational objectives to attain, but are a reflection of what we already observed in our staff, parents and student-body. Our parents are foundational in shaping our values and our active and involved Parent Guild contributes to our vibrant school community by supporting PAGE 28

the daily physical, social and general well-being of students. They offer a huge resource and support base to the school community and they model the importance of participating in the larger community.

For eight years now, Steve Woloshyn has been the (smiling) face of our

Parent Guild. Steve spreads positivity and dad jokes wherever he goes, and he has done so much for our school. Steve has taken a step back from the Parent Guild this year and we’re happy to welcome a new Commander-in-Chief, Tara Reszitnyk.

Here’s what Steve had to say about his time as Parent Guild President: “For seven of the past eight years, I have had the honour and privilege of being the President of your Aberdeen Hall Parent Guild. I have loved every minute of it! The idea of volunteering/ giving back to the community is something I am passionate about, so when I was approached about taking on this role I jumped in with both feet. Any fears that I may have had about being President of the Guild were soon dismissed at the first meeting when I saw what an amazing team of Guild Executives

and volunteers we have at the school.

The Guild would not exist without the many volunteers who come out and give their time, expertise and knowledge, to create successful events and programs such as our Hot Lunch program, plant sales, the golf tournament, bake sales, the book fair and more. Thank you to all of the volunteers that continue to support, come up with new ideas (especially during the past couple of years), and help out at all of the events that we host. You have made my role so much easier.

I greatly appreciate the opportunities that the school has provided me, as well as the guidance and support that has allowed me to grow within the role of Guild President.

I would like to extend my warmest welcome to Tara Reszitnyk, who will be taking over as the new Guild President.

Tara was instrumental in the success of our latest Golf Tournament, and I know the Guild is in great hands with her at the helm. I know everyone will give Tara the same support as they have with me. Thank you, Tara for taking on this role; you will LOVE it!!”

On behalf of the entire school community, we thank you Steve for your efforts and dedication to making the school experience for our students a great one! With that, please join us in welcoming Tara!

My name is Tara Reszitnyk, and I am extremely excited to continue being part of the Aberdeen Community as the new Parent Guild President.

Sounds so fancy! As you know, our current President of 8 years, Steve Woloshyn, is stepping down to the role of Vice-President of the Guild.

His continued presence on the Guild gives me all the reassurance I need as I step-up and add what I can to the foundation he created for our parent community.

For the past five years that our family has been at Aberdeen Hall, I’ve observed, learned, and worked alongside Steve. I have been part of several successful events that have inspired all kinds of ideas and goals for our future.

A little about myself. I was born and raised in Kelowna and live with my fiancé, Shawn Poynter, my four beautiful step children (Grace, Owen,

Madisyn, Oliver) and our massive German Shepherd (Bosco) in East Kelowna. For a long while, I wasn’t completely sure what life was about or what it was I was missing until I met Shawn and my step-children.

They’ve moulded me, shaped me, and taught me more about life than I could have ever learned on my own. The experience of raising children and life with them is exciting and fulfilling in every way and it is my personal commitment to stay involved. Our life can be crazy, but in a good way because I crave the excitement and love being a part of raising good humans. That’s the goal.

To be a good human. While I juggle working with Shawn, coaching as many of the kids’ sports teams as possible, and keeping our extended family and crew organized, I always hope to be a positive role model and finish my day knowing I did my best!

So let’s get to it!

As we use this school year as a great transition year for me to take over (with Steve’s continued attention and guidance), I want to be clear on what you can expect from me. I love conversation and am always excited to push boundaries in ways that allow us to grow as a community. I have found through experience that being involved in our children’s lives in any way I can, has brought my family closer. I hope to motivate and inspire other parents to join in and be as committed as you are comfortable with. Alternatively, if you just have an idea you want to toss around I encourage you to reach out. Please call, text, or email me anytime and I encourage you to join the Guild to stay connected to all the fun and exciting movements throughout the Aberdeen Community.

Thank you so much Tara. We look forward to seeing you at school!

PAGE 29

Gala

IT’S MORE THAN A

S A T U R D A Y, M A Y 2 8 TH D E LTA G R A N D B A L L R O O M Join us for a unique, spectacular evening in support of Aberdeen Hall’s new Athletics and Wellness Centre. This new centre will create the best facilities for our student athletes and artists, while also creating a space to promote mental and physical wellbeing.

TICKET SALE INFORMATION COMING SOON $200 PER PERSON

TEACHING EXCELLENCE | INSPIRING FUTURES | SHAPING CHARACTER aberdeenhall.com PAGE 30

THE ATHLETICS AND WELLNESS CENTRE

The new double gym provides essential space for our athletics program to instruct over and above the BC curriculum and gives us the ability to host provincial tournaments, school assemblies with our entire community, closing ceremonies, and our students’ musical and drama performances.

more than

IT’S A GYM... v

GREAT SPECTATOR EXPERIENCE

WEIGHT ROOM

YOGA STUDIO

UNIFORM SHOP

PERFORMING ARTS VENUE

COMMUNITY REQUEST: $2M OVER 2 YEARS

AHPS COMMUNITY GATHERING SPACE

PAGE 31

Using proven learning practices, our teachers guide students toward their passion and spark a love of learning that lasts a lifetime. Driven by this curiosity there are no limits to your child’s potential.

Help them follow their path, not the crowd.

TEACHING EXCELLENCE | INSPIRING FUTURES | SHAPING CHARACTER aberdeenhall.com