Connect: Montessori More Than A Name (Fall 2019 Vol 4 Issue 1)

Fall 2019 | Vol. 4 | No. 1

Connect A Magazine for the Eton School Community

What’s in a Name?

Each year, Monica Maling, our Director of Development, and I host informal meetings with new families.

This year, we have been fortunate to have Sonja Everson, our Director of Admissions and Enrollment Management, also join us. We enjoy this opportunity for parents to meet and become acquainted with administrators they may not see every day and for them to learn a bit more about Eton School and its history. It is also a chance for us to get to know new families and hear about their transition into the Eton School community.

One question which I regularly ask of the parents of new younger students is, “When looking for a school for your child, were you looking for a Montessori school, or simply looking for a good school?” As a school without “Montessori” in its name, we realize that some prospective parents may inquire about the school and our program without being familiar with Montessori philosophy and methodology. I am always curious as to how parents approach the decision-making process of finding a school and placing their trust in that school to educate and nurture their child.

It is, furthermore, ironic that the presence of “Montessori” in the name of a school has so little relationship to the school’s actual authentic use of Montessori philosophy and methodology. When Dr. Maria Montessori developed her theories about educating children and refined the practices that are Montessori education, she did not trademark the Montessori name, nor take out any patents on the Montessori methodology. The result is that any school can use the Montessori name in any way it chooses, and many parents are unaware of the wide spectrum of authenticity there exists among “Montessori” schools.

According to an article from The Hechinger Report, “Out of more than 4,000 so-called Montessori schools across the country, only 1,250 are affiliated with the American Montessori Society (and only 204 are AMS-accredited) . . . .” Accreditation is the gold standard of Montessori authenticity. The American Montessori Society (AMS) outlines ten steps in what they call the ‘Pathway of Continuous School Improvement”; the tenth and final step is accreditation by AMS. Eton School is proud to be dually accredited by both AMS and the Northwest Association of Independent Schools (NWAIS).

In this issue of Connect, you will find more illustrative and more in-depth explanations of how Montessori philosophy and methodology are implemented in the Pre-elementary and the Lower Elementary programs and help influence the program in Upper Elementary and Middle School. I hope you enjoy this exploration of what it means to be Montessori in name and practice.

Russell Smith, Head of School

Montessori: More Than A Name

Connect A Magazine for the Eton School Community

Maria Montessori: The Early Years

by Holly Fleming........................................................................................................................................ 2

The Montessori Planes of Development

by Chris Music............................................................................................................................................ 4

Montessori in a Data Driven World

by Lindsey Farmer, Angela Kim, Ashley Tajeda, and Julie Sauvage............................................... 6

Montessori Influences Within Our Middle School

by Laura Moore....................................................................................................................................... 10

Teaching Financial Literacy With Real Life Investments

by Jason Mallon....................................................................................................................................... 13

Social and Emotional Learning at Eton School

by Kris Meyer Gaskins.......................................................................................................................... 14

Read More On Montessori.................................................................................................................17 Glossary of Montessori Words and Terms............................................................................... 18 2018–2019 Annual Fund: You Are Amazing!

by Monica Maling.................................................................................................................................... 20

Annual Report: 2019 Fiscal Year Financial Update

by Jason Mallon....................................................................................................................................... 22

Life‑Long Learners Welcome Faculty and Staff................................................................................................................ 25 Alumni Update......................................................................................................................................... 26 Alumni, Stay Connected!.................................................................................................................... 27 Follow Us and Stay Up to Date With All Things Eton!..................................................... 27 Connect Authors and Contributors............................................................................................. 28

Fall 2019 Volume 4 | No. 1 © 2019 Eton School www.etonschool.org 2701 Bellevue‑Redmond Road Bellevue, WA 98008 Phone: 425.881.4230

Maria Montessori: The Early Years

by Holly Fleming Pre‑elementary Teacher (Age 3–K)

Born in Italy in 1870, young Maria Montessori never wanted to be a teacher because her school days were spent in segregated, dull, colorless rooms, listening to dry lectures, reciting uninteresting lessons, while sitting on uncomfortable, hard benches. When she graduated from primary school at age twelve, Maria made a shocking announcement to her parents that she did not want to attend the classical school for girls but instead wanted to go to the boys’ technical school to study math. Still, while the subjects of history, geography, and math were interesting to her, the method of delivery was tedious.

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After graduating from technical school in 1890, Maria made another shocking decision: she wanted to become a doctor at a time when no woman in Italy had gone to medical school. Despite numerous difficulties that included doing her anatomy work late at night in isolation from her male classmates, Maria persevered, and at the age of twenty‑five, earned the title Dottoressa. She became the first female doctor in Italy.

While working three jobs practicing medicine, Dr. Montessori became fascinated with psychiatry, particularly after her observations of children in an asylum. These children confined in empty rooms with nothing to stimulate them seemed lifeless. Dr. Montessori became convinced that she could help these children by creating a stimulating environment where they could learn through their senses.

She worked diligently for years promoting her ideas in lectures and writings, and finally was able to work at a school in Rome for children with emotional and mental challenges. She designed many hands‑on learning materials. In time, the children learned to identify letters and to read. These once emotionally and mentally challenged children passed a reading and writing test for “normal” children at a public school.

Dr. Montessori now wondered how her teaching methods would work with children of typical mental capacities.

The opportunity to open her school came in 1907 in a tenement housing facility in the San Lorenzo slum district of Rome. About fifty unruly children needed a structured environment while their parents were at work.

The first Montessori school, Casa Dei Bambini, opened on January 6, 1907 and was a school like no other.

The child‑friendly classroom comprised of hands‑on materials drew the children into work. Montessori observed children choosing materials, focusing with deep concentration, repeating tasks frequently to gain competency and learning to take care of themselves and their environment. It seemed a miracle when four‑ and five‑year‑old children learned to write and read after repeatedly tracing Sandpaper Letters with their fingers and saying their phonetic sounds. Word spread of this seemingly miraculous school. Professionals in education, medicine, and journalism visited the Casa Dei Bambini. Many people entered with skepticism but left in amazement.

Throughout her long career as a life‑long learner, Dr. Montessori’s observations informed her of what, how, and when students learn. She learned that children have “sensitive periods” in which there is an optimal time for them to learn various skills or gain knowledge.

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“It is not true,” says Dr. Montessori, “that I invented what is called the Montessori Method.

I have studied the child, I have taken what the child has given me and expressed it, and that is what is called the Montessori Method.”

On a rare vacation in 1909, Dr. Montessori began writing about her work and educational method.

The Montessori Method was published in twenty languages within three years. It and other writings

by Maria Montessori have been required reading of Montessori teacher training courses for many years. By 1911, Montessori schools opened in China, Australia, Canada, and the United States.

Dr. Montessori began teacher training courses. In her lifetime, she traveled throughout the world, continuing to develop her method of education. ❧ Resources O’Connor, Barbara, Mammolina: A Story about Maria Montessori. Minnesota: Carolrhoda Books, 1993.

Shephard, Marie Tennent. Maria Montessori: Teacher of Teachers. Minneapolis: Lerner Publications, 1996.

