"EB in Motion / EB en action"

A publication for families, faculty and friends of Ecole Bilingue de Berkeley | 2013–2014

eb in motion

eb en action

Note from the Head:

Introducing Our New Magazine We hope you enjoy this inaugural issue of EB’s magazine! “eb in motion” gives a sample of activities and events from around the school, with a focus on our teachers, students and programs.

A few of the highlights include: visits by French authors Hélène Gaudy and Emile Bravo, a look back at the first year of the new gardens at the Lower School and the Middle School, photos from class trips to France, Washington DC, Catalina Island, and Marin Headlands… as well as interviews with some impressive young alumni.

Of course, in any given year much more happens at EB than could possibly fit in one publication!

This year, we started this new endeavor in June and could only gather limited content at the end of the school year. Starting with 2014–2015, we will collect articles and photos throughout the year to give you a more complete picture of the full breadth of projects and activities at EB. The format of this publication may evolve as we go… and we welcome your suggestions for how to make this magazine a better reflection of our wonderful school.

We hope you learn more about our school… and about the teachers, students, and alumni who make EB great!

Bonne Lecture !

Frédéric Canadas Head of School

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Table of Contents

Note from the Head: Introducing Our New Magazine 2 Table of Contents 3 Our Lower SchoolNew Garden: One Year Later 4 La Grande Lessive: Public Art at EB 6 Author Visit: Fairy-Tale Mashups with Emile Bravo 8 “La Vie des déchets”: Teaching Conservation in Fourth Grade 9 Hands-On Science: Sixth Grade Trip to Catalina 10 3D Printing: G3 Blue’s Class Art Project 12 Middle School Garden: New Space and Expanded Curriculum 13 Author Visit: Hélène Gaudy 14 Marin Headlands: The Third Grade Goes Exploring 16 Alumni Profile: Bijan White, Class of 2009 18 Alumni Profile: Saleh Tyebjee, Class of 1999 20 Alumni Profile: Aaron Firestein, Class of 1999 22 Alumni Profile: Will Brady, Class of 2006 23 Alumni Profile: Pia Hauch, Class of 2003 24 Middle School Sports: Jeff “Coach” Rodriguez 26 Middle School Performances: Music, Art and Drama 27 Rallye Maths: A Nationwide Contest 28 Patrice Zauret: Lower School PE Teacher and After-school Coach 29 Trip to France: Eighth Grade Exchange 30 From EB to High School: W hat’s the Process?

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Our New Garden:

One Year Later Jean-Marie Letellier, the gardening teacher, has been taking full advantage of the new edible garden. After a year in the new garden, we asked him a few questions about his classes and how he uses the new space.

What’s different about the new garden?

A lot! First of all, I have twice as much space in the raised beds as I had before. The new location also gets a lot more sun: because of the southern exposure, the garden gets twice as much sun in winter as it did in the old location.

It’s also a lot more sheltered, both from the wind and from flying soccer balls!

What can you teach now that you couldn’t teach before?

Thanks to the new space I have been able to teach several types of classes I couldn’t really teach before.

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Now that there is more sun we were able to grow greens all winter: arugula, chard, mustard… mustard greens are spicy! It’s also a better location for growing tomatoes.

I planted a cobaea vine to grow over the new trellis. Cobaea is pollinated by bats, so I did a lesson on bat pollination and bee pollination, and showed the kids how bat-pollinated flowers are shaped like bells so that the bats can find them by echolocation. The kids talked into the flowers to try and hear the difference.

The espaliered apple tree in the corner is another nice addition. Due to grafts, the tree grows six different varieties of apples: Jonagold, Gravenstein, Macintosh, Braeburn, Gala… and one mystery variety. (The tag fell off one branch, so we’ll have to wait for the

fruit to find out what variety it is.) The kids were very curious about grafts: imagine six kinds of apples on one tree! It’s also a great opportunity to talk about genetics: how when a bee pollinates a flower, it creates different genetic combinations, and how apples can’t really be grown from seed because the most of the time the genetic variation gives you an apple that tastes terrible. That’s why apples are usually propagated through grafts, but growers also experiment with seed starts to get new varieties of apples. They also select for other traits like the size of the tree… the kids learn how our dwarf tree is an example of genetics at work.

“The kids were very

curious about grafts: imagine six kinds of apples on one tree!”

Are there other ways the new garden has made a difference?

The new space has made a big difference for Obélix, Jean-Philippe’s turtle. Obélix is 16 years old, and he spends most of the year in the school garden. In winter he hibernates in one of the potato beds; we have a “no dig” zone around that area. Then when the weather gets warmer, Jean-Philippe and the kids dig up Obélix and bring him in to the classroom and feed him. After Obélix puts some weight back on—he usually gains about a pound!— he comes back out to the garden. When the

kids are out, he follows them around (slowly) looking for handouts; he likes greens and strawberries. This year, because of the sunnier location, Obélix spent less time hibernating.

What are some of the other classes you teach?

The kids learn about nectar by tasting flowers.

I usually use passionflowers for this. I teach the kids about aphids, too. I always leave at least one aphid-infested plant in the garden, and that way if the students find a ladybug, they bring it over and watch it start snacking on aphids.

