Connect: A Magazine for the Eton School Community Spring 2022 Vol. 6 No. 2

Spring 2022 | Vol. 6 | No. 2

Connect A Magazine for the Eton School Community

Enrichment

Enrichment: Discovering New Skills, Talents, and Passions Many schools proclaim that they teach to the whole child. After all, what school wants to declare that they cover educating only part of a child? At Eton School, however, we take that responsibility very seriously. This is why our Core Values emphasize our commitment to educate each child intellectually, emotionally, socially, physically, and spiritually. In short, we believe in the interconnectedness of all these aspects of humanity and the importance of nurturing all of them.

While many aspects of the “whole child” are interwoven and incorporated into the everyday curriculum, we have also placed great emphasis on ensuring a variety of enrichment classes are offered across all grade levels. These enrichment opportunities have always been a part of an Eton education and highly valued.

Some schools offer “elective” classes. These are offerings that students may either enroll in or pass up altogether. In many cases, students gravitate to classes that appeal to them and shun those that don’t. It is often the case that students avoid exploring new areas that may stretch their comfort zone. In my experience, however, such explorations can be valuable experiments that may allow an individual to discover new passions and push one’s development. At Eton, every student at each grade level takes part in enrichment classes. A student who might think of themselves as shy will shine in a theater performance. A student who thinks they aren’t creative will make amazing works of art. Students often surprise themselves and discover new skills, talents, and passions.

Our enrichment teachers are typically full-time faculty, and students generally experience multiple years working with each one developing the skills and concepts of the various subject areas.

The enrichment teachers cultivate strong bonds with the students and create deep and trusting relationships that allow students to take risks and challenge themselves. The enthusiasm these teachers have for their subjects is compelling, and students approach these opportunities with excitement and curiosity.

In this issue of Connect, we explore the various enrichment classes offered across the grade levels at Eton. I think you will find that we make every effort to truly teach to the whole child. Our hope is to tap into the possibilities within each child, so when they leave Eton School, they have broad and varied interests, an openness to new experiences, and confidence to dive into the unknown.

Russell Smith, Head of School

Enrichment 2

Artistic Expression: A Personal Journey

by Amelia Beeton

4

Nature is a Life-Giving Force

by Joey Crotty

6

Why is it Important to Learn a New Language at a Young Age?

by Enid Mendes-Flores

8

Learning New Languages Means Learning New Perspectives

by Konnor Clark

10

State of the Library: A Gradual Evolution that Grows and Shifts with the Students

by Poppy Louthan

14 Following the Child: Social and Emotional Learning

by Sara Kessack

16

Performing Arts and Music: A Whole Body Experience

by Eleanor Withrow

18

The How and Why of Technology Leads to Creative Problem-Solving

by Daniel O’Connell

20

Retiring, Best Wishes and Milestones

22 Alumni Updates

Spring 2022 Volume 6 | No. 2 ©2022 Eton School www.etonschool.org 2701 Bellevue‑Redmond Road Bellevue, WA 98008 Phone: 425-881-4230 Alice McNeer, Design and Editor; Kris Meyer Gaskins, Copy Editor

Artistic Expression: A Personal Journey

by Amelia Beeton Art: Lower Elementary (Grades 1-3), Upper Elementary (Grades 4-5), Middle School (Grades 6-8)

In 1976, Time attributed this quote to Pablo Picasso, “Every child is an artist. The problem is how to remain an artist once we grow up.”1 Children have a wonderful ability to express their creativity without bounds, which can get lost as we age because our imaginations are so much stronger when we are young.

Creative expression will naturally look different for each child and may not always appear strictly as a form of visual art, or at least look the same visually. Because creativity is expressed in many ways, my goal as an Art teacher is to encourage individual self-expression.

This means meeting each student where they are and fostering a connection to art, rather than demanding strict guidelines for every project and ending up with “cookie-cutter” results. It is more important for the 1“Modern Living: Ozmosis in Central Park.” Time, 04 October 1976. https://content.time.com/time/subscriber/ article/0,33009,918412,00.html

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student to have a creative outlet and be confident in their work than to produce something that looks exactly like my example. Students will often ask if they can add to or tweak a project we are creating, and my answer is always, “Of course, it’s your work of art!” This response allows students the autonomy they need to reach their artistic potential fully.

I am grateful to teach across multiple grade levels and have the opportunity to watch each student grow as an artist over their years at Eton School. Our Art program starts in the multi-grade (1-3) Lower Elementary classrooms where students are introduced to Art History.

This topic may seem large for such a young age, but it is relevant to building a connection to art. Students examine the human need for self-expression through art history and learn how it evolved. They build critical observational skills through group discussion, often led by students. Next, they create a project that ties in with an artist, style, or idea we discussed. After the project is Spring 2022

Students will often ask if they can add to or tweak a project we are creating, and my answer is always, “Of course, it’s your work of art!” complete, every student gets to proudly display their work on our gallery wall, which collectively highlights the beauty and uniqueness of each student’s application.

