Clippings is a publication of the Communications Office in partnership with other offices of Green Hedges School.
Jessica Wadlow Chair, Board of Trustees
Jennifer Bohnen Head of School
Reka Keller Director of Communications & Marketing
Anna Shaw Philanthropy Associate
Ingrid Willenz-Isaacs Writer and Editor
Photography
Reka Keller
Freed Photography
James Kegley
Design
Catalone Design Co.
Our Mission
We inspire young people of talent and promise to develop clear values, a desire for wisdom, and an appreciation for all endeavors which broaden the mind and enlighten the spirit.
Your comments and suggestions are always welcomed and may be emailed to communications@greenhedges.org.
Green Hedges does not discriminate on the basis of race, sex, religion, or national origin in the administration of its education policies.
Note from the Editor
As the 2024–2025 school year draws to a close, it feels especially meaningful to reflect on the theme that has shaped learning, conversations, and our community: Words Matter. This theme has been more than a message, it has been a mindset. It has guided how we speak, write, listen, and connect with one another throughout the year.
In this special edition, we’ve taken a deep dive into the theme of Words Matter, with grade-level articles exploring how it has touched every corner of our school. We also reflect on the purpose and power of language in our features on the Music Program, In Tune Together: Learning Through the Language of Music, and the Sports Program, Sports: Where Character and Language Collide Throughout, we’ve witnessed the impact of intentional, respectful, and powerful language—and as this issue came together, it became clear that this theme truly deserved center stage.
I want to take a moment to acknowledge everyone who helped bring this magazine to life. To our incredible Administrative Team, who supported every brainstorming session and read every draft— thank you. To our dedicated teachers, who welcomed our writers and photographers into their classrooms and made space for creativity each and every day—thank you.
I turn now to thank one of our writers for Clippings, Ingrid Willenz-Isaacs, who is the parent of two alumni and a former Trustee and has been writing Clippings for the past 20(ish) years. It was a joy to see the beauty of Green Hedges through the lens of someone who sees the bright, kind community we have and wants to bring that to all of you at home. Thank you for welcoming me into that world with you and helping bring our vision of Clippings to fruition.
May this issue remind us all—students, teachers, and readers alike—that the words we choose truly do matter.
Warmly,
Reka Keller Director of Communications & Marketing Editor, Words Matter Edition Green Hedges School
A Fond Farewell
BY JENNIFER BOHNEN, HEAD OF SCHOOL
As I sit down to write this final letter for Clippings, I find myself thinking back to my very first visit to Green Hedges School. I remember walking through the campus, charmed by the sunlight filtering through the trees, the laughter echoing from classrooms, and the genuine warmth of everyone I met. I knew then that this place was special. What I didn’t yet know was just how deeply I would come to love it.
Serving as Head of School at Green Hedges has been the greatest honor of my career. Over the years, I have had the privilege of watching children grow in confidence and compassion, of working alongside faculty and staff whose commitment to students is nothing short of inspiring, and of partnering with families who believe deeply in the mission of this school. Together, we have nurtured a learning community grounded in respect, curiosity, and joy.
The phrase “Words Matter” has echoed throughout our campus this year—an apt theme not only for our students but also for this moment of reflection. So, let me choose my words with care: thank you. Thank you for the trust you placed in me. Thank you for welcoming my family and me so wholeheartedly. Thank you for sharing your children’s stories, your ideas, your challenges, and your hopes.
ABOVE
Ms. Bohnen connects with a student while observing a Grade 2 classroom
During my time here, we have celebrated milestones large and small. We launched new programs, weathered unprecedented times, and deepened our commitment to the values that define Green Hedges. But the moments I will carry with me most are the quieter ones—the conversations on the playground, the hand-drawn notes slipped under my door, the assemblies filled with music and meaning. These are the threads that have woven together the tapestry of my time here.
As I prepare to turn the page and begin a new chapter, I do so with full confidence in the strength and spirit of this community. Green Hedges is poised for a bright and exciting future, and I look forward to cheering it on from afar.
This school has left an indelible mark on my heart. Though I may be stepping away from my role as Head of School, I will always be a part of the Green Hedges story.
With gratitude and affection,
Jennifer Bohnen Head of School
Learning Is Too Important to Wait Around for the Future
BY PETER A. BARRETT, INTERIM HEAD OF SCHOOL 2025–2026
Shortly after the announcement of my appointment last fall as Interim Head of School for the 2025–2026 school year, I had the privilege of spending two days on the Green Hedges campus to meet with members of the community. While I had already been a member of the Board of Trustees for two years, my visit offered me more of a face-to-face experience with the people who make Green Hedges such a special place, day in and day out, as well as an opportunity for those very people to begin to get to know me.