And since aphids are edible, sometimes we try them too.

I also teach classes about taste: bitter, sweet, bland, spicy, etc. This year I didn’t grow any hot peppers, but next year I will. If you chop them very fine and let the kids put a tiny piece on their lip or on their tongue, they’ll try it out.

And within half an hour, most of them will eat the pepper.

Is it true that you teach the students to pet honeybees?

If a bee is intent on a flower, it doesn’t mind being touched. So I can hold a kid’s hand in mine and gently stroke the bee’s back. A lot of the kids start off with a phobia of bees, but then they see that they have nothing to fear. ●

La Grande Lessive :

Public Art at EB On March 27, 2014 EB participated in its first ever “Grande Lessive” (Great Laundry).

Founded by the French visual artist Joëlle Gonthier, this artistic movement seeks “to weave a social link through a system of ephemeral art, using devices such as wires and clothespins.”

And it’s not just for artists. As Gonthier points out, it’s the act of doing something collectively, simultaneously, in different places with common tools and objectives that makes it art.

Since late 2006, over two million people have participated in La Grande Lessive in squares, parks, town halls, schools and universities, libraries, museums, theaters, hospitals, neighborhood and cultural centers, retirement homes, etc. Over 60 different countries have joined numerous French cities in this social experiment and we’ve just added Berkeley to the map.

Originally conceived as a way for EB’s Maternelle to showcase its work and create a link with the Lower School, this project grew to encompass all of EB, allowing the students to interact with one another, as well as with the physical space around them. Classes from all levels of the Maternelle and Lower School participated in La Grande Lessive, contributing drawings, paintings, and collages loosely based on the theme “I dreamt that…”. One class even used letters it had written from the perspective of soldiers in the trenches, incorporating a historical aspect into the project.

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The hangings were displayed for a full day, creating a beautiful showcase of art, drawing onlookers from both inside and outside the gates. The students loved seeing their artwork exhibited all over the school, eagerly showing their parents where their works were hung.

We hope to continue this project next year, and we plan to invite teachers, staff members, and parents to participate in this communal movement of shared spaces and social interaction. ●

Author Visit:

Fairy-Tale Mashups with Emile Bravo Towards the end of April, we welcomed author and illustrator Emile Bravo to campus. He led workshops with the Preschool and Kindergarten students and talked about his work with the children.

The highlight of his visit was a game— proposed by kindergarten teacher Emma Ragot—where he made up and illustrated an “instant” fairy tale. The teachers prepared four baskets full of cards: a hero basket, a villain basket, a setting basket, and an action basket.

Mr. Bravo drew one card from each basket… then illustrated the resulting story, much to the delight of the children and their teachers!

Here is the note he sent after his visit: “Et que dire de plus sur le séjour passé à l’E.B. sinon que vous êtes une équipe formidable, chaleureuse et accueillante. Que l’école est un véritable nid d’apprentissage qui se donne les moyens d’offrir aux enfants un enseignement ouvert. Je suis comblé par l’échange avec les gamins et les instit’, je me suis bien amusé avec vous tous et c’est, pour moi, une grande qualité. Bref c’est une chance d’avoir partagé ces moments avec vous.”

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“What more can I say about my stay at EB except that you are a great team, warm and welcoming. That the school is a real nest of learning that works to offer children an open education. The exchange with students and teachers was so satisfying; I had a lot of fun with all of you, and for me that’s very important. In short, I was fortunate to share these moments with you.”

Bravissimo to Mr, Bravo, and to our librarians Colette Lapeyre, Emmanuel Labadie and Sandrine Vilna for organizing such an interesting and enriching program! ●

“La Vie des déchets”:

Teaching Conservation in Fourth Grade What happens to garbage after you throw it away? In March, Françoase Moréliéras’ fourth-grade students researched how long it took for common objects to break down in a landfill, then created posters to educate their fellow students.

Notre maîtresse Françoâse nous a donné ce projet. Il fallait lui donner des matériaux, sauf certains qui étaient impossibles comme le plutonium ou l’uranium. Nous avons apporté des objets en classe. Nous avons fait des recherches sur Internet pour connaître le temps de décomposition d’un objet dans la nature. Pour faire notre poster, nous avons collé (parfois avec l’aide de nos parents ou de Françoâse) les objets et nous avons écrit un texte sur l’ordinateur pour expliquer combien de temps chaque objet met pour se décomposer. Par exemple, un chewing gum se décompose en 5 ans, un Tupperware en 100 à 1000 ans, l’huile de vidange en 10 ans et les piles de mercure ont une vie éternelle.

design our posters we pasted (sometimes with our parents’ or Francoâse’s help) the objects on a piece of cardboard and typed a text to explain how long it takes for a given object to decompose. For instance, a piece of chewing gum decomposes in 5 years, a Tupperware container takes 100 to 1000 years to break down, used motor oil takes 10 years, and the mercury in a battery lasts forever. ●

A Tupperware “ container takes 100 to 1000 years to break down...”