As the student progresses into multi-grade (4-5) Upper Elementary classrooms, the program shifts from studying Art History to focusing on the elements of art and why they are so important to how we create and perceive art as a whole. They study line, shape, form, pattern, space, texture, value, and color and apply them through various projects and mediums, often in fun and surprising ways. Students are encouraged to choose what they draw, which gives them the freedom to create something meaningful while critical skills and concepts are explored and applied In Middle School, (6-8), our program once again shifts our concentration to fine art application, where we dive into the process of drawing, painting, and 3D artistic expression. We expand from strict traditional practices Vol. 6 | No. 2

to experience multiple mediums, styles, and expressions.

Though our emphasis is now on building individual skills as an artist, the interpretation of the project remains open to each student, so they feel a connection to what they are creating. While we may collectively work with the same medium, the students can choose their subject and style.

In a student’s education, artistic expression is often undervalued, if not overlooked entirely. At Eton School, Art class provides a safe space for creative expression and personal connection to art. The tactile method of physically creating something is an important part of a student’s learning experience, especially when problem-solving is part of the process.

This practice, paired with individual connection to creativity, proves to be a successful combination and will often change a preconceived notion about the idea of creating art, and nurtures the belief that artistic expression is indeed a personal journey. ❧ Connect | 3

Nature is a Life-Giving Force

by Joey Crotty

Environmental Education: Pre-elementary (Grades P3-K), Lower Elementary (Grades 1-3), Upper Elementary (Grades 4-5), and Middle School (Grades 6-8) Imagine looking to the sky on a cloudless night and being able to read the direction and time of the year by star formations alone. Imagine looking to the sky on a night crowned with an icy paraselene and being able to tell whether it would soon rain or snow or if fair weather was a day or two away.

Imagine hearing the busy chatter of birds and recognizing who matched which chirp or trill or screech that rang out among hundreds of choral voices. Imagine being able to tell what was going on in a part of the forest for miles in any direction through the birds’ baseline of songs, companion calls, territorial aggression, or alarms that take the uncanny sound of silence.

Imagine knowing the names of mosses, shrubs, vines, grasses, and trees in an ecosystem and their roles, the food they provided, and their medicinal purposes.

For hundreds of thousands of years, our human ancestors didn’t have to imagine possessing such skills or knowledge because these were the result of living intimately with the Natural World around them. As modern people, such natural systems, cycles, and bodies of indigenous knowledge may appear less relevant to us today at first glance. Who needs them when an app can tell you the direction, the weather, the name of that bird or plant?

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We have been shaped through evolution to be tuned in to the Living World, which increases health outcomes such as decreased stress, increased attention spans, creativity, and physical vitality. The Living World invites us into deep states of observation, questioning, critical thinking, and empathy—the foundation for the highest levels of scientific inquiry, testing, and even systemslevel thinking. Time and again, I have seen how these old skills seem to “wake up” in a person, while a focus and deep reverence for their planet spills out in ways one might not expect. At Eton School, the primary goal of the Environmental Education Program is for students to form direct, personal relationships with nature and their inner natures, nurturing expanded states of empathy, curiosity, awe, physical health, psychological well‑being, and a love for life. Here are the ways in which each level at Eton approaches this basic aim.

Pre-Elementary (Grades P3, P4, and Kindergarten) The primary learning mode for these bright youngsters is through connection, play, embodiment, and empathy for the natural world. Students experience stories and myths that ignite their imaginations, open new worlds of possibilities, and develop a deeper appreciation for the many intelligences that make up our biosphere. They learn “animal forms” and the perspectives of various Earthly forces (trees, the seasons, the sun, and rain) and Spring 2022

The Living World invites us into deep states of observation, questioning, critical thinking, and empathy—the foundation for the highest levels of scientific inquiry, testing, and even systems-level thinking. then participate in activities and games which solidify their understanding of how these forces move through the world and make life possible.

Lower Elementary (Grades 1, 2, and 3) In Lower Elementary, students build on their sense of play and personal relationships to the Living World by forming more solid foundations of knowledge around native flora, fauna, and the function and workings of ecosystems. They begin to earnestly hone their animal forms (fox walking, owl eyes, deer ears, raccoon touch, and dog nose) along with a mind’s eye imagining to finely tune their senses and take in more detailed observations of natural systems. Students choose their sit spots in nature and begin to make more significant connections in an outward moving spiral, from the deeply personal to the living collective.

Upper Elementary (Grades 4 and 5) and Middle School (Grade 6) By the time students get to Upper Elementary and sixth grade in Middle School, they bear unexpected gifts and questions of concern. Why is the environment threatened? Why do humans pollute oceans? Why is the orca going extinct? They understandably may have accompanying grief and outrage toward humans.

Our focus is for students to understand how humans Vol. 6 | No. 2

across time, place, and cultures have interacted with the natural world not only sustainably but beneficially and regeneratively. Critical and nuanced thinking is encouraged through deep discussions. Students are empowered to think of ways to benefit their community by mobilizing their love for life into action in tangible ways, such as rearing salmon fry or vermicomposting with their food waste.

Middle School (Grades 7 and 8) Students in Middle School’s seventh and eighth grades are forming deeper aspects of their authentic identity and individual passions, which presents an opportunity to offer mentorship in more one-on-one ways. They are ready to take on larger community projects that are initiated and driven individually and/or by their peers.