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The Montessori Planes of Development

by Chris Music Lower Elementary Teacher (Grades 1–3)

Maria Montessori was alive at an amazing time for a dive into the understanding of Human Development. With her background in anthropology and the science of human development being researched by her contemporaries, Piaget and Vygotsky, she worked to solidify her ideas of the Four Planes of Development through direct observation. These Planes represented the many physical and psychological changes we undergo as we develop into adults. The Four Planes are described as Infancy, Childhood, Adolescence, and Maturity. These stages are broken down into six‑year cycles with the initial three years representing the acquisition of skills and the next three year representing the refinement of those skills.

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The First Plane of Development, called Infancy, revolves around developing physical and biological independence from birth until six years of age. The ability to be mobile, weening for food independence, and repetitious behaviors, like stacking and placing in rows, are aspects of this Plane. It also focuses on developing mental independence through environmental exploration, the refinement of fine motor skills, speech through language, and a greater ability to focus on extended tasks.

The Second Plane of Development, Childhood, begins and ends between the ages of six to twelve years. This Plane is all about the development of the imagination and the construction of the social self. Children work to define who they are as individuals and how they fit into society by creating tight social groups in which to work and practice social policies. The idea of outward empathy and social norms are forged in this Plane as well. It is also one of the most intense periods of learning and their ability to absorb information is exceptional.

The Third Plane of Development, Adolescence, occurs from the ages of 12–18 and is a time of great reflection and social turmoil. This is the age of constructing the moral self and involves the need for self‑expression and self‑reflection. It is a time of intense physical growth which also comes with an increased need for sleep and an abundance of nutrition. These young adults have an intense need for total social independence from their parents and an overwhelming drive for peer acceptance. At this point, they are trying to see themselves as positive members of society.

“The child’s development follows a path of successive stages of independence, and

our knowledge of this must guide us in our

behavior towards him. We have to help the

child to act, will and think for himself. This is the art of serving the spirit, an art which can

be practised to perfection only when working among children.”

~Maria Montessori The Absorbent Mind (p. 257)

The Fourth, and last Plane of Development called Maturity, is from 18–24 years of age. This Plane finalizes the evolution of the personal and social policy that individuals will use to govern their lives. They will finalize their ideas of spiritual and moral independence and move into another intellectual period of mass information absorption.

The Planes of Development were developed through years of observation and analysis. They can be broken down into the basic concepts of first, create the individual, second, explore society, third, experience society, and fourth, enter society as a contributing member. By using them as a guide, teachers can explore the curriculum to best serve children at their peak states of absorption and reflection. Observing children and acknowledging their Developmental Plane allows the maximum amount of knowledge acquisition and personal growth to occur for each individual. This is the primary goal of helping the whole child fulfil their commitment to grow into a happy and prosperous individual. ❧

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Montessori in a Data Driven World

by Lindsey Farmer, Angela Kim, Ashley Tajeda, and Julie Sauvage Lower Elementary Teachers (Grades 1–3)

Every parent is familiar with standards, norms, and data. Moments after a child is born, they receive an Apgar Score that rates their health on a standardized scale.

As the child grows, they visit a health care provider where they are weighed and measured for both length and head circumference. The results are then compared to a norm established using data from a peer group. Each new set of data is compared to the previous ones to note the health and physical growth of the child. Also, parents watch for milestones—when they sit, talk, and walk. Although an age‑range is provided for these important moments, they are not set in stone. Some children reach them early and others later because each child is unique and reaches it when they are ready. Parents understand and become comfortable with this process.

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As the child grows older and enters school, standards and norms continue to be applied. In most traditional schools, the standards and norms are grades and test scores. Like the height and weight measurements they received from their health care provider, these grades and scores compare one student to peers in the same grade in the classroom, state, or at the national level. What is missing in these standards is the understanding of the child as an individual learner. A Montessori education excels at providing a complete picture of each child’s educational journey.

Montessori is a child‑centered and process‑oriented model of education. Rather than working toward a grade report or a standard indicative of mastery based on peer data, the emphasis is on the process of learning.

Research shows that optimum learning happens when the brain is challenged, so errors and mastery are equally embraced as part of the process. Students do not need to fear a challenge because errors are not equated with failure. When errors happen, they serve as a way to create deeper learning by figuring out how to fix them, which leads the student on a journey towards mastery. In a Montessori classroom, there is adaptability built into the program to allow for, embrace, and enhance the students’ interests in order to inspire learning and sow the seeds of knowledge that lead to greater inquiry and exploration.

“Our care of the child should be governed, not by the desire to make him learn things, but by the endeavor always to keep burning within him that light which is called intelligence.” ~Maria Montessori Spontaneous Activity in Education (p. 240) The teacher in a Montessori classroom is a prepared and trained observer who continuously observes and assesses a student’s growth, knowledge, and engagement.

Maria Montessori in speaking during a training course noted the importance of being a prepared observer: Any methodical observation which one wishes to make requires preparation. Observation is one of those many things of which we frequently speak, and of which we form an inexact or false idea. It should be sufficient to consider what occurs in all the sciences that depend upon observation. The observers in the various sciences must have a special preparation. For instance, one who looks through a microscope does not see what exists there unless his eye is prepared.

It is not sufficient to have the instrument and to know how to focus it. It is also necessary to have the eye prepared to recognize the objects.1 1. Maria Montessori, “Suggestion and Remarks on Observing Children” From London Training Course 1921, Lecture.

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She went even further in equating the role of observation to that of a scientist when she wrote: The vision of the teacher should be precise like that of the scientist…she has an exact task to perform, and it is necessary that she should put herself into immediate relation with the truth by means of rigorous observation….2 As a prepared, trained observer, the Montessori teacher guides each student in constructing their knowledge over three years through the material‑rich, engaging environment, which is structured to help foster positive work habits such as independence, focus, organization, and initiation. The teacher measures student progress through observation and analysis of work while interacting with the student as a person and learner.

Through observing, the teacher collects “data,” and is prepared to meet students as individuals and unique learners and provides the scaffolding to help them reach new heights of academic and personal growth.

The teacher continually assesses a student’s growth, knowledge, and engagement and presents lessons as the student is ready, rather than in a predetermined order and timing that suits a state standard. Individual student work is evaluated for accuracy, material use and support, readiness for abstraction, peer interaction when learning, and a watchful eye for any avoidance of specific activities, materials, and lessons. When avoidance is 2. Maria Montessori, Advanced Montessori Method Vol. 1.

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observed, the teacher evaluates why it is happening and how to guide the student with the work. When a specific interest is sparked, the teacher guides the student to pursue that interest at a more in‑depth and broader level.

Classroom materials also play an essential role in helping the teacher to observe and understand how and what a student is learning. Some materials have a built‑in control of error, so it directs and guides a student’s learning as well as comprehension. All materials move from concrete to abstract in their presentation.

When a student successfully translates the information to abstraction, the teacher knows that the student thoroughly understands the concept and is ready for the next level of difficulty or a lesson on a new concept.

In a Montessori classroom, value is also placed on “soft skills,” such as attention, engagement, independence, communication, flexibility, teamwork, accountability, and time management. These skills are intertwined into the day‑to‑day of a student and work in tandem with academic skills. “Soft skills” create a student’s school experience that contributes to the development of character traits, such as internal drive, curiosity, leadership, empowerment, and a feeling of individual value as a human. Trust develops organically between the student and the teacher with the development of these skills resulting in the feeling of belonging and acceptance in the classroom and school community.