Françoâse, our French teacher, assigned this project [about “the life of garbage”]. We had to bring objects made of different materials, except for those that were impossible to find such as uranium and plutonium. We brought the items to class and we researched on the Internet how long it would take for each one of these objects to decompose in nature. To

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Hands-On Science:

Sixth Grade Trip to Catalina For all EB students, sixth grade marks the beginning of a new, exciting chapter in their lives. Moving to the Middle School, getting their own locker, adjusting to a rotating schedule of classes and teachers are just a few of the novelties they will experience. Another highlight of the year is the week-long science field trip to Santa Catalina Island, just off the coast of Los Angeles.

The group heads out in late spring to the Catalina Island Marine Institute for a five-day adventure of camping, learning, and exploring the island. Middle School Science teacher Suzanne Morris says, “the kids look forward to traveling to an island, sleeping in the cabins, and to all the activities (especially the high ropes and night snorkel) that the older kids have told them about.”

The educational topics covered are numerous and include sustainability, climate change, marine biology, geology—the formation of the island and types of rock found there—and astronomy. Instructors from the Institute direct students in activities and lessons expressly related to the unique environment of Catalina.

The students especially love the science labs in which each topic—invertebrates, sharks, algae, oceanography, plankton—allows them the opportunity to touch, examine, and ask questions in a new way. And then there are all the additional activities: snorkel trips—including the ‘night snorkel,’ where the students observe bioluminescence in

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the water—squid dissection, sea kayaking, nighttime astronomy lessons, hiking, and a ropes course challenge. Not to mention building campfires, playing games, and roasting marshmallows, a staple of any true campout.

A science-filled expedition, the Catalina trip offers both an amazing educational experience outside of the classroom, as well as a great bonding opportunity for students and teachers alike. ●

3D Printing:

G3 Blue’s Class Art Project Every class project in the online auction has a story behind it. For G3 Blue, it’s a story of how art, language and technology all come together. Here’s an account from G3 Blue parent Barbara Hanna:

“Starting from the movie “My Neighbor Totoro” by Studio Ghibli, the G3 Blue class has been making connections to art, literacy, mathematics, and technology —via 3D printing. With each connection, the fruit of their five-month journey has evolved, and grown, culminating in “our Totoro tree”, which they presented at EB’s online auction.

The children were involved in all aspects of making it, and were able to link each step in the process to specific elements of their classroom activities. For example, they discussed metaphors and simile after viewing the movie, which sourced a creative discussion on which words were most apt at describing their Totoros. And they painted the tree before their visit to the Georgia O’Keefe Exhibit at the De Young Museum so that the tree was painted with colors and a style inspired by the artist.

Of course, they were all quite excited to learn about 3D printing in their classroom, making their hand-drawn Totoros turn digital, and then seeing them come back physical!

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Teachers Marion Tobie, Michelle Mebine and Dominique Peytraud gave this project incredible support, and led the children through educational and fun activities including drawing Totoros and other characters. The children very much enjoyed their experience

and are very proud of their piece, which has enabled them to take an active part in the fundraising for their school. Their constant engagement and interest throughout the five months has been wonderful to observe.” ●

Middle School Garden:

New Space and Expanded Curriculum When Middle School students came back to school last September, they were greeted by an expanded garden and a new outdoor classroom. We asked teacher Sue Campbell, who founded the Middle School garden in 2010, about the new space and the gardening IDD. What do students learn in the Gardening IDD? Of course the kids learn how plants grow, but there’s so much more to it than that.

While we were taking out the winter garden. we talked about natural cycles of creation and destruction. Do you take out a plant so you can grow a new one? Or do you let it go to seed so the birds can eat it? Since Barbara Bédrossian also teaches the gardening IDD, some of these discussions take place in French!

How do the students like the gardening IDD? One of the real benefits of the Gardening IDD is that it’s a place where kids make friends. Like all the IDDs, gardening combines kids from different grades, and it also helps the kids feel more at ease and brings out a different side of them. ●

We also had an opportunity to teach practical math. When we were getting ready to install the water catchment system, the students calculated how much water they could collect given the surface area of the roof.

The new space is used by other classes, too.

When the seventh graders performed scenes from “Romeo and Juliet”, they used the outdoor classroom for the tomb scene. It was also a great setting for photography and art… and of course the Green Council uses it as a meeting space!

Tell us more about the catchment system.

Two years ago we were awarded a grant from Synopsys Outreach Foundation, and we used it to install a 550-gallon tank that collects runoff from the roof. In a good storm, it can collect 100 gallons! The tank isn’t our only source of water, but it helps us use less — and just as important, the kids are learning concrete lessons about water use and conservation.

“It’s a place where kids make friends.”

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Author Visit:

Hélène Gaudy Every year, EB brings at least one French author to campus. This year, Hélène Gaudy spent the last week of February at EB, conducting writing workshops with students in fifth to eighth grades. Here is her account of her experience with our students: “Travailler avec des élèves de l’autre côté de l’Atlantique, c’est déjà une expérience. Les faire écrire sur leur environnement, c’est l’explorer avec eux. À travers leurs photos et leurs textes, ils m’ont fait découvrir et j’espère, ont redécouvert, le lieu où ils vivent et les années de leur enfance. Les paysages de leurs voyages — la végétation luxuriante d’Hawaï, une promenade sur le lac Tahoe — et ceux de leur quotidien. On apprend à saisir un fil et à ne pas le lâcher, à creuser les détails, à définir ce qui semblait banal, familier, à le rendre sensible.