Environmental Education at this level fans the young coals of their visions and dreams and offers guidance when necessary.

Many modern humans have lost touch with the basis of our evolutionary natures. Yet humans, especially young ones, crave to be immersed in what is alive and limitlessly life-giving. We love what we know and care for what we love. So, at Eton School, we let students experience the natural world to realize the gifts and responsibilities of their universal inheritance. ❧ Connect | 5

Why is it Important to Learn a New Language at a Young Age?

by Enid Mendes-Flores Spanish: Pre-elementary (Grades P3-K) and Lower Elementary (Grades 1-3)

According to a study by Harvard University1, there are benefits of learning another language at a young age.

Children exposed to a new language have enhanced creative and critical thinking skills and are more open and flexible in their minds than children with no exposure to other languages. Another important reason is to hear sounds nonexistent in their mother tongue, so the brain becomes familiar and can later reproduce the sounds without too much effort. It is harder to hear and speak with a natural accent when learning a new language as a teen or an adult. An excellent example is rolling the “r” in Spanish. It is not easy to reproduce a sound you have never heard before.

1 Bilingualism; Start early, and earn all your benefits!.” Science in the News (SITN) Blog, 13 December 2019. https://sitn.hms.harvard. edu/flash/2019/bilingualism-start-early-and-earn-all-your-benefits/

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At Eton School, our students start Spanish at the age of three. Some are ready to engage and participate in class, while others are active listeners. The active listeners work independently on other activities but benefit from hearing new sounds and words. Any new language you learn requires the same process that you used when you started talking in your native language as an infant. You hear similar sounds and words repeatedly until you start speaking words one day.

It is the same with a new language, the students hear new sounds, and when they are familiar with them, they can reproduce them. You must be wondering what if they don’t use it? Rest assured, the language will not be lost. It will be dormant, and when the student starts learning again later in life, it will be easier for them than other students without previous knowledge.

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Any new language you learn requires the same process that you used when you started talking in your native language as an infant.

The Pre-elementary program is based on how children acquire language. We focus on greetings, food, family members, etc., that students use in their daily routine. In Lower Elementary, they learn to express their feelings, including their likes or dislikes. They ask and answer questions and are introduced to Spanish grammar rules and other themes. In both levels, the units are full of meaningful words and phrases that they can use and practice right away.

In our classes, we use TPR (Total Physical Response), a method of teaching language by using physical movement to react to verbal input. This method mimics how infants gain language skills, and it helps reduce student inhibitions and stress. In our Spanish classes, the students hear, see, and move to Vol. 6 | No. 2

learn no matter which is their dominant learning style. Another essential part of our program is learning about Latin and Hispanic countries; with this exposure, the students can compare and contrast other cultures and traditions with their own. We travel many miles during the school year without leaving the classroom.

The Spanish program at Eton School is six years if the student starts at the age of three. By the end of third grade, the students have enough skill and ability for an easy transition to the Latin program in Upper Elementary and later on to use all the dormant information if they decide to study Spanish again.

“Speak a new language so that the world will be a new world.”~ Rumi ❧ Connect | 7

Learning New Languages Means Learning New Perspectives

by Konnor Clark

Latin: Upper Elementary (Grades 4-5) Students begin their Latin journey in Upper Elementary (multi-grade classes of fourth and fifth), but the Latin classroom is more than just Latin. Yes, the Latin language assists in English vocabulary, further develops the analytical parts of our brain, and can lead to better standardized test scores, but students also experience so much more.

Learning a new language unlocks a window into a perspective previously unknown to the learner. New vocabulary, new concepts, new stories, and more all come together to provide personal growth, awareness, and empathy for language learners. That is the hope and goal for students of Latin here at Eton School.

The students start the year choosing a deity or hero from the ancient world as their Latin class persona.

They are encouraged to select deities outside of the Greek and Roman pantheon, and many take the opportunity to become a deity more in line with their 8 | Eton School

cultural interests. We're not all Greek and Roman, after all. Student choices have run the gamut from Poseidon to Lakshmi, Osiris to Thor, and even the ancient Roman poet, Ovid.

You see, the students are these deities (wink wink), but they are suffering from amnesia. Over the course of the school year, they will regain their lost knowledge and unlock their former powers by learning their Latin and completing their projects. For example, a sky deity may be able to destroy a test question with his lightning bolt. A deity of darkness may be able to turn the lights off for 5 minutes. They are new to their powers, though, and so many abilities have a recharge delay of a week or more, depending on their strength.

These divine students start recovering their memory by researching and presenting their or a partner’s persona for their Name Project. Here, we learn about the new characters in our class and get a sneak peek into the Spring 2022

Yes, the Latin language assists in English vocabulary, further develops the analytical parts of our brain, and can lead to better standardized test scores, but students also experience so much more. kinds of powers that the students will call upon over the course of the school year.

Students then embark on their "re"-discovery of the Latin language. As ancient deities, they were once fluent in all languages, so isn't it a shame they can't seem to remember a single one? While there are many languages to choose from, we begin with Latin, yet we remind each other of the vast benefits of other languages. Students regularly share their personal experiences with their languages in preparation for Middle School, where they will tackle a World Language Project investigating one of today's modern languages. But that is a tale for Middle School.