Students who are self‑confident and feel valued by their school community will find meaning in learning and develop into lifelong learners.

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With all this observation, assessment, and scaffolding “data,” the teacher is prepared for more than assigning grades or comparing the student to a standardized chart. Scholar and author Alfie Kohn writes: The most impressive classrooms and curricula are designed to help the teacher know as much as possible about how students are making sense of things. When kids are engaged in meaningful, active learning—for example, designing extended, interdisciplinary projects—teachers who watch and listen as those projects are being planned and carried out have access to, and actively interpret, a continuous stream of information about what each student is able to do and where he or she requires help.3 So how does all this observation, assessment, and “data” transfer to a grade report? As mentioned earlier, traditional schools and teachers determine grades based on product‑driven work, test scores, and standardized norms for peers at the same grade level. For parents who went to traditional schools, there is comfort in the ease and clarity of this method. However, neither a letter grade or data 3. Alfie Kohn, “Why the Best Teachers Don’t Give Tests” Alfie Kohn Blog, October 30, 2014, https://www.alfiekohn.org/blogs/no-tests/

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point on a standardized chart fully represent the complexity of a student’s learning, effort, progress, strengths, or challenges.

The goal of Eton School’s Parent Conferences and Grade Reports is to communicate growth beyond a status check based on a standardized norm. The tools are meant to provide for a better understanding of the journey a student is making. Goal setting and discussions take place during Parent Conferences.

Follow‑up conversations and emails continue the communication. Grade reports serve as a check‑in point and distillation of observations and conversations of a semester of learning. This twice‑a‑year assessment communicates the overall growth of each learner including work skills and habits as well as academic, social, emotional, and physical development.

As noted in the opening, shortly after being born, a child receives a score. It is the first of many data points in life. A Montessori education, however, has more to offer than data points of grades and standardized norms.

In a Montessori classroom, each child follows a path of learning and growing. Teachers and parents partner in conversation to paint a picture of the whole child.

Through this collaboration and partnership, parents gain confidence in their child’s learning progress and understand their child as a learner more thoroughly than a letter grade or standardized norm would ever provide. ❧

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Montessori Influences Within Our Middle School

by Laura Moore Middle School Teacher (Grades 6–8)

Our Middle School level from grade six through grade eight, comprises a critically formative developmental period that can be emotionally challenging. Adolescents sometimes negotiate intense feelings running an emotional gamut—demanding independence while valuing support, seeking peer acceptance while yearning for the freedom to express oneself as an individual. With this in mind, we purposefully designed our middle-school program with a robust Montessori influence.

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Our Middle School follows Montessori’s three‑year cycle, with students receiving the benefit of working with the same team of teachers for all three years. The teachers become trusted mentors, so in addition to opportunities for rigorous academics, students have space for embracing new experiences, work to develop patience and self‑resilience, and learn to appreciate personal talents and the diverse talents of others. They ultimately come to realize that they are a unique, valuable contributor to the community at large.

During sixth grade, students gain a middle‑school introduction within their classroom environment and then mix with the seventh‑ and eighth‑grade students during lunch, recess, some group projects, and transition times. Sixth‑grade adolescents need opportunities for self‑expression as they learn to construct personal meaning of their interactions with academics, peers, and teachers. Working in their small class, they must practice negotiation strategies even with those with whom they may not agree, just as adults do within their workgroups. While sometimes challenging, the attention given to social and emotional growth is positive and empowering for students over time.

Although the combined seventh‑ and eighth‑grade class is larger than the sixth‑grade class, each student is well understood. With students already knowing their teachers, they can and do start early in the year with a strong focus on academics. As in sixth grade, the teachers continue to be trusted mentors who help them construct the foundational framework needed for who they will become as adults.

“Our aim therefore is not merely to make the child understand, and still less to force him to memorize, but to so touch his imagination as to enthuse him to his inmost core.” ~Maria Montessori To Educate the Human Potential (p. 11) Montessori’s instruction to “follow the child” has a vital influence in the Middle School as well. Teachers observe students closely watching for an indication of when they are ready to tackle a new challenge, be it academic, social, emotional, or even physical. For instance, a student taking high‑school level Geometry asked about working on Algebra 2. Through observation, the teacher knew the mathematical interests of the student and guided the student in developing an action plan.

The practice of “follow the child” culminates in the Eighth‑Grade Project, a year‑long study of an original topic chosen by each student. Each one has an assigned teacher‑mentor who offers guidance, but it is the student who drives the timeline of research and study throughout the year. The students set up interviews with professionals within their area of study, create a

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model or display, and design their presentation. All of the study skill strategies practiced during their time in our Middle School help them drive their plans, and the paths always look as different as the topics, from Japanese sword fighting or the definition of time to the physics of tennis shoes. For the culminating evening, students present formally to an audience of family and friends, sharing what they have learned about the topic and, more importantly, themselves. The anticipation of the evening and then the relief shared between students afterward establishes a tight bond of accomplishment and maturation within the group.

Along with the three‑year cycle, another Montessori influence is the incorporation of Practical Life. Maria Montessori noted that involvement in one’s environment supports concentration and peaceful collaboration. Our middle-school program provide students opportunities to cook and bake both in the classroom and on their outdoor‑education experiences. One of their favorites cooking events is the annual Grandparents and Grand Friends Day Grilled Cheese Lunch, where they plan, cook, and serve their guests. The students also have classroom jobs, including running class meetings, planning group outings such as Physical Education (PE) at Grass Lawn park, or ordering lunch from a local eatery. They practice practical life skills when taking Metro busses on field‑trip excursions to the Bellevue Main Library, downtown Seattle or the University of Washington campus. These activities support Eton School’s mission to educate the whole child and the strengthening of the community.

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As Montessori understood, academic pursuits for adolescents must be balanced with social‑emotional and ethical growth. When rigorous, purposeful curriculum meets intellectual and social needs, students embrace studies and are lifelong learners. Our Middle School operates on this principle as we encourage voices to shape service‑learning opportunities within classroom curricula. Several years ago, a student witnessed first‑hand the devastation caused by the Oso landslide near Darrington, Washington, and rallied the seventh‑ and eighth‑grade class to provide a second performance of their play, Ax of Murder, to raise funds for the cause. Students contacted the theater, advertised, and designed and sold tickets for this cause. This model has served well for numerous fundraisers since, such as one for the Center for Whale Research and climate justice. Students have also participated in protests and school walkouts. During their time at camp in the Fall of 2019, the students were mobilized by their study of forest fires’ effects on climate change and the simultaneous worldwide environmental protests, so they started planning action events for this year—student voices matter.

Our Middle School is centered in the Veladare Building, and the name, Veladare, means to set sail.