Quand un élève bloque, on écrit collectivement.

Les doigts se lèvent, timidement d’abord, puis les idées fusent. C’est comment une ville la nuit ? Comme des lucioles sur des blocs de Lego. Pourquoi pas, c’est joli.

On travaille à partir de photographies, les miennes et celles des élèves. Du CM2 à la 4ème, on creuse les souvenirs, on invente des histoires, on cherche à dire avec le texte quelque chose que l’image ne montre pas — c’est son hors-champ qu’on explore, son espace négatif.

Pendant un diaporama, chacun évoque un souvenir que l’image lui rappelle. Puis, c’est à partir de leurs propres prises de vue que les élèves écrivent.

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On découvre des auteurs, des photographes.

Quels sont les choix de l’artiste pour obtenir

cette image et comment peut-on, avec elle, inventer une histoire ? À partir d’une position, d’un regard, de la composition, de la lumière, on déduit, on devine, on imagine.

Il y a eu des questions, des discussions, des moments studieux, des lectures, des voix timides, des rires, des voix plus assurées.

Il y a eu ces moments que je retiendrai. Le toboggan aquatique d’Ailish et la peur au ventre avant de se lancer dans le vide. La nuit de Noël de Brandon, que chacun a enrichie d’une idée, d’une image poétique. Le sourire d’Alice parce qu’elle faisait « des rimes sans s’en rendre compte ». La neige pour la première fois de la vie de Jordan. La barque de Simon qui fendait les eaux, inspirant à toute la classe de beaux moments suspendus, entre le ciel et la rivière.

Un grand merci à vous tous qui m’avez permis de découvrir à la fois un pays et le regard des enfants qui l’habitent. Vous m’avez donné, avant même d’être partie, l’envie de revenir.”

Translation: “Working with students on the other side of the Altantic is an experience in and of itself.

Having them write about their environment is a way of exploring it with them. Through their photos and their texts, they helped me discover the place where they live and their childhood memories—and hopefully rediscovered it themselves at the same time. Scenery from their travels—luxuriant vegetation in Hawaii, an outing on Lake Tahoe—and from their everyday lives. You learn to grab on to a thread and not let go, to define something that seemed familiar and banal and bring it to life. When a student gets stuck, we write as a group. Hands

go up, timidly at first, and then the ideas gel.

What does a city at night look like? Like fireflies on Legos? Why not? It’s pretty.

We start with photos, mine and the students’.

From fifth grade through eighth grade, we dig through memories, we make up stories, we try to make the text say something that the image doesn’t show. It’s what’s out of the frame, the negative space, that we’re exploring. During a slideshow, each student talks about a memory that the photos bring up. Then, they write based on their own photos.

We discover authors and photographers. What choices did the artist make in order to arrive at their image, and how can we use the image to create a story? Starting from a pose, a glance, lighting, or composition we deduct, we guess, we imagine.

There were questions, discussions, studious moments, readings in timid voices, laughter, more assured voices.

There were moments I’ll remember. Ailish’s water slide and the fear in her stomach before going over the edge. Brandon’s Christmas, that everyone enriched with an image or a poetic idea. Alice’s smile when she realized she was “rhyming without realizing it”. Jordan’s first snow. Simon’s boat splitting the water, and the whole class imagining those moments suspended between river and sky.

Warmest thanks to all of you, who allowed me to discover a country and the perspective of the children who live in it. Before I even left, you made me want to come back.” ●

Marin Headlands:

The Third Grade Goes Exploring

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Alumni Profile:

Bijan White, Class of 2009 Berkeley High (IB program) UCLA

What did you enjoy most about your time at EB and why?

One of the things I have learned to cherish about my time at EB is the cohesiveness of the community. As a student, I felt completely immersed in the school. Maybe this was only an illusion of childhood, but I felt as if I (like every other student) was an essential piece of the student body. We grew up together, experienced life together, and now, as adults, share an intimate past built on precious memories. I have never found such a state of being again, neither in high school nor in college, in which I feel so in tune with the entirety of my school community.

Please describe your current studies.

I am currently a second-year student at UCLA focusing on Economics and Mathematics. I am not sure what I want to do with my future, but in my opinion, no one truly knows the answer to that question anyways. For the time being, I am waiting for the right opportunity to set my life into motion.

How do you feel EB has influenced you?

EB provided me with a window into the francophone world. The gift of French has not only allowed me to remain close with my family in France, but also to operate as a professional within the French community.

I am currently working as a journalist for Opinion Internationale, a French magazine,

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specifically under their section dedicated to Iran. Furthermore, EB inspired in me a deep appreciation for French literature, which I have studied on my own for many years. Such things would have been impossible without my French education, which revealed both possibilities and unexpected passions.

What would you say to parents just starting out at EB? Learning a language and discovering a culture offer a chance to bind oneself to an entirely new society. The role of the parents is to encourage this relationship in hope that the seeds they planted by sending their children to EB will grow into something beautiful and sustainable. In essence, EB is formed upon relationships, whether they be between students, teachers, parents, or cultures. The trick is to take full advantage of them.