Students work through the Oxford Latin Course chapters at their own pace and join groups alongside deities of their same chapter group. Students in earlier chapters benefit from support from students in later chapters.

They read and research short articles alongside these chapters, "remembering" what they've forgotten about Vol. 6 | No. 2

ancient Roman history and culture. Alongside our language learning, we also read mythological tales and compare them to the modern renditions of today. Once they complete their chapter work, students will take a Boss Battle (quiz). Once they defeat their boss, they have gained enough knowledge and experience to unlock one of their long-forgotten powers.

One of the year's main events is our Junior Classical League (JCL) project, where students can research and create a wide range of projects. Some may choose to study a deity and create a watercolor painting. Others will research ancient clothing and make an authentic costume. Some will research ancient gladiators and get to compete in a foam-sword competition during our in‑person JCL conventions.

To make a long story short, in Latin class, we read, we discuss, we share, we laugh, and most importantly, we have fun together as a community. ❧ Connect | 9

State of the Library: A Gradual Evolution that Grows and Shifts with the Students

by Poppy Louthan

Library and Information Literacy: Pre-elementary (Grades P3-K), Lower Elementary (Grades 1-3), Upper Elementary (Grades 4-5), and Middle School (Grades 6-8) The library program at Eton School is designed to follow the age and developmental needs of the student as well as support the classroom curriculum for each level. The library is their space, which means the collection and program are always in a state of gradual evolution. Our students grow and shift, and the library grows and shifts with them.

Pre-elementary (Grades P3, P4, and Kindergarten) At this age, the most important part of library time is to wrap the students up in a love of books and stories. The goal is to meet them where they are and to recognize this time as a practice. The students are practicing sitting together and finding their place within the bigger experience of books and their roles in our lives. We take breaks from reading to honor student questions, observations, and laughter. It is essential that they feel valued within that space, that their ideas are heard, and that there are also group dynamics to fit within. Each week, every student may choose a book to take home and share with their family. Borrowing a library book gives them the responsibility of caring for a book, returning it, and 10 | Eton School

selecting another the following week. Pre-elementary library time is treasured by the students as well as by their librarian.

Lower Elementary (Grades 1, 2, and 3) In the Lower Elementary program, library class becomes a more interactive experience. The book choices represent an in-depth characterization and story arc, and we work throughout the year to discuss the merits of the books we share. We also find ways to celebrate our differences when it comes to book tastes. We explore the importance of group discussion and participate in a Washington State student book selection, the OTTER Award. This process involves lessons on community involvement, voting, and appreciation of authorship and why there is a place for different kinds of books within the world of readership. Students at this age have a freer experience with browsing the library collection and expressing their personalities through their interests and reading choices. Their capacity for growth as readers also grows their capacity for empathy, increased knowledge, a broader understanding of the world around them, and Spring 2022

The library is their space, which means the collection and program are always in a state of gradual evolution.

a heightened love of learning. Their growth as readers also comes out in the beginnings of research and using books for learning in addition to enjoyment.

Upper Elementary (Grades 4 and 5) The Upper Elementary program sees the combination of “Library Class” and “Information Literacy.” We begin to dig even deeper with both individual reading choices and the importance of recognizing the value and impact that books and information can have on society. Students at this level learn to navigate our online library catalog, where they can place holds, request new titles, and write book reviews for their classmates. Students at this level also learn how to access and utilize our online database subscriptions.

They frequently conduct quick research and present their findings to their classmates, which offers them a strong foundation to grow as researchers and become more responsible for their learning.

Middle School (Grades 6, 7, and 8) Students are still able and encouraged to explore the library collection, check out books, and utilize our Vol. 6 | No. 2

online catalog at the Middle School level. This level is also where library class makes the full switch to Information Literacy. Our focus is on understanding the importance of digital literacy and becoming responsible digital citizens and skilled researchers.

The students begin to understand the importance of accessing varied information sources to explore different points of view. They gain a broader understanding of the issues they are learning about and give proper credit to the authors and organizations whose knowledge and work from which they benefit. At this point, Information Literacy is primarily supportive of the carefully designed Middle School curriculum.

Over 40 years ago, the decision was made to have the library front and center as you enter Eton School. The school has since grown beyond the Main building, but the library continues to be central in the learning process for all students. From wrapping up students in the love of books and stories at our youngest level to Information Literacy and global citizenship at our oldest level, our library program shifts and grows as a gradual evolution with and for the students. ❧ Connect | 11

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Following the Child: Social and Emotional Learning

by Sara Kessack

Social and Emotional Learning: Pre-elementary (Grades P3-K), Lower Elementary (Grades 1-3), Upper Elementary (Grades 4-5), and Middle School (Grades 6-8) Social and Emotional Learning (SEL) is different across the grade levels of Eton School but is consistently guided by the students and their curiosity to understand the world in which they live. Each lesson is designed to meet students at their developmental levels and follows their train of thought in conversation to see where they lead. As they pick up ideas and ask questions, lessons are created to meet their social and emotional needs.