This name and the purposefully designed program with Montessori influence defines the heart and common goal of our Middle School, which is to successfully support each student through their middle-school years and beyond, fostering the love of learning and embracing all that life has to offer. ❧

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Teaching Financial Literacy With Real Life Investments

by Jason Mallon Chief Financial Officer I have been in a cubicle or office setting my whole life as a Certified Public Accountant (CPA) and Chief Financial Officer (CFO). So when Middle-School Teacher, Laura Moore, and I started hatching the idea of providing a financial literacy class to the students in seventh and eighth grade, I knew this would be something new for everyone. In our fast‑paced world, it is a necessity that we help students build a foundation and comfort level with money and finances, so when the students become adults, they are confident to make financial decisions, such as investing in the stock market. I had my first introduction to financial investing at a similar age, and I still appreciate the lessons I learned. This background is what helped shape my overarching goal and curriculum for the students. In my experience as a student, my lesson included investing fake dollars, which was a blast. If it was exciting to invest fake money at a young age, what would it be like to invest real money? With the approval of the Head of School, Russell Smith, and the Board of Trustees, the students invested $10,000 of Eton School’s money into the financial markets in May 2019.

It was fantastic to watch the students grow in their knowledge and enthusiasm for investing. One of the surprises that impressed me the most was the students’ level of sophistication and knowledge about investing prior to beginning our meetings and discussions. It was great to see the students already grasping financial concepts, which made it easy to flow into investing vocabulary and help improve their investing knowledge.

We covered some fundamental terminology, such as mutual funds, stocks, bonds, dividends, interest, gains or loss, and retirement plans. From there, they reviewed Eton School’s Investment Policy, which began exposing the students to the real‑life scenario of how an organization goes about investing. In investing, it is important to take all emotion out of the equation, and an investment policy helps create a box/parameters for an organization (or this case the students) to operate.

The students reviewed Eton School’s investment objective, guidelines, and our asset‑mix requirements for our operating reserve. At this point, the students were ready to find out our curriculum objective.

I will never forget the reaction of the students when they learned that they would be investing real money into the financial markets. All their faces lit up in Vol. 4 | No. 1

excitement and surprise. It was quite a sight to see. They knew there were real stakes at play, and the students took their research seriously when determining the appropriate mutual funds to invest. I provided sixteen different mutual funds from which they could choose.

These mutual funds provided plenty of diversification, and they were tasked with ensuring the mutual funds chosen resulted in an asset mix that was in line with Eton School’s Investment Policy. The students utilized Morningstar, a website dedicated to empowering investors through research and data to help provide comparisons on the 16 mutual funds. In May, the students settled upon three mutual funds in which they wanted to invest.

• BALFX: American Funds American Balanced F1, $3,000 initial investment • RBBAX: Columbia Income Builder A, $3,500 initial investment • FBALX: Fidelity Balanced, $3,500 initial investment In the Fall of 2019, we started the second year of this curriculum, and the students switched to monitoring how the investments are doing. As of October 31, 2019, the investment balance has increased to $10,594. As the school year and this class continue, the students will spend some time analyzing why the mutual funds increased (e.g., did it increase because of dividends?), as well as diving deeper into the mutual funds themselves. They will learn and explore retirement plan accounts, such as a 401(k) account, and the importance of beginning investing as early as possible.

In reflecting on the last year, I have really enjoyed interacting with the students and seeing their enthusiasm for investing. I look forward to continuing this journey of learning and teaching. It will be interesting to see how this fund grows in the future, based on the decisions of different groups of students, while knowing all students had a hand in creating a financially sustainable future for Eton School. ❧ Connect | 13

Social and Emotional Learning at Eton School

by Kris Meyer Gaskins Assistant Head of School

Social and Emotional Learning (SEL) is how children and adults learn to understand and manage emotions, set goals, show empathy for others, establish positive relationships, and make responsible decisions. ~The Collaborative for Academic, Social, and Emotional Learning (CASEL)

Social and Emotional Learning (SEL) weaves its way into the fabric of everyday life at Eton School. It begins in the Montessori Pre‑elementary classrooms during work time, on the playground, walking in line, at the Peace Table, and during group activities. Students learn to identify their emotions, share their thoughts, take care of one another, listen to differing viewpoints, and actively work on learning to problem solve and resolve conflict.

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“Social and Emotional Learning (SEL) has been a part of Eton School since its inception.

The Mission Statement created and affirmed by the faculty places equal emphasis on Social, Emotional, Intellectual, Physical, and Spiritual growth. The longer a student stays at Eton School, the more significant the benefit from our carefully designed program.”

The Peace Tables in the Pre‑elementary classrooms are purposefully set up to serve as a neutral place where students can talk through their differences or air their grievances. The teacher will sit with the youngest students to help guide the conversations. By the time the students are in their third year in the classrooms, they can take the lead and discuss differences without teacher help. Third‑year students also become mediators when younger students are in conflict.

While in the Montessori Lower Elementary and the Upper Elementary classrooms, students enter a phase of development where their desire for engagement in social behavior expands. Students work on listening and friendship skills, role‑play to understand inclusion versus exclusion, and participate in class meetings to celebrate successes and problem solve issues. They talk about respecting personal differences, further developing empathy and compassion for others.

Recently, a classroom experienced an interesting SEL lesson. The teacher held up an apple and compared the skin of the apple to the students’ skin. The teacher then dropped the apple and asked the students to equate the apple hitting the floor to mean words or thoughts being directed at another student. The apple appeared the same on the outside, but when it was cut open, it was badly bruised and soft. The conversation that followed was about unseen damage to another and the importance of dialogue, kindness, and respect when working out differences.

the social and emotional journey that started in earlier grades. In the classrooms, trusted teachers are there as guides to help students value differences and support positive interactions as their world expands through their academics and social awareness. Their own social and emotional issues feel complicated and sometimes overwhelming during this phase of development. Having a smaller middle‑school program enables teachers and students to do the hard work of negotiating social and emotional learning opportunities as needed throughout the day.

Middle‑school students are emerging from childhood and are preparing themselves for their adult roles in life. Adolescents are in a developmental period of intense physical, intellectual, emotional, and social transformation. Our middle-school program continues Vol. 4 | No. 1

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Over one hundred years ago, Maria Montessori developed a method of education where students found meaning in purposeful work in the classroom. When given the appropriate developmental tools, Dr. Montessori observed students fully engage in the learning process. Engagement in learning led to students taking ownership of their environment. In caring for their environment, they began to take care of themselves and others. Holistic education was not a new term, yet Maria Montessori developed a method of education that allowed children to grow fully into contributing members of their society.

An Eton education empowers students to take responsibility for themselves. Built into all the classrooms is the expectation that students learn the skills of managing their time, making positive choices, taking ownership of their academic learning and social behavior, and regulating their emotions. Faculty and staff are fully present to mediate conversations as well as lead SEL groups or class meetings.

Social and Emotional Learning (SEL) has been a part of Eton School since its inception. The Mission Statement created and affirmed by the faculty places equal emphasis on Social, Emotional, Intellectual, Physical, and Spiritual growth. The longer a student stays at Eton School, the more significant the benefit from our carefully designed program. When our students do move on to other schools, they are recognized as individuals who care about their learning, have positive relationships not only with peers, but also teachers, and are leaders in their greater school community.

By educating the whole child, we inspire creative, confident thinkers who have an enduring passion for learning and are posed to contribute to the world. â?§

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Read More On Montessori The Child in the Family

by Maria Montessori This book explains the Montessori philosophy. Dr. Montessori emphasizes that children from birth on should be treated with respect, the same respect one would have when a guest in the house. She talks about the newborn period and then she writes about children and teens and the relationship with their parents.