Do you feel that EB adequately prepared you for future challenges?

There is little that truly prepares us for what lies ahead because the future is always hidden until it reveals itself as the present.

However, I believe that being comfortable with the unknown is the best way to make you ready for what may come to pass. Life has a way of throwing people into situations that are difficult mostly because we do not understand them. I have found that the best way to deal with the confusing and scary state of uncertainty is to befriend it, which EB has always encouraged. Whether it is by learning a new language, travelling to a new country, or

getting on stage to perform a school play, EB constantly confronts its students with what is uncertain so that they may learn to master the art of shedding light upon the unknown.

Would you send your children to EB? Why? I would love for my children to have a connection to the French world so I would definitely consider sending them to EB. The school has as much to offer as French culture itself and educates its students in a way that they step into adulthood ripe with potential.

Is there anything else you’d like to share?

The friendships made at EB are truly one of the most important aspects. To this day, many of my closest friends were my classmates from EB. Not every friendship from EB will last (that would be a miracle), but those that do run very deep. The friends I have kept from EB are absolutely integral and essential to my life, even now that college has scattered us all over the country. Of all that EB has offered to me, I value above all else its blessing of friendship. â—?

Alumni Profile:

Saleh Tyebjee, Class of 1999 College Preparatory School UC Davis

What did you enjoy most about your time at EB and why?

One of my favorite parts of EB was the diversity and eclectic nature of the teaching staff. I recently had a conversation with someone who was amazed that I could remember my teachers from elementary school.

I doubt many EB grads could ever forget science walks with Michael Rossman or how well Philippe [Moura] could handle an unruly ten-year-old. They were the type of teachers you would not get at any other school. I truly hope there is a Michael Rossman out there somewhere to teach my children some day.

Please describe your current work.

I work as an aerospace engineer for Aerojet Rocketdyne. The company develops and produces rocket propulsion technologies of all types. I work on the high powered turbine driven pumps which pressurize rockets propellants so that they can be burned efficiently; that energy is then used to deliver the force needed to lift the rocket. It’s a very cool feeling to see a rocket launch with and engine you helped build firing underneath it.

How do you feel EB has influenced you or led you towards your choice of profession?

I have always been good at and enjoyed science and math. EB fostered that interest by providing a unique approach to science and math curricula. Starting in sixth grade,

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we had “English Math” and “French Math.”

At the time (and possibly still), the English class focused on algebra and later pre-calculus while the French class focused on geometry.

This split helped students understand the very nature of math as a broad-spectrum tool or language, rather than a narrow-focused class subject. I have found that the most successful engineers see the tools of their trade such as math and coding as languages finely tuned to solve certain types of problems. As students who had already spent many years learning multiple languages, I think EB students are uniquely adapted to learn the language of mathematics.

What would you say to parents just starting out at EB? Buy your kids French language cartoons… they’re way better!

Describe your favorite memory from EB. While there are many good memories from EB, I can’t look past our class trip to France as the top memory. We were very lucky to have that as part of the experience. If nothing else, I learned that if I ever start to feel like I’m forgetting my French, a trip to France will bring it back just like riding a bike.

Would you consider sending your children to EB? Why? Public discourse about education in our country often focuses on the BEST way to teach our children. I think EB is evidence that instead of finding a one-size-fits-all approach

to education, we should allow kids to learn different things in different ways. EB has a unique style of teaching, which over the course of a student’s time there parlays into a unique style of thinking. “Thinking outside the box” sounds cliché, but when children are raised with a unique style of thinking, it allows them to find solutions that others don’t see, be leaders in their fields, and generally lead unique lives. EB was a great place to foster unique people.

We heard you have a unique and interesting hobby. Could you tell us about it?

I picked up Australian football in 2009 after moving to Sacramento for work. The sport is kind of like a full contact version of soccer where you can use your hands; it has similarities to rugby, but is very much its own sport. That same year I got invited to try out for the development squad for the USA Revolution, the US National team with players from all over the country. I was then selected to the senior squad to participate in the International Cup in 2011, which is a triennial tournament in Australia. In 2011, we came into the tournament ranked 7th and fought our way to finish in 4th place out of the 18 teams playing. I am returning this year and we are hoping to improve on our finish and crack the top three which currently are Ireland, Papua New Guinea, and New Zealand. I also help run kids’ clinics to teach the game to elementary through high school students in the Sacramento area. If I ever find myself back in the Bay Area, I’d love to bring a clinic to EB! ●

Alumni Profile:

Aaron Firestein, Class of 1999 Athenian School University of Oregon In January 2014, Aaron was named as one of Forbes Magazine’s “30 Under 30” list of promising young entrepreneurs.

What did you enjoy most about your time at EB and why?

Looking back, my days at EB were some of my best. It’s pretty incredible that a lot of the people I met back then are still very close friends today.

Please describe your current work.

I am the Co-Founder and Chief Artist of BucketFeet, an artist-designed footwear brand based in Chicago. We collaborate with artists all over the world to create really fun, unique shoes. So far we have a network of 4,000 artists from over 60 countries. We believe art is for everyone and think that shoes are a perfect platform to spread that message.

How do you feel EB has influenced you or led you towards your choice of profession?