At that time, I identified five organizing ideas for my work as Interim Head of School:
• Leave the place better than you found it: How can we convey to Head-Elect Kyle Armstrong, whose appointment is effective July 1, 2026, the best Green Hedges possible upon his arrival?
• Watch closely, listen carefully, act thoughtfully: How can my background and experience—which includes more than 40 years in independent schools as a teacher, administrator, and head of school (as well as a parent and trustee)— enhance the great work being done at Green Hedges?
• As important as July 1, 2026 is, remember the importance of the 2025–2026 school year for all Green Hedges students: How can we make this school year the best one yet for our students...and the best one ever for our Grade 8 students?
• Recognize the different needs of various constituencies during an interim year: How can I be most effective in supporting the different needs of faculty and staff, students, and parents during this period of transition?
• Remember how fortunate we are to do this work at Green Hedges: How can our commitment to the quality of each student’s educational experience and the decisions we make to enhance that experience reflect our gratitude for being engaged in this work?
Deeply fortunate to have had the benefit of a long transition into my interim role with departing Head of School Jenn Bohnen, along with my ongoing service on the Board of Trustees, and to have a similarly lengthy transition ahead with Kyle Armstrong— the result of thoughtful planning by the Board—I have had plenty of opportunity to return to these organizing ideas since my visit last fall, and they continue to resonate.
For now, as I begin my interim headship, I would like to amplify that third bullet which, appropriately, functions as something of a fulcrum. As important as July 1, 2026 is, remember the importance of the 2025–2026 school year for all Green Hedges students: How can we make this school year the best one yet for our students...and the best one ever for our Grade 8 students?
As future-oriented as the education of our young people must be, we must always recognize the power of the present. The Green Hedges that I have come to know is intent on engaging students in that present—thoughtfully, actively, and creatively— understanding that it is in the present that young people strive to make meaning of the world around them...the world and their work at Green Hedges as well as the larger, wonderful, challenging, and unfailingly confounding world beyond. True, there is a future orientation to this effort—“to discover potential and foster growth,” as our Core Values capture that imperative— but we know that the most important part of that work occurs in the present, in the deeply connected community that is Green Hedges. The marvelous volume Green Hedges School at 75: Living the Legacy, Building the Future wastes little time in making that point: “The spark, challenge, and delight of learning are always in the present,” it asserts in the Preface, “and the true preparation is for lifelong engagement with one’s deepest self, with ideas and the creative process, and with others in the world.”
Besides, there will be only one 2025–2026 school year for our Green Hedges students. I look forward to working with our talented and committed faculty and staff to make it the best year yet for all of them. After all, learning is too important to wait around for the future. And I do recognize just how fortunate I am to be part of this work at Green Hedges!
THE THREAD OF LANGUAGE AT GREEN HEDGES SCHOOL
As Grade 8 students close out the final Opening of the 2024–2025 school year at Green Hedges School, they leave us with these powerful words that have ended every Opening and Closing: “...and remember, all of our words matter.”
This simple yet profound statement encapsulates the theme that has been at the heart of the Green Hedges school year: Words Matter. Chosen by Assistant Head of School Trish Dougherty, the theme emerged from two key inspirations.
“We’ve been doing a lot of work in Language Arts,” Dougherty explains. This is year two of re-examining and fine-tuning our Language Arts curriculum and moving toward a more structured way of teaching reading, especially in the lower grades.” As she began delving deeper into this work, she found renewed appreciation for the school’s roots: “...the school’s founders (Kenton and Frances Kilmer) were ahead of their time, given how much poetry they were using with students from the very beginning. Fluency is the bridge between decoding words and comprehending larger passages, and research shows that poetry facilitates fluency.”
Beyond academics, the Words Matter theme became a guiding principle in our daily interactions. “This has been an important way to support all of us in our communication this year,” Dougherty shares. “It has benefited students as individuals and all of us as a whole as we consider wholesome discourse in our community.”
As editor and writers, we recognized that this theme wasn’t just present—it was interwoven into the very fabric of school life. In this multi-article feature, we explore the many ways Words Matter has taken shape across different classes and experiences throughout the year. We invite you to reflect with us on the role words have played in shaping learning, connection, and community.