In the Pre-elementary program, there is time to observe students in their work cycles for about the first ten minutes of each SEL class. The students’ personalities and learning styles then inform SEL lessons provided to one or two students at a time.

During this time together, they share what is important to them at that moment. This personalized attention engages our youngest students organically, and as SEL topics and issues arise, teachers can also 14 | Eton School

be supported. Using this customized SEL format builds trust, which sets the stage as they continue their journey through our program.

In Lower Elementary, the SEL lens focuses on mindfulness and social justice. Every SEL lesson begins with a moment of mindfulness and ends with yoga. These two exercises seem to be the favorite parts of SEL, as the students experience checking in and connecting with themselves. No activity is ever quite the same, and this offers the students various tools to get comfortable using if they begin to recognize signs that they need to practice mindfulness. By introducing these tools now, students become familiar with what they prefer and what helps their bodies even in calm moments.

At this developmental stage, students are passionate about making a difference. SEL lessons center around Spring 2022

Students begin to appreciate that their way of living is not the only way, and many unique aspects make each human an individual. understanding how people and communities are different and how to engage in service projects to help others. Students begin to appreciate that their way of living is not the only way, and many unique aspects make each human an individual.

With Upper Elementary, each lesson also begins with a mindful moment. At this level, students need to understand their place in the world and how they interact with others around them. They begin to explore and dive into their identities and respond with curiosity when confronted with a new perspective.

Due to these experiences, a lot of focus is placed on conflict resolution and non-verbal communication.

The students’ needs vary, and lessons are personalized to these needs instead of using a set curriculum. A favorite aspect of being a counselor providing SEL lessons is knowing and understanding each student and Vol. 6 | No. 2

tailoring lessons to their needs as individuals within the classroom community.

As with the other levels, SEL class in Middle School starts with mindful moments. It’s lovely to watch our oldest students take a few minutes to give in to the peace these moments offer. At this level, lessons are often most successful when conversational, allowing for the students’ uninhibited self-expression. They want to do more, be more and give more at this age. Hearing their ideas to help the world around them is an inspiring experience. Earning their trust to facilitate and listen to their conversations is a treasured gift. The social justice perspective from the previous levels continues to develop in Middle School. Students are passionate about making the world that they are inheriting a just one, and they have strong ideas about how to do so.

They are inspirational. ❧ Connect | 15

Performing Arts and Music: A Whole Body Experience

by Eleanor Withrow

Music and Performing Arts: Pre-elementary (Grades P3-K), Lower Elementary (Grades 1-3), Upper Elementary (Grades 4-5), and Middle School (Grades 6-8) For many, when they imagine taking a Performing Arts class, their thoughts go straight to memorizing lines or performing a dance number under stage lights. But in fact, taking a class in Performing Arts gives students an outlet to better understand themselves, others, and the world around them. Our vibrant Music and Performing Arts program is structured to build on and expand students' skills over their years and to genuinely learn to celebrate themselves and others In the Pre-elementary program, students not only learn coordination and gross motor skills, but they also learn about cooperative play and how to identify musical dynamics. Students begin to learn how to follow a music map, a way of visualizing music through song dotting and images. Older students often lead the games, model how to play instruments, and help guide younger students in music mapping. We listen to classical music and express how the music sounds through movement with scarves, dance, and musical instruments. Students are encouraged to express themselves and how the music makes them feel through dance and movement.

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Music appreciation continues into the Lower Elementary classrooms. Students are introduced to the wonderful world of Orff instruments. They learn, through play, the difference between beat and rhythm, how to visualize music by creating their music maps, and eventually how to read rhythm through musical notation. Instrument families are discussed while dissecting the different sections of the orchestra. They learn about world music, the importance of folk songs and storytelling in our oral histories, and the influence of other cultures on modern music.

Lower Elementary is where students are also introduced to creative drama. These lessons are structured teacherled, long-form improvisation. Students are presented with “a problem” they need to solve as a group, and then imaginary obstacles are placed in the way. Students learn to work towards a common goal, think outside the box, and express themselves through their bodies and actions. Lower Elementary students also participate in a short musical, with third-grade students taking on the responsibility of the major speaking roles.

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Taking a class in Performing Arts gives students an outlet to better understand themselves, others, and the world around them.

In Upper Elementary, students build on skills learned in the Lower Elementary Performing Arts classes. They learn to tell a story through just their bodies, beginning with fantastic shapes and tableaus and expanding into full storytelling through pantomime. Students practice flexibility, non-verbal communication, recognizing social nuances, and perspective-taking.

They continue in their understanding of basic music theory through application and are encouraged to express themselves through movement as they listen to various musical genres. The students learn how to identify different musical themes such as leitmotif and to read music notation by learning to play the recorder. Upper Elementary students participate in a one-act musical, with sixth-grade students performing the principle roles.

Middle School music focuses on choral singing and ensemble music performance. Highlighted in each year of Middle School is a different era of theatre history. Students become familiar with the acting Vol. 6 | No. 2

styles, innovations, and cultural impact theatre has had in other regions and throughout history.