Going to EB was one of the best things to happen to me. Learning a foreign language at a young age gave me confidence and a level of curiosity about the world that I don’t know if I would have had otherwise. In 2008, I bought a one-way ticket to Buenos Aires, Argentina with no real plans but to learn Spanish. That’s where I met Raaja Nemani, an ex-investment banker who had quit his job to travel the world.

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We hit it off after volunteering with kids in the villas (slums) of the city and became friends. I shared my fun side-hobby, customizing shoes, with Raaaja and he bought a pair off of me and continued traveling with a story on his feet.

That was really the start of Bucketfeet. Two years later, he reached out to me with a plan to turn my side hobby into something more and we’ve never looked back. I think that attending EB really opened the doors for me in terms of being open to different cultures and ideas.

What would you say to parents just starting out at EB? That they’ll be glad they sent their kids there. It was a wonderful experience.

Describe your favorite memory from EB. I used to love Michael Rossman’s classes… there too many memories to count. I’m probably not the first one he made an impact on.

Do you feel that EB adequately prepared you for life after EB? Do you feel you are a citizen of the world?

Absolutely. I think learning a new language and being surrounded by so many different ethnicities and nationalities made me realize at an early age that the world was an amazing place. The curriculum and teaching staff were excellent as well—something that definitely deserves to be highlighted.

Would you consider sending your children to EB? Why? I definitely would. Learning a foreign language opens the world up to you. ●

Alumni Profile:

Will Brady, Class of 2006 Saint Mary’s College High School UC Santa Cruz

What did you enjoy most about your time at EB and why?

I most enjoyed the diverse student life present at EB. It profoundly affected me, and prepared me to not only be tolerant, but also interested in all other cultures that weren’t my own.

What would you say to parents just starting out at EB? Rest assured! Your child can get along here without you being able to speak the French language! It was a challenge for me at times but nobody in my family (except for my sister who had attended EB before me) had any background with France or the French language, and I left fluent, and ready to use my bilingual skills!

Please describe your current work.

I am an artist and am currently working in two-dimensional pen drawings and wood/ metal sculpture work. As far as my drawing work goes I would like to continue my fine, detailed work on a larger scale. I also want to incorporate more politics in my drawings. For sculpture, I am currently interested in pursuing light work. I have just begun to take an interest in light work and can see my art career leading down a “luminous” path.

How do you feel EB has influenced you or led you towards your choice of profession?

EB allowed me to think critically in more than one language. But I wasn’t just learning how to speak and write in another language. I was learning the art of another language and the history of its culture. In this way I learned to value differences in people and culture. I learned it was better to ask questions and to be open to receiving a variety of answers. I am who I am today because of the support I received at EB. I always felt a sense of community both from my fellow students and from teachers. I was always given the individual attention I deserved, though I never wanted to admit it was good for me until I was much older and wiser.

Describe your favorite memory from EB. I loved the days when Jeff Rodriguez [Coach] would bring us to San Pablo Park and we would host the middle school sports competitions.

Do you feel that EB adequately prepared you for life after EB? Yes, I feel that EB more than sufficiently prepared me for schooling to come. The foundation set at EB was a great jumping-off point for future academic challenges. In fact I remember saying to my friends that eighth grade at EB was more challenging for me than freshman year of high school. ●

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Alumni Profile:

Pia Hauch, Class of 2003 Bentley High School Stanford University

What did you enjoy most about your time at EB and why?

In addition to the language piece—learning a second language from such a young age is so beneficial and always sticks with you—one of my favorite things about EB was the small class size and intimate community feeling. Our class was comprised of the same group of students from the very beginning, and we really grew up together. I felt like this was my second family, a wonderful international family who I could always count on.

Please describe your current work.

I work at La Boulange, the Bay-Area-based bakery that Starbucks acquired in 2012. I joined as the project manager for the manufacturing and product development team—we are in charge of the overall food vision, platform assortment and strategy, thinking through how to increase sales and customer perception of food at Starbucks. Our mission is to build a food culture within a company whose core competency is coffee. With 50 million customers coming through our doors every week, we have the opportunity to have a huge impact! The added bonus is that I speak French on a daily basis since the founder of La Boulange, as well as many of the team members, are French.

How do you feel EB has influenced you or led you towards your choice of profession?

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I think learning another language at such a young age opens many doors for EB graduates.

Not only does it open kids’ eyes to different cultures early on, I truly believe it shapes how you interpret and synthesize information— something that has helped me in all facets of my life, from music, to college, to the interview process. I know too that having such a wonderful support system while growing up at EB really gave me the confidence to go after what I want. It helped me place value on lasting friendships and identify the types of people that I want to surround myself with in my life.

What would you say to parents just starting out at EB? Your kids will love the Cahier de Textes… that was always my favorite part of starting the school year!

Describe your favorite memory from EB. The field trips we got to take were always the best. Pioneer camp, Yosemite, Washington DC…. we were very lucky! Our fifth grade trip to France is definitely at the top of the list; how many ten-year-olds get to go to France with all of their friends? I also always loved the tradition of the Galette des Rois in January, something only kids at French schools will know about.

Do you feel that EB adequately prepared you for life after EB? Do you feel you are a citizen of the world?