Montessori students explore books during Library time
LEAVES, LADYBUGS, AND LEARNING
Daffodil! Forsythia! The two-year-old Montessori class is out for a walk on the Green Hedges campus, hands confidently holding the multicolored rings along a walking rope that helps them safely walk together as a class. They are exploring, listening to birds, and naming what they see. As they walk, the words they are using give them a sense of familiarity with this place that is a second home to them by now.
It feels like a long time since the children first arrived at Green Hedges last fall, a long time since they took in the first welcoming words from their teachers. Now that it’s springtime, what they see are not just flowers, but different and sometimes new kinds of flowers. The flower names they are learning actually shift their perceptions, refining the distinctions they are able to make among the different plants. The more they notice, the more distinctions they make, the greater their sense of familiarity and confidence. And as their vocabulary becomes more sophisticated, so does their relationship with the world.
ABOVE
Students use walking donuts as they begin to practice walking while in a line.
RIGHT
Montessori students carefully examine a flower in the Green Hedges Science Garden
HEGGERTY WORDS MATTER
Three children sit cross-legged on a rug, Montessori style, singing with their teacher about the Itsy Bitsy Spider with the familiar dance of hands as the spider climbs, encounters unexpected rain, and resumes climbing the water spout. They have just finished a short lesson in the Heggerty Curriculum of Phonemic Awareness, which their Montessori teacher, Allison Nichols, interweaves seamlessly into their daily learning. “We know it’s working,” says Ms. Nichols, “because we see kids reading to themselves and doing the hand motions, like drawing their hand across and then punching up for T in cat.” Including the ending consonant of words is an important part of the choreography of language, it turns out, just like listening for the vowel in the middle of words known as rollercoaster words. You can imagine the gesture.
“We are teaching them all these skills without seeing the words, before they start reading.”
ALLISON NICHOLS, MONTESSORI DIRECTRESS
The Heggerty approach, adopted during the 2024–2025 school year, uses movement and active listening to introduce young children to the smallest units of sound, phonemes. Today the students also play with motorcycle words, words that rhyme. With fists touching at the end of outstretched arms, they and their teacher substitute the initial sound of rhyming words as one hand goes off the handlebars and returns with the sound of a different letter. Bike, like. Bear, chair.
As the curriculum progresses, more and more word games are introduced alongside the concepts. By the time these three-year-old children reach Kindergarten, they will be handling many more classes of sound combinations, including compound words like sunshine At each step of the way, the hand motions will literally bring their aural language skills more within their grasp. “We are teaching them all these skills without seeing the words, before they start reading,” says Ms. Nichols.
Students practice words with Heggerty approach motions taught by Montessori Directress Allison Nichols
ACROSTIC ADVENTURES IN GRADE 1
What is poetry? That is the question that Grade 1 students ponder one spring morning as their teachers, Danielle Lee and Danielle Sarver, challenge them to share their thoughts.
It’s when you make words rhyme. But sometimes they don’t have to. Sometimes you don’t need periods or exclamation points, punctuation. It’s writing that expresses your feelings.
The students have practiced observing with a “scientist’s eye” and with a “poet’s eye” and write from these different perspectives as they look at different pictures. Today’s poetry lesson involves a technique new to them: creating acrostic poetry. Haltingly at first, and then with more confidence, they suggest words for creating a poem called P A R K:
P LAY WITH FRIENDS
A SK YOUR FRIEND WHAT TO PLAY
R UN AROUND IN THE PARK
K INDNESS, FRIENDS ALL AROUND
Mrs. Lee responds to their poem by saying, “I can paint that picture in my brain!” The next poem, a paean the students create to one of their teachers, includes the endearing line, “She teaches fun things.” A spontaneous heaping on of compliments follows as the young poets catch the wave of enthusiasm and ride it all the way to the end of class. Poetry is writing that expresses your feelings.
WHAT HAPPENS IN THE LIBRARY STAYS IN THE LIBRARY—NOT!
Do you suffer from aracharachibutyrophobia? If you’re not sure what that is, you could try asking a Grade 1 student. Librarian Helena Powell has been delighting the students in this class by rreading books of big words to them, including Big Words for Little Geniuses. Some words have an especially yummy way of rolling deliciously in our mouths, or of tickling our ears. The Book Collector, a story with a compendium of such words, was popular at an assembly this year, and several teachers have mentioned the delight of children for the word “nincompoop.” Words have music, words have power, and words can carry danger and mystery. Ok, so what IS aracharachibutyrophobia? In case you are not lucky enough to be around a Grade 1 student, we’ll give away the secret. Aracharachibutyrophobia is the fear of peanut butter, or more precisely, the fear of the unpleasant feeling that occurs when peanut butter gets stuck at the back of your mouth. Not a completely unreasonable fear, come to think of it.