They are also introduced to improvisational acting techniques through games, activities, and shortform improv scenes.

Students learn creative collaboration and leadership through fun games and activities that encourage them to think outside of the box. While sixth-grade students perform with Upper Elementary, seventhand eighth-grade students have a final performance at the end of the year of either a murder-mystery play, or an original ten-minute scene written by them.

Reaching across and connecting our entire student body is our Una Voce All-School Choir Concert.

This vocal concert begins with songs performed by Pre‑elementary students then proceeds with each level performing. The concert crescendos with a special song starting with the older students and each level joins in at a specified point until all the students are preforming together as una voce, Latin for one voice. ❧ Connect | 17

The How and Why of Technology Leads to Creative Problem-Solving

by Daniel O’Connell

Technology: Upper Elementary (Grades 4-5), and Middle School (Grades 6-8)

Technology class is where a student learns how to interact with the basics of modern technology in a hands-on way. Lecture days are rare. Subjects covered include old technology, mechanics, circuitry, programming, HTML, 3D modeling, and robotics.

However, we do not merely talk about these topics; we experience them first-hand. Students work with kits and programs to interact with these technologies and build them for themselves.

The main goal of Eton's Technology curriculum is to cultivate the mindset in our students that solutions to large problems can be found through a series of step-by-step actions and the development of a growth positive, problem-solving way of thinking.

The key is formulating the understanding of HOW 18 | Eton School

and WHY of the technology that they work with in class. Learning HOW to build a button-activated light with a circuit board is one goal. Another goal is for a student to, given everything they have learned about how circuits work, understand WHY components need to be placed and connected a certain way to make the circuit work. It is essential to know where the electricity flows and why each component allows the flow and operation. Although operational understanding and problem‑solving are the primary goals of Eton's Technology classes, creativity and expression of a student's imagination are also encouraged.

Technology class shows students how technology can become an outlet for creativity while also developing Spring 2022

It is essential to help students learn to think outside the box in our ever-changing world—to look at problems in creative and imaginative ways. their spatial awareness and abstract thinking. 3D modeling is a great way for students to open their minds to functional and creative possibilities. TinkerCad is a fantastic program to introduce this concept to students in fourth and fifth grade. After students practice and train in using TinkerCad effectively, they are then encouraged to take what they know and see what they can do. Basic 3-Dimensional shapes, such as boxes and cylinders, become altered and combined to create entirely new figures.

This year, students did a fun 3D modeling exercise. They constructed a table using only basic cube shapes. The cubes could not be altered in any way, but the students could use as many cubes as they wanted for the task.

Once they built a table, they were tasked with turning Vol. 6 | No. 2

it into a chair, again only using cubes. The exercise aims to look at an object and see what shapes go into its creation and how each part can be a piece of another part. Each table leg is a stack of cubes. The tabletop is several horizontal table legs placed next to each other atop the legs. The back of the chair seat is a collection of table legs. Many shapes were formed through various combinations of cubes.

It is essential to help students learn to think outside the box in our ever-changing world—to look at problems in creative and imaginative ways. Technology classes for our older students pull them in to collaborate, engage in creative thought, and have fun. Focusing on the HOW and WHY leads to lively discussions and creative problem-solving. ❧ Connect | 19

Retiring, Best Wishes and Milestones Marjie Butler, Middle School Teacher After 20 years at Eton School, Marjie Butler is retiring. She wore many hats at Eton, teaching across the different grade levels from Physical Education to Language Arts to Social Studies. She will be especially missed as the homeroom teacher for Grade 6. Her passion for learning helped inspire countless students, and her kind and thoughtful demeanor was a constant presence in her teaching. Marjie is looking forward to spending time on her property in North Bend and traveling with her husband. We wish her all the best!

Madeline Lee, Pre-elementary Teacher After 13 years as the Montessori teacher in Mezzo 4, Madeline Lee is ready to retire.

Although she has enjoyed teaching and working with our younger students, she wants to spend more time with her family in Hawaii, her husband, and her children and grandchildren. Her calm presence and steadiness will be missed.

Laura Moore, Middle School Teacher Laura Moore is also retiring at the end of this school year. She spent 15 years as an Eton School Middle School teacher and 10+ years working in Veladare when it was a stand-alone Middle School. Her passion for math and science concepts inspired many students to excel in these areas as she truly understood how to diversify learning to meet individual needs. Although she taught full time, she spent her summers in higher education programs bringing learning opportunities back to Eton. Laura and her husband are moving to Ohio so that she can be near her family.

Best Wishes

Shruti Gupta Middle School Teacher

Changes are inevitable and this year, we say goodbye to two faculty members. We wish them all the best on their personal and professional journeys.