I would like to think that I am a citizen of the world, and continue to grow as one. EB helps

kids think differently—you’re taught very early on to be open, accepting and curious of new cultures and experiences, something that I think is very important in today’s world. The trips we got to take, for example, speak volumes about the opportunities offered by EB and their commitment to fostering open-mindedness and interest in other people and lifestyles.

From an academic standpoint, we were taught most classes in French and English (geometry in French, algebra in English; European history and American History). Taking classes in both languages is a challenge but when you don’t know any better, it becomes a norm— and, in hindsight, a really unique way to learn. I must admit, though, I still have trouble with that tricky French grammar!

Would you consider sending your children to EB? Why? Absolutely. I had great experiences at EB and would want my kids to experience that same type of opportunity.

What do you like to do outside of work?

I am an avid runner and very passionate about food. I started a blog a few years back about the San Francisco food scene—a great way to justify all the money I spend eating out! I truly love exploring different cities and I believe the best way to do that is through running— mapping out the different parts of the city on foot—and discovering the food that makes each place special. ●

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Middle School Sports:

Jeff “Coach” Rodriguez Ask any EB graduate about their memories from Middle School, and they’ll almost certainly tell you about Coach. Jeff Rodriguez, known to students and teachers alike as “Coach,” has been the Middle School PE teacher and after-school sports coach for the past 23 years.

and excited, but it’s a task I truly enjoy.”

As you might expect, Coach is quietly excited about the new basketball court and soccer field being built on the new Lower School playground. The athletes would be thrilled

The current after-school sports program includes flag football, basketball, and volleyball teams, all of which are coed. The EB teams are well-respected in the East Bay Independent Athletics League, where the Jaguars have racked up an impressive 44 championships during Coach’s tenure.

Some of that success may be due in part to the way the PE program is organized. Rather than a series of endless miles and push-ups, the students play real sports, which alternate nearly every month. Flag football, basketball, volleyball, hockey, soccer, baseball…all are part of the PE rotation. It’s one way Coach keeps the kids engaged: instead of getting bored with a repeated exercise, they are exposed to a stream of different activities. Additionally, if they don’t love a sport, he encourages them to wait for the following month, when the change might bring something they’ll enjoy more.

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Coach says the biggest asset of EB students is their level of intelligence and comprehension.

Complicated football plays are a breeze with such quick studies. Notes Coach: “It’s incredibly rewarding to teach kids who are inspired to learn and want to be here. It challenges me to make sure these kids are involved

to have fans and spectators at their afterschool games, and the grass opens up many possibilities for PE. From the way the Middle Schoolers remember sports at EB, we’ll be lucky to have Coach for another 23 years. ●

“It’s incredibly rewarding to teach kids who are inspired to learn... It challenges me to make sure these kids are involved and excited, but it’s a task I truly enjoy.”

Middle School Performances:

Music, Art and Drama This year marked the beginning of a new format for Middle School performances. In years past, the Drama and Music programs worked in parallel, and the students gave two separate performances on the same evening while their artwork was displayed on the walls.

This year, Music teacher Barbara Bédrossian, Drama teacher Maurice Charrière and Art teacher Dominique Peytraud all collaborated, with wonderfully entertaining results. They wrote original plays—one for each grade—that incorporated music, then made sets and props in Art class.

Here are a few snapshots from the seventh grade’s production, “Tempus Fugit”, a musical time-travel extravaganza. ●

Rallye Maths:

A Nationwide Contest Organized by the Association of French Schools of North America, the Rallye Maths offers students and teachers a chance to tackle French mathematics problems in a fun, group-oriented format. Rallye Maths—in which over 6,500 students participated this year— is a contest featuring logic problems for students from kindergarten to fifth grade. Students work in teams and solve problems as a group, competing against children from all over the country.

“The kids love it. They like working together, they feel connected to other schools across the country engaged in the same project, and of course, they love to win medals!”

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This spring, Rooms 5, 7, 8, 9 31, and 32 each participated in the contest. In each round, the class is divided into groups, and each group works on a piece of the problem, coming together to present their combined work as a whole. Far from just focusing on math skills, Rallye Maths also builds teamwork, collaboration, and collective problem-solving.

The vision of the contest founders is to create a positive and dynamic view of math, where students are introduced to the scientific process, develop a sense of autonomy and independence, learn about organization, and work on language skills while debating, defending, and presenting their work.

All participating teachers believe the Rallye Maths contests are great for both the students and the teachers. One told us, “The kids love it. They like working together, they feel connected to other schools across the country engaged in the same project, and of course, they love to win medals!” In addition to sparking excitement about math, the Rallye Maths also gives the teachers a chance to study the children from a different perspective. As they become the observer rather than the observed, allowing the students to make their own decisions and choices, they can see how well the students collaborate, spot areas where they are doing well and ones on which they need to concentrate. It’s good practice to start a project like this at such a young age; it helps prepare the students as they get older and the problems become more challenging. We’ll bet that participation in this contest will continue; we love any program that can get kids excited about math and our Rooms 5 and 9 received a “Diplôme d’or”! Congratulations to all of the students and teachers who participated! ●

Patrice Zauret:

Lower School PE Teacher and After-School Coach For the past sixteen years, Patrice Zauret has been the heart and soul behind the Lower School’s PE and after-school sports programs. We met with him to learn about his coaching philosophy and why he loves EB.