Montessori, A Modern Approach

by Paula Polk Liilard What is the Montessori method? Are its revolutionary ideas about early childhood education relevant to today’s world? And most importantly, are they especially relevant for today’s dual‑career couples? Is a Montessori education right for my child? Paula Polk Lillard writes both as a trained educator and as a concerned parent—she has many years of experience as a public school teacher, but it was her enthusiasm for the education her own child experienced in a Montessori school that led her to become a leading voice in the Montessori movement in this country. Her book offers the clearest and most concise statement of the Montessori method of child development and education available today.

The Montessori Controversy

by John Chattin‑McNichols A review of the strengths and weaknesses of Montessori education with detailed information on its history, philosophy, terms, concepts, research and common misconceptions.

Montessori Madness! A Parent to Parent Argument for Montessori Education

by Trevor Eissler This book follows a family as they wrestle with how to educate their children, why they eventually chose a Montessori school and what they have since discovered. Learn the who, what, when, where, why, and how of Montessori education.

Montessori: The Science Behind the Genius (Updated Edition)

by Angeline Stoll Lillard One hundred and ten years ago, Maria Montessori, the first female physician in Italy, devised a very different method of educating children, based on her observations of how they naturally learn. In Montessori: The Science Behind the Mind, Angeline Stoll Lillard shows that science has finally caught up with Maria Montessori. Lillard presents the research behind nine insights that are foundations of Montessori education, describing how each of these insights is applied in the Montessori classroom. In reading this book, parents and teachers alike will develop a clear understanding of what happens in a Montessori classroom and, more importantly, why it happens and why it works.

Lillard explains the scientific basis for Montessori’s system and the distinctions between practices in traditional, “Montessomething,” and authentic Montessori education. Furthermore, in this new edition, she presents recent studies showing evidence that this alternative to traditional schooling does indeed make a difference. Montessori: The Science Behind the Genius is indispensable reading for anyone interested in teaching, training, considering Montessori schooling, developmental psychology, or understanding about human learning and education overall.

Montessori Today: A Comprehensive Approach to Education From Birth to Adulthood

by Paula Polk Liilard Montessori Today: A Comprehensive Approach to Education From Birth to Adulthood discusses Montessori theory and practice as it is applied in the elementary classroom. It includes an overview of the origins of Montessori, and a brief look at how the approach is used at the primary and high school levels.

A Parents’ Guide to the Montessori Classroom

by Aline Wolf This guide book describes in detail the Montessori program for children between the ages of three and six. It is designed to help parents, understand the long‑range purpose of Montessori education and to give them a description of the equipment which the students will be using for approximately three to six years. ❧ Vol. 4 | No. 1

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Glossary of Montessori Words and Terms Concrete to Abstract A logical, developmentally appropriate progression that allows the student to develop an abstract understanding of a concept by first encountering it in a concrete form. For example, learning the mathematical concept of the decimal system by working with Golden Beads grouped into units, 10s, 100s, and 1,000s.

Control of Error Montessori materials are designed so that the student receives instant feedback about progress as they work, allowing the student to recognize, correct, and learn from an error without adult assistance. Putting control of the activity in the student’s hands strengthens self‑esteem and self‑motivation as well as learning.

Coordination of Movement Refining large‑ and fine‑motor movements is one of the accomplishments of early childhood development as the student learns to complete tasks independently. The Montessori classroom offers opportunities for students to refine their movements, and students are drawn to these activities, especially to the ones that require exactitude and precision.

Cosmic Education Maria Montessori urged us to give children a “vision of the universe” to help them discover how all of its parts are interconnected and interdependent and to help them understand their place in society and the world. Students in first through third grade learn about the creation of the universe through stories that integrate the studies of astronomy, chemistry, biology, geography, and history. These lessons assist students in becoming aware of their roles and responsibilities as humans and members of society as well as helping them explore their “cosmic task”—their unique, meaningful purpose in the world.

Freedom within Limits Montessori classrooms are both carefully and thoughtfully designed and structured. The structured environments along with the expectation of respectful behavior enables students to move about freely choosing work..

Grace and Courtesy Students receive formal instruction in social skills that they will use throughout their lives, such as saying “please” and “thank you,” interrupting conversations politely, requesting rather than demanding assistance, helping others, and greeting guests warmly.

Multi‑Age Grouping One of the hallmarks of Montessori education is that students of mixed grades, based on the Planes of Development, work together in the same class. Multi‑age groupings enable younger students to learn from older children and experience new challenges through observation; older children reinforce their learning by teaching concepts they have already mastered, develop leadership skills, and serve as role models. This arrangement builds cooperation rather than competition and mirrors the real world, in which individuals work and socialize with people of all ages and dispositions.

Normalization A natural developmental process exhibited by a love of work or activity, concentration, self‑discipline, and joy in accomplishment. Dr. Montessori observed that students in Montessori programs show normalization through repeated periods of uninterrupted work, during which time they work freely and at their own pace on their own chosen activities.

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Planes of Development Four distinct periods of growth, development, and learning that a human being progresses through by ages: 0 – 6: The “Absorbent Mind” 6 – 12: Reasoning and Abstraction 12 – 18: Construction of the “social self,” development of moral values and the coming of emotional independence 18 – 24: Construction an understanding of the self and the seeking to know of their place in the world Practical Life Work that maintains the classroom environment; self‑care and personal hygiene; and grace and courtesy. Pre‑elementary students learn to work independently, develop concentration, and prepare for later work with reading and math. Students in Lower Elementary through Middle School participate in more advanced activities such as cooking, gardening, and operating a business. These purposeful activities help students adapt to the community, learn self‑control, and begin to see themselves as contributing members of the social unit.

Prepared Environment The teacher prepares the environment of the Montessori classroom with carefully selected, aesthetically and sequentially arranged materials to meet the developmental needs of the students. Well‑prepared environments contain appropriately sized furniture, Montessori materials, and enough space to allow students to work alone and in small or large groups.

Sensorial Materials Materials that develop and refine five of the student’s senses and build a foundation for speech, writing, and math.

Each material isolates a specific quality such as color, size, shape, etc., and focuses the attention on this one aspect. The student, through repeated manipulation of these objects, comes to form clear ideas or abstractions. What could not be explained by words, the child learns by experience, working with the sensorial materials.

The Three‑Period Lesson A three‑step technique for presenting information to the student: 1. Introduction or naming period where the teacher demonstrates what “this is.” Example: While pointing to it on a three‑dimensional map, the teacher says, “This is a mountain.”

2. Association or recognition period where the teacher asks the student to “show” what was just identified. Example: “Show me the mountain.”

3. Recall period where the teacher asks the child to name the object. Example: “What is this?” she asks the student while pointing to the mountain.

Moving from taking in new information to passive recall to active identification reinforces the child’s learning and demonstrates her mastery of the concept.

Work Purposeful activity. Students learn through purposeful activities of their own choosing. Montessori schools call all of the student’s activities “work.” Through their work, students exhibit joy and experience this purposeful activity as play.