Stacey Moon Pre-elementary Teacher

Milestones

25 Years

Kris Meyer Gaskins Assistant Head of School 20 | Eton School

25 Years

Lynette Oshiro Pre-elementary Teacher

21 Years

Alice McNeer Director of Communications and Marketing

21 Years

Sudha Vaghul Pre-elementary Teacher Spring 2022

11 Years

10 Years

10 Years

6 Years

Pete Kashevarof Middle School Teacher

Enid Mendez Flores Spanish Teacher

Russell Smith Head of School

Amelia Beeton Art Teacher

6 Years

6 Years

6 Years

6 Years

Lin Farmer Lower Elementary Teacher

Gordon Kaplan IT Systems Manager

Venkata Kasinadhuni Classroom Assistant

Dan O'Connell Technology Teacher

6 Years

6 Years

5 Years

5 Years

Hayley Rauch Teaching Assistant

Gayathri Sagar Classroom Assistant

Mounika Balasani Classroom Assistant

Laurren Chase Admission and Communications Associate

“We dedicate ourselves to lifelong learning.” ~Eton School, Core Values

5 Years

5 Years

Chris Music Eleanor Withrow Lower Elementary Teacher Music/Performing Arts Teacher Vol. 6 | No. 2

Connect | 21

Alumni Updates Riley Dehmer is an alumnus of the class of 2014. Eton was an absolutely life changing experience and he is very thankful to have been at the school for five years. Riley has noticed Eton’s influence on him in several ways throughout his life.

He has an improved appreciation for teachers and a passion for helping his peers. He credits that to personal values such as empathy and teamwork that he developed while at Eton.

In high school, he was a Teaching Assistant (TA) for two of his favorite teachers, volunteered at a tutoring workshop for math, and even ran his own tutoring business for his senior year. He had always appreciated the work his teachers did and enjoyed being a teaching assistant because he got to peek behind the scenes and be helpful. Tutoring was a role he slipped into because he would always offer to help the people around him who were struggling with their math or physics (hopefully in exchange for some grammar help).

When he started at the University of Portland, he continued his passion of being a teaching assistant and tutoring. He worked as a tutor for a year, graded for three different engineering professors, and was

Hana Mahmud attended Eton School for Pre‑elementary and then again from Grade 6 through 8. Graduating in 2015, she took with her many wonderful memories of the years with her classmates.

She fondly remembers their time aboard the sailboat, Carlyn, 22 | Eton School

a TA for an introductory Innovation course with one of his favorite professors. He is now weeks away from graduating from University of Portland with a degree in Mechanical Engineering and a minor in Innovation. He has been an active member in the community by volunteering on an advisory board for his engineering school, doing research for a medical device to help Parkinson’s patients, running Math Club, and two amazing capstone projects.

Riley's Collaborative Innovation Practicum project challenged him to imagine how Augmented Reality (AR) could be incorporated into a building to improve student learning. He thought this project was super cool because he got to talk to a lot of people (students, staff, faculty, contractors) about really fun ideas (webapps, digital art, Augmented Reality, Virtual Reality) and learn a whole lot. His engineering Capstone Project is with Oregon Health and Science University and involves a prosthetic hand they are designing.

The project is a combination of 3D printed parts, flexible Stereolithography (SLA) parts, cable systems, motors, and a slew of electronic components.

After graduation, Riley will look for a job that lies somewhere in-between these two projects. He loved designing for people and trying to help solve their problems. He also loved working with CAD and mechanical parts. The intersection of these two passions is product design (at least he thinks so); he is looking for opportunities to work with sheet metal, plastic injection molding, and other manufacturing processes. ❧

during the Salish Seas Expedition in the Puget Sound and the many rainy days spent studying among the cushions in the cozy old Latin Room in the Veladare building. Those classmates became dear friends, and their adventures together left her with newfound confidence and an abiding love of learning.

After her time at Eton, she attended nearby Interlake High School and Bellevue College through the Running Start program, where she developed a passion for politics and public policy.

She interned on a state senate race in King County during her senior year, then went on to work as a field organizer on Elizabeth Warren’s presidential campaign in 2020. Today, Hana lives in Redmond, Washington and works full-time as a legislative session aide in the Washington State Senate. ❧ Spring 2022

After graduating from Eton School in 2015, Madrona Maling was ready to take on the next chapter of her life. Ten years of hands-on learning, unbounded growth, and a nurturing, independent environment left Madrona an inquisitive and capable learner and a strong and honest leader. She spent her next four years at Holy Names Academy, where she challenged herself with advanced classes, rigorous athletics, community service, school government, and other clubs.

Having grown up with a passion for math and enjoying the robotics she did in seventh and eighth grade at Eton, Madrona decided to take AP Computer Science her sophomore year. It was in this class that she found a new passion—programming combined math with language in a way that enunciated her love of strategy and problemsolving. Readily able to master the skills required, she saw Eton-founded values emerge as she asked questions beyond the knowledge of the teacher and fostered a rapport in which he would ask his in-field colleagues her myriad inquiries. She interned during high school on a Cloud and Artificial Intelligence Security team under Microsoft’s cloud computing service, Azure. In pursuing humanitarian service, she went to a refugee area outside of Kampala,

Rahul Misal attended Eton School from Kindergarten through 8th Grade, graduating in 2015. Some of his favorite memories included attending Junior Classical League (JCL) —a regional gathering of schools whose students study the language, literature, culture, and art of ancient Greece and Rome. He continued to participate in JCL with fellow Eton School alumni during high school.