How would you describe your philosophy towards physical education?

With each individual PE class, I try to create a team. The purpose of a team is not just to win, but to help guide and instruct students, to allow them to really blossom through the program. When they arrive in my class, the students are at different levels; they have different abilities and levels of comfort with sports and outdoor play. My objective is always to include everyone. The number one thing I try to instill in the kids is the idea of playing together, while respecting each other. This, above all else, allows the kids to learn, enjoy themselves, and stay safe, building confidence in themselves and their teammates.

You are a strong proponent of “psychopedagogy.” Can you explain how that informs your process of teaching PE? Psychopedagogy is the philosophy that the process of learning should be based on the developmental stage of the child. For teachers, this means their programs should be adapted to the physical and emotional development of the child. I try to use this approach in all of the exercises, games, and sports that I do with the kids. I strive to be patient, methodical, and optimistic in my teaching, making sure that all of the kids’ different needs are met throughout the class. I see the potential in every one of my students, and it is my job to help them realize that potential.

You also helped found EB sports teams for younger students. Can you tell us about that?

In 2002, we founded the first EB soccer teams, for girls and boys of different ages. Typically, the parents help recruit players, then I lead the coaching. It’s great to have the parents’ involvement and I really work in conjunction with them to coach these young players. For the past two years, EB has also had a basketball team for elementary students, competing against students in other leagues. The kids and parents really enjoy these teams, and I truly love being a coach.

How do you feel about after-school sports and club teams?

I am a big supporter of after-school sports and clubs, whether they are through EB or through another organization. Club teams give those students who wish to deepen their knowledge of sports a chance to do so, and to learn the true value of teamwork. Having played soccer for much of my life, I would always encourage young athletes to join a team of the sport they love!

What do you like most about teaching at EB? Throughout my many years at EB, I have found that the greatest gift I have received as a teacher is the diversified and global perspective that this unique school provides. The diversity of the students at EB is exceptional; each one is truly unique. Being in this environment continues to teach me about inclusivity and being sensitive to the differences in our kids; I have been able to learn about new values that are different from my own. It’s an experience I could not have had anywhere else and that I wouldn’t trade for anything.

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Trip to France:

Eighth Grade Exchange

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From EB to High School:

What’s the Process?

Choosing which high school to attend is one of the most important decisions students and parents will have to make before leaving EB. Though the process of making a decision about high school can seem daunting, there is much guidance and support provided by EB.

My name is Douglas Gostlin, and I am the High School Placement Counselor and the Middle School Counselor. In my role as the High School Placement Counselor, I work closely with students and parents, helping them each step of the way through the high school process.

In addition to working with the students and parents, I am in frequent communication with the admissions directors at the high schools and collaborate with them throughout the admissions process. The vast majority of the students (95% on average) applying to private high schools get their top choice.

EB students are highly sought-after by these top private schools for their unique qualities.

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EB students are highly sought-after by these top private schools for their unique qualities.

They have been described by admissions directors as being ambitious, dynamic, and globally minded, as well as caring, creative, and independent. Being bilingual (and in some cases trilingual and quadrilingual) is an asset that sets EB students apart from other applicants and gives them an edge over students from other schools.

In my nine years at EB, I have had the opportunity to assist students in finding the best-fit high school for them. For some students, the International Baccalaureate program at Berkeley High School is the best fit. For others, it is a private or boarding school on the East Coast such as The Spence School in New York City or Concord Academy in Massachusetts. Or others may find The College Preparatory School or International High School to be the best match for them. Whether they’re applying to a private high school or learning about the registration procedures at a local public school, there is much help along the way.

At each grade level, there are steps in the high school process to consider. The procedure does differ between considering a public school and considering a private high school. Students do not need to apply to a public school; they just need to live in the district and meet the registration deadlines. Applying to a private school is a much more intensive process, and there are many procedures to follow and deadlines to meet. Though I have talked with families as early as those entering preschool about high school options for their children, the actual formal process does not start until middle school.

Applying to a private high school is very similar to applying to a college/university, but on a smaller scale. One advantage of going through

this process is that in addition to getting accepted into some of the top high schools (see placement history for EB), students get practice and support in interviewing, taking standardized tests, and writing essays. They also get the opportunity to visit some of the top high schools in this country and meet EB alumni who are attending them. As Nelson Mandela said, “It always seems impossible until it’s done.” And I will help make sure you get it done.

For questions or comments, please contact me at dgostlin@eb.org.

Douglas Gostlin High School Placement

EB Placement 2009–2014 French Education (17%) International High School Lycée Francais de San Francisco French Schools Abroad Independent Schools (24%) Athenian School Branson School College Preparatory School Concord Academy (MA) Head-Royce School Lick-Wilmerding High School Marin Academy The Spence School (NY) Other Religious (13%) Bishop O’Dowd High School Carondelet High School De La Salle High School Saint Mary’s College High School Public (46%) Berkeley High School (87% in IB) Oakland Technical High School Other

“Being bilingual... is an asset that sets EB students apart from other applicants and gives them an edge...”

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