Work Cycle Within the prepared environment of the Montessori classroom, students are taught to complete a work cycle which includes: • choosing an activity; • completing the activity to completion (perhaps repeating the full sequence of the activity multiple times), cleaning up and returning the materials to the proper place; and • experiencing a sense of satisfaction to have fully completed the task. ❧ Vol. 4 | No. 1

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experiences of students and teachers. The Annual Fund provides additional funds for teachers and staff to engage in professional development, strengthening Eton School’s collective expertise. It also helps teachers to provide a vibrant learning environment through new resources, guest educators, and enrichment activities such as assemblies offered by the Pacific Science Center, the Parrot Expert, and Book‑It Theater.

2018–2019 Annual Fund: You Are Amazing!

Again, thank you, everyone, for making a difference through your generosity and for being a passionate community who works together in support of an educational journey resulting in students who are inspired, prepared, and empowered. ❧

by Monica Maling Director of Development We extend our deepest gratitude to our Eton School community for another successful year of fundraising through the 2018-2019 Annual Fund. Parents/Guardians achieved a 71% participation which continued the upward trend of participation growth since the first year of the Annual Fund in 2011.

Everyone’s generous support strengthens our dynamic program and plays an important role in shaping the

Thank You 2018–2019 Fiscal Year Annual Fund Donors Anonymous (11) Pawan Agarwal and Tanu Mutreja Arvind Arasu and Janani Arvind Benny Arazy Vikrant Arora and Shweta Gupta The Aslam Family Prakash Balasubramanian and Lakxmi Gurumurthy Chaitan Bandela and Sujatha Chappidi Wenjie Bao and Shuang Li Ferdane Bekmezci and Baris Saydag Vinish Benny and Jenny Matthew The Bernhard Family Lenox and Trudy Brassell Ilya Bukshteyn and Meredith Atkins Joaquin Bolbrugge and Nok Mohprasit Stephen and Michelle Byer Arindam Chakraborty and Saheli Datta The Charter Family Laurren Chase JC Chin and Vivienne Liu Alex Contenti and Lin Han Mark and Kit Craig Aseem and Amruta Datar Kannan Dhanasekaran and Subathra Selvaraj Padma and Kiran Dowluru Sunny and Sonia Dhillon Christina Dyson

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Franziska and Alexander Eckerlin Ibrahim Eden and Ece Kamar Jiamian Feng and Jia Li Zhengzhu Feng and Yu Zeng Darren Firth and Sam Webb Bob Frangooles and Anne Pace Le Gao and Yingying Chen Tianxiang Gao and Shan Zhu Avantika Ghosh Arif and Nausheena Ghouse Mitchelle Fernandes Gonsalves and Boris Gonsalves Ashit Gosalia and Dharini Iyengar Sriram Govindarajan and Rukmani Gopalan Zhijie Guan and Yin Liu Miguel Guerrero and Violeta Arroyo Kang Gui and Anna Wu Mario Guimaraes and Suzana Canuto Honghui Guo and Jie Li Vandana Gummuluru and Mahadev Alladi James Gyarmathy Vikas Gupta and Ruchika Aggarwal Tom Hansen and Kurithika Selvamani Laura Harris and Charles Potter Richard and Anica Harris Min He and Nan Shao Yin He and Lin Li Phillip and Becky Heckinger

Eric and Noah Heutchy Brian Hondowicz and Audrey Park Bruce and Bridget Horne Paul Horng and Maylon Hsu Blair and Kathleen Hotchkies Leo Hu and Christine Han Alek Icev and Kati Iceva Charlotte and Henry In’s Uncle Varagur Iyer and Janani Sudhakar LKJ Gordon Jiang and Cheryl Wang Dell and Thomas Johannson Varun Kakkar and Harpreet Kapur Jeff Kizner and Allison Hastings Christopher Kohnert and Lorien Gremore Uttara Korad and Sushant Rewaskar Savita Krishnamoorthy and Sanjay Nagamangalam Sharanya Krishnan and Praveenkumar Elango Raja Krishnaswamy and Madhu Krishnan Peggy and Thomas Ku Vivek Kurisunkal and Shefali Thomas Mutlu Kurtoglu Eduardo Leal‑Tostado and Magali Guerrero Kirill and Nadia Levanidov Hannah Lewbel Ning Li and Sophie Kong

Fall 2019

Wujun Li and Lei Zhang Kam and Patricia VedBrat Ian and Poppy Louthan Shobha Venugopal and Sunil Gowda Marian Luparu and Laura Onu Chi Wang and Pei Wu Yun Ma and Debbie Liu Fei Wang and Juan Tian Jason and Jamie Mallon Feipeng Wang and Xiaomei Zhu Attilio Mainetti and Jia Na Jiahui Wang and Huihui Wu Michael and Lin Marcelais Jiaping Wang and You Dan The Harry and Masie Masto Foundation Jinghui Wang and Yiman Huang Vishal and Shipra Mishra Ning Wei and Ningxin Zhang Julian Morelli and Denise Harvey Harald Winkmann Rajesh and Prachi Munshi Wood Family Aravind Narasimhan and Carolyn and Pan Chun Wen Santoshsubha Krishnan Kristin and Patrick Wyatt Jeremy and Cory Newton‑Smith Cheng Xu and Lili Man Michael Nguyen and Andrea Doan Xichun Xu and Jianghong Yan Anzhela Nishnova and Gor Nishanov Frank Yang and Anne Li Joseph and Michelle O’Malley Zhiqing Yao and Yijun Zhang Ashwini Pai and Ananth Sundararaj Jinbai Yin and Lan Tang Praveen and Vani Palepu Yongqing Ye and Xiaoya Xu Johnathan Pan and Katy Chen Kevin and Nancy Yim Todd and Erin Parsons Jim Zhang and Nana Gu Kannan Parthasarathy and Lavanya Krishnan Wei Zhang and Chunping Li Rahul and Aruna Patil Xinli Zou and Dong Wu Shilpa Patil and Rutwick Bhatt Amitha and Yinglin Perera Board of Trustees Pedro Perez and Katie Stone Perez The Bazley Family Pamela Pernick Karl and Michelle Dehmer The Perssons Viki and Chris Dragich Tamara Pesik and Olivier Garamfalvi Bob Frangooles and Anne Pace Vaqar and Manizeh Pirzada Judy Hoskins and Joe Suty Nadejda Poliakova and Maxim Mazeev Minnu and Mohan Kotta Guarav Poothia and Varsha Khanna Peter Roppo and Berengaria Winkler Roppo Hari Prasad and Shubha Nambiar Nasreen and Shams Shamsuddin Mike Pressman and Lina Li Tiberiu and Alexandra Radu Friends of Eton School and Alumni Families Rohit Raina and Poonam Bathla Karen Bunney Khurram and Nikki Rehman Vibhas and Aru Chandorkar Ted Roberts Andrew and Patricia Enfield The Robinsons Ahmed and Ellanora Jaddi Peter Roppo and Berengaria Winkler Roppo Fahad Khalil Svetlana Rowell Neel Jain Michelle Sadeh Cindy Merritt Hanae Sambe and Bhaskar Dutt Steve and Sue Petitpas Robyn Sambo and Peter Bleszynski Eric Wolf Rabinowitz in honor Brad and Julie Sauvage of Alexis Rabinowitz Yagya Sethuraman and Kruthika Ponnusamy Rosalyn and Philip Rourke Junqing Shang and Yu Deng Gangadhara and Arpitha Swamy Faculty and Staff Jeffrey Talada and Min Shao Susan Baccellieri Yi Tang and Hui Sun Mounika Kumari Balasani and Ranjit Varkey and Maya Subramanian Vijay Kumar Godishala