After graduating from Interlake High School, Rahul entered the University of Washington (UW) with Vol. 6 | No. 2

Uganda, with a small non-profit, Libraries for All. There she helped install Wi-Fi and other technologies in a library that provided many resources to the displaced community.

After graduating high school, she continued pursuing computer science studies at the University of Washington (UW). To find success in the demanding program, Madrona looked to the necessity of a supportive link between student and teacher that she readily found at Eton and in high school. She worked hard to make connections and became a Teaching Assistant her freshman year for a Python Programming and Data Science course. Being in a heavy teamwork-oriented major, she also found support in peers and continues to maintain a friendship and work-ship with fellow Eton alum, Rahul Misal.

As she begins the last quarter of her third year, she takes a break from five quarters of being a Teaching Assistant (TA) to begin a software development and consulting internship at a local Seattle company. Madrona looks to get a Masters before continuing into the world, where she wants to bring her programming and leadership skills to the face of humanitarian and environmental problems. Weaving experiences from her past with social justice classes she’s been taking at UW, Madrona sees the necessity of addressing the intersectionality of systemic discrimination in our world with environmental injustices. She is a part of various clubs that work to uplift minorities in the tech industry as well as in her college communities. She is also a collegiate athlete and plays for the UW women’s Ultimate frisbee team as they look to sweep the nation after getting second place last season. ❧

the Engineering Undeclared major. He experimented with several classes from different fields, eventually finding an interest in the introductory computer science courses. Rahul is now a Junior pursuing a degree in the Paul G. Allen School of Computer Science.

During his time at UW, he built upon his experience tutoring students at Eton in Algebra and became a CSE teaching assistant at the 300 level for a Java course on data structures and parallelism. He was happy to reconnect and work together with fellow alum, Madrona Maling.

Rahul enters the end of his Junior year with an upcoming software development internship at F5 Networks.

Outside of academics, Rahul is on the board of Desi Dhamaka, a student-run organization at UW that manages one of the largest South Asian cultural showcases in the Pacific Northwest. ❧ Connect | 23

Alumni Updates (continued) Kavya Varkey is a junior at Stanford University pursuing a major in Earth Systems with a focus in environmental policy and plans to complete her Master of Environmental Economics at Stanford before working full‑time. She hopes to work on adaptation strategies at the policy level for marginalized communities who are experiencing the worst effects of climate change.

Outside of academics, Kavya works at her department as a student advisor to foster community within the sustainability space and works on a solar research team. She loves spending time outdoors in sunny Palo Alto with her friends, working with a housing justice group to bring supplies to the houseless community in the Bay Area, and dabbling in calisthenics.

Upon graduating from Grade 8 at Eton School in 2015, Katrin Zender went to Interlake High School, which is a hop, skip, and jump from Eton School.

The main reason she decided to go there was to pursue an International Baccalaureate (IB), an international program which guaranteed a diploma that would be recognized not only in the United States but also abroad. Her long-term goal after high school was to go abroad, so this was more than helpful.

When it came time to move on to college, Katrin applied to many schools (nearly twenty), only one of which was abroad. With such an international background, lo and behold, she ended up moving to Switzerland to study full time at Franklin University of Switzerland on the shores of Lake Lugano. She chose Franklin because of its diverse student body, the low student‑to‑professor ratio, and not to forget, the beautiful views. She is in her third and final year there and is pursuing Environmental Sciences (BS) with minors in Germanic Studies and Communication, thanks to the many diverse and supportive experiences at Eton School and Interlake High School

During her time at Interlake, Katrin pursued Advanced Placement courses in addition to the IB courses and played varsity soccer all four years.

Some of her favorite classes included environmental sciences, floral design, and horticulture. These passions for the environment were fostered at Eton in science studies with Ms. Moore and through different overnight field trips such as the Salish Sea Expedition, NatureBridge, and Mountain School.

24 | Eton School

She always remembers her time at Eton School as the start of her passion for environmental studies and its relationship to people. From Ms. Moore's dedication to her marine biology project with Salish Sea Expedition to her class's entrepreneurial spirit with fundraising for the Oso Landslide, she's spent the last several years using those deeply ingrained values to guide her path. Kavya graduated from Eton School in 2015. ❧

Franklin is widely known for its program called Academic Travel, where students every semester have the opportunity to select a course and their designated country to visit. Most of Katrin's academic travels have been environmentally based, taking her to places from France and Switzerland to Iceland and Egypt. They are incredible opportunities to see one's academics in action, and she highly recommends it to anyone who has access to this type of experiential learning. Katrin has learned over time that she is a highly inquisitive person (thanks to Eton's broad and holistic teachings), and Franklin has allowed her to continue to ask hard questions and discover the answers herself. ❧ Spring 2022

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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.

Eton School’s Statement on Diversity We believe in the worth and dignity of all people.

We learn, reflect, grow, and effect change through dialogue, education, and action.

We foster a community that acts with compassion, embraces discomfort, thinks critically, questions norms, and welcomes the world’s multiple perspectives.

We use our voices, challenge ourselves and others, and stand up for ourselves and others against injustice.

We champion, cultivate, and celebrate all members of our community so that we all participate as our full authentic selves, and thereby become stronger in our shared diversity.

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