Natasha Baldyuk Tina Baldyuk Tammy and Calvin Best Stefani and Jon Brand Kerena Burns Marjieand Ray Butler Sonja Everson and Ryan Rautio Lindsey and Stephen Farmer Holly and Ryan Fleming Anne Gaskins Kris Meyer Gaskins Kevin Glatt Bertha Gonzalez and Eliseo Banda Sharon Gonzalez Stephan Haistings Gordon Kaplan Peter and Kelly Kashevarof Venkata Kasinadhuni and Pavani Kumar Angela Kim Padmaja and Suresh Kondeti Dennis Koval Igor and Svetlana Koval Madeline and Joe Lee Michelle Lee Cynthia Lopez Jenny Louthan Poppy and Ian Louthan Jason and Jamie Mallon Cindy and Mark Mattix Alice and Cliff McNeer Laura Moore Daony Moua Christopher Music and Thorn Michaels Daniel O’Connell Lynette Oshiro Gayathri Pandurangalah and Vidyasagar Chandrasekhar Jacqueline and Stephen Rauch Sadie Reitz and Paco DaFieno Lucy and Paul Sharman Amelia Sherritt Russell and Rebecca Smith Myla Spektor Ashley and Eric Tadeja Mohan and Sudha Vaghul Susie Walden Kalsom Wali Susan and David Walker Jo and Stan Weise Eleanor Withrow

Thank You 2018–2019 Corporate Donors Eton School gratefully acknowledges these organizations that promote and offer philanthropic support to educational institutions.

AmazonSmile Apple Badgley, Phelps & Bell, INC. CBRE Costco DocuSign

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eBay Foundation Expedia Google Kroger Microsoft Corporation Salesforce

T‑Mobile USA Tableau Software The Tides Foundation Watermark Estate Management

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Annual Report: 2019 Fiscal Year Financial Update

by Jason Mallon Chief Financial Officer Daily from my office window, I see students playing, laughing, and running around on the Mezzo playground, including my son. It continually reminds me of the important things in our life, like family.

It also reminds me that what we do here at Eton school is pretty special. To ensure the magic continues today and thirty years from now, it is essential for us to always look at our financial intricacies.

flows from operations of $994,303. The revenue and expense charts shown are an itemization of our key revenue and expenses, which helped drive the 2019 fiscal year net income. Also, included is a pie chart showing expenses grouped by function, to show where we spend Eton dollars. The strong enrollment has continued into the 2020 Fiscal Year, with Eton enrollment currently at 98% capacity.

Key Performance Indicators (KPIs) help illuminate positive or negative trends at the school, which helps the administration and faculty be proactive. In last year’s annual update article, I discussed a couple of KPIs that helped Eton make strategic changes regarding enrollment levels. In the 2019 Fiscal Year with strong enrollment and demand, Eton School recorded $358,088 in net income and had cash

The high demand for our programs has allowed Eton School to set aside money into an operating reserve and continue addressing the needs of our facility.

Throughout the year and over the summer, we were able to continue with facility improvements, including:

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• New flooring throughout the Main, Casa, and Veladare Buildings.

Fall 2019

• A new “Eton School” sign on the front of the Casa Building.

• Installation of the road‑side reader board.

• Phase 1 completion of a sprinkler system renovation project in the Casa Building.

• New lockers, desks, chairs, rugs, and furniture in classrooms.

With the continued trend of positive cash flow from operations, the Board of Trustees determined to continue taking the next steps toward sustainability by investing $500,000 of the operating reserve into mutual funds. An outside investment advisor provided guidance on an appropriate array of mutual funds to ensure we had an appropriate blend of equity and fixed

income. These mutual funds comply with Eton School’s investment policy that the Board of Trustees ratified in June 2018, and aligns with our target asset‑mix of 55% Equity, 35% Fixed Income, 5% Cash, and 5% Other.

The investment objective of Eton School is to have an annualized rate of return of 7%, which the Board considers to be a moderate‑risk posture.

There are many competing priorities the school must address in any given fiscal year. Whether it is maintaining the exceptional program level, investing in a sustainable future, or updating infrastructure, rest assured that Eton School is always assessing our operational health, and continually providing each student with an exceptional and sustainable program. ❧

* Includes Enrichment Classes, Summer School, and Miscellaneous Revenue

** IT Expenses, Fundraising Expenses, Employee Trainings, and Miscellaneous Expenses

Expenses Grouped by Function

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On behalf of Eton School, I would like to welcome returning and new families to a new school year!

Like many of you proud parents, I am confident that you are looking forward to all the new experiences your children will learn. From tracing the alphabet with their little fingers to writing reports about space, from connecting with their Mezzo friends to forming lasting friendships at the overnight camping experience, our children are on their way! It is in this safe and nurturing community that we witness their development emotionally, socially, and academically.

Part of what makes Eton a great place is parent involvement. Here, you are not required but encouraged to participate, for it is through active participation that we can organize events that will enrich our children’s lives. Every parent is a member of the Eton Parent Council, and your participation can help build a community of which we all are proud.

In September, new families enjoyed the Welcome Picnic, attended the first Learning Event, and witnessed the fantastic Cultural Fair. Recently, families came together and played games with their children at the fun Family Game Night. These events are the result of countless

hours of commitment and hard work from dedicated parents. It is what makes Eton an amazing place.

I want to invite all of you to participate and attend as many functions as you can. Join the EPC representatives for a latté and meet other parents at our monthly EPC Friday Coffees. Get your kids on the ice at our upcoming Sno‑King ice skating event in March. Attend the Learning Events and listen as experts talk about relevant topics that can help us be more informed parents. These are only a few ways you can participate and attend. There will be more information in the weekly Community Connection and EPC Newsletter for upcoming events and volunteer opportunities.

Eton has a tradition of having excellent teachers and staff, and a kind, diverse, and engaged population.

We can continue to build community and show our children that we are part of their learning journey, and together, WE ARE ETON! I hope you will have a fabulous school year!

Andrea Doan 2019–2020 Eton Parent Council President ❧

2019–2020 Eton Parent Council Executive Committee President: Andrea Doan Vice President: Meredith Atkins Secretary: Karen Yeh Treasurer: Franziska Eckerlin Volunteer Coordinator: Jia Li 24 | Eton School

Community Coordinators Pre‑elementary Christine Han Lower/Upper Elementary and Middle School Kristin Wyatt Fall 2019

Welcome Faculty and Staff As we grow, our faculty and staff changes with job changes and new members. Please join us in welcoming them.

Sofia Austin

Deborah Benaloh

Sofia is the Library Assistant..

She likes working with the librarian to maintain the library as a safe, welcoming learning space for everyone.

Deborah came to Eton School after working in the Issaquah School district for three years with grades K–5. She enjoys working with students as a staff member in Clubhouse.

Konnor Clark

Joey Crotty

Konnor joined as the Latin Teacher (grades four through eight), and as a core teacher in Middle School.

He is honored to be a part of Eton’s community and hopes to grow alongside the school as it develops in diversity, equity, and inclusion.

Joey started the year as a Teaching Assistant in Upper Elementary and has changed to being a Teacher taking on Physical Education and other enrichment classes.

Shruti Gupta

Frank Hoefke

Shruti joined Eton School as an Teaching Assistant in Upper Elementary. She loves growing with the students around her, and they add a new vision to her life.

Frank is a Teaching Assistant in Upper Elementary (Grades 4–5).

He is excited to be part of Eton’s community and to be a positive role model for all the students.

Sara Kessack

Alice Msheda

Sara joined Eton School as a Teaching Assistant in Lower Elementary. Before coming to Eton, she worked part–time as a school counselor in Everett Public Schools.

Alice joined Eton School as Clubhouse Staff in Pre‑elementary Clubhouse. She is so excited to work at a school that is helping children embody their independence and promote social and emotional development.

Daniel O’Connell

Hayley Rauch

This year, Dan changed from Clubhouse staff to a Teacher of Technology in our Middle School.

During the summer, Hayley started as our Main Clubhouse Supervisor.

Previously she worked as Clubhouse staff while going to college. Hayley attended Eton School from age three through grade one.

Kiranmal Thummala Kiranmal joined Eton School as Clubhouse Staff.

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Alumni Update Bhavani Kotha attended Eton School from Pre‑elementary through fourth grade. Though her favorite subjects in school were math, art, and music, she especially loved recess and playing street hockey during Physical Education.

Her treasured memories include going on numerous field trips and learning about the habitat and environment during interactive experiences such as planting trees on Arbor Day, learning about native plants at the arboretum, and getting to release salmon.

She loved the adventure of going out into the community and learning outside of the classroom.

Bhavani’s exposure to the arts from a young age planted seeds for a career in music. She remembers feeling encouraged by her teachers to play the piano and enjoyed the opportunities to perform while at Eton School. She recalls fond memories of participating in the Eton School musicals each spring, directed by Ms. Mary. She stated, “It was thrilling to learn the stories, rehearse the lines and the songs, and perform on the big stage. I remember being shy at first, starring as Cock‑a‑Doodle Dandy, but after we tweaked the choreography a bit, I suddenly got into it. I still enjoy that process as I continue working this way in music.”

Eton School’s program also fueled Bhavani to do her best work. She noted, “Preparing for the spelling bee, art fair, and the science fair, I found I was so motivated that I had this fire inside of me to work hard and prepare as much as possible.” She went on to learn the oboe and discovered her passion for orchestral music. Bhavani graduated from the University of Washington at the age of 19 and went on to earn her Master of Music degree at the University of Southern California Thornton School of Music.

Bhavani is thankful for her well‑rounded education at Eton School. Her adventurous spirit and drive, encouraged by her teachers at Eton School, continues to serve her well in the arts. She won the prestigious 26 | Eton School

Yamaha Young Performing Artists National Competition and the National Federation of Musicians Nelson Double Reed Award. She also won concerto competitions with the North York Concert Orchestra and Hart House Orchestra in Canada and toured Germany as the soloist with the Hart House Orchestra.

In 2018, she was excited to play oboe in the pit for her first Nutcracker performance with Ballet Idaho.

Bhavani is delighted with the new release of her album, “Bhavani’s Oboe” with Crystal Records. She continues to perform regularly with orchestras around the country and as a soloist. She was recently featured on King FM Classical Music Radio on their “Northwest Focus Live” show and as a guest on “Musical Chairs.” She looks forward to performing the Haydn Oboe Concerto with the Boise Baroque Chamber Orchestra in March 2020, and the performance will be recorded as part of her next album of Baroque and Classical Oboe Concertos.

Visit bkoboe.com to listen to her new album and to learn more about her latest musical endeavors. ❧ Surya Kotha attended Eton School from Pre-elementary through fifth grade. She credits Eton school with fostering her creativity, curiosity, and inspiring career in science.

The Montessori education provided her with a strong foundation in sensorial skills, which all feed naturally into the skills needed in bioengineering research. For example, carefully measuring and transferring small amounts of liquid is a skill she remembers first learning in her Pre‑elementary class.

Her favorite preschool activity, pin poking, also came back in a new form during graduate school, as she spent long afternoons fabricating molds for 3-D cell cultures using biopsy punches. Unfortunately, those creations were not such welcome fridge decorations.

Surya’s career path was defined by the truly passionate and dedicated teachers at Eton School. She was surprised to learn, after many years of schooling, just Fall 2019

how privileged her education at Eton School was. Mr. Goertzel, a former Eton School Science Teacher, was the true inspiration for her career in science. She noted, “He allowed us to experience the world of science in ways that were advanced for our years, but at the moment, felt natural.” Surya recalls seeing individual cells for the first time, “Mr. Goertzel showed the class how to separate the skin between layers of an onion, stain the cell walls, and look down a microscope eyepiece. He also showed us the magic of chemistry after demonstrating thin layer chromatography—drawing a line on a piece of paper with a black marker and dipping an end in a solvent. After some time, the paper absorbs

the liquid and separates the colors that make up the black pigment along with the piece of paper.” These moments were the beginning of many years, staring down microscopes and performing biochemical assays.

After she graduated from The Overlake School, Surya went on to study Biochemistry at the University of California at Berkeley. Surya recently completed her Ph.D. in Bioengineering at the University of Washington and now works as a postdoctoral fellow at AstraZeneca in Cambridge, UK. She is also an active member of Samarpana Classical Arts, an Indian classical dance group, in Cambridge. ❧

Alumni, Stay Connected!

Although you have moved beyond the walls of Eton School, you are still part of our community! You are important to us, and we want to build your connection with Eton and the alumni community.

We invite you to drop by the school to visit and say hello.

Check out our events on our website calendar and then plan to attend. You are always welcome at Eton School!

Have some news to share? We love hearing about what you have been doing since you left Eton School. Please email your news to our Director of Development, Monica Maling at mmaling@etonschool.org. ❧

Alumnus with his dad and brother at Family Game Night 2019.

Follow Us and Stay Up to Date With All Things Eton!

As a school, new things are always happening from student learning to exciting assemblies. Our social media pages are an easy way to stay abreast on all things Eton School. Also, our wonderful photos and news comes directly to you through your social media channels!

etonschool.washington

Check out our social media accounts below. Use them to look us up. Once you find us, like us and follow our accounts. Then watch your feeds and enjoy the posts as we share all things Eton School with you! ❧

twitter.com/EtonSchoolWA

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Connect Authors and Contributors

Andrea Doan

Lindsey Farmer

Angela Kim

Monica Maling

Eton Parent Council President

Lower Elementary Teacher

Chris Music

Lower Elementary Teacher

Lower Elementary Teacher

Holly Fleming

Kris Gaskins

Jason Mallon

Alice McNeer

Pre‑elementary Teacher

Director of Development

Chief Financial Officer

Julie Sauvage

Russell Smith

Lower Elementary Teacher

Head of School

Assistant Head of School

Director of Communications and Marketing

Ashley Tadeja

Lower Elementary Teacher

“We dedicate ourselves to lifelong learning."

28 | Eton School

Fall 2019

2701 Bellevue-Redmond RD Bellevue WA 98008

In educating the whole child, Eton School inspires creative, confident thinkers who have an enduring passion for learning and are poised to contribute to the world.

www.etonschool.org