Words have music, words have power, and words can carry danger and mystery.
A student works independently on her acrostic poem
Students practice writing poetry with their teacher’s help
Librarian Helena Powell works with a student to select the perfect book
Gen•re •fying
/|jenr |fī/
Here is another word, and it’s a little easier to figure out. Genrefying. Ms. Powell has been working towards genrefying the library so students will have an easier time finding the books they’re looking for. If they enjoy a book that’s part of a particular genre like Fantasy, Realistic Fiction, or Mystery, they can identify it by new stickers placed on the book’s spine and can find more books like it close by. This change in library organization is part of a shift toward a new user-friendly cataloging system, Destiny Discover. When the migration to the new system is complete, students, parents, and faculty will be able to browse the Green Hedges library catalog online and see what books are new, which ones are checked out, and search for eBooks, audiobooks, and recordings. There’s also a place to leave book reviews.
What happens in the library does not just stay in the library; it is seamlessly interwoven with all of the rest of student life. Or, as Helena Powell says, “My vision of the library is creating a community of readers who feel confident coming in looking for books, sharing books with friends, providing a positive experience so students associate this space with somewhere that they’re welcome, they’re safe, where they feel represented, and where they can have a good time.”
A Delicious Dose of Words: Grade 2’s Book Party
Discombobulated is one of the favorite words of the Grade 2 class, and no wonder: just let that word roll around in your mouth a bit, and if that isn’t enough, try some of its synonyms: addled, baffled, disturbed, fuddled, muddled, perplexed, puzzled, ruffled. Strangely, this word has no formal antonym, although some people, when they feel better, like to say they are recombobulated.
Not long ago, Grade 2 teacher Nancy Powell returned from a joyful but tiring family trip and told the young word detectives in her class that she felt discombobulated. With empathy for their teacher and with the love of words they have learned, they were on the case, and although Mrs. Powell soon felt recombobulated, the original word stuck.
Basking in the sounds and meanings of words, Grade 2 writing practice recently culminated in the creation of works of fiction by Grade 2 authors, a project capped by an authors’ party attended by parents and friends. Helping students stay on track and organize their writing into a coherent whole began with a question many an author has confronted: What is your vision for your main character? From there, Mrs. Powell and Assistant Teacher Robin Moroney helped keep the young authors on track using the following plot trajectory:
The students wrote stories, illustrated them, bound them, and even wrote book blurbs for their tomes. Had author Stephen King attended, he would have seen that Grade 2 did justice to his saying that “Description begins in the writer’s imagination, but should finish in the reader’s.” After engaging with their admiring audience, the students enjoyed some well-deserved hot chocolate and tiny muffins. Sharing the love of words can be sweet.
(the problem)
TOP A student shares her work with parents BOTTOM Grade 2 teacher Nancy Powell shares a particularly moving page with a parent
Traveling the States and Territories with Grade 3
This year’s Grade 3 State (and Territory) Fair was a ton of fun! Students created digital presentations and posters displaying information about their chosen state, with facts ranging from “The state cat of Maine is the Maine Coon Cat!” to “The U.S. Virgin Islands have exports including metals, jewelry, and fruits.” Individual reasons for researching a state included everything from seeking more information and being curious, to having familial or other connections to the chosen location.
The displays that students created included objects they had collected, and, wearing evocative costumes, they themselves became part of the instructive and entertaining mix. We spotted caps and sunglasses, Texas-sized and -shaped earrings, and a complete black-and-white cow outfit!
The State Fair is a cross-curricular research project that incorporates social studies, language arts, library, art, and technology. This year’s event ended with a State Snack party. Class favorites were the salsa bar from Arizona and beignets from Louisiana. Reflecting on their experience and its culmination, students were evenly split between choosing the research phase and presentation phase as their favorite.
MATCHING GAME!
ANSWERS BELOW
Holstein North Carolina
Tar Heels Maine
Moose Wisconsin
GUESS
Is the Texas Capitol building in Austin taller than the US Capitol?
ANSWERS
Black and white Holstein cows produce lots of milk in Wisconsin
Not as famous as lobsters, moose are also a beautiful part of Maine Tar Heels is a nickname for the UNC Chapel Hill football team, and comes from the state’s production of pitch and tar for sealing ships during earlier times.
English is strange. Why one goose and many geese, but one moose and many moose, not meese?
Yes, the Austin Capitol is 14.64 feet taller!
ABOVE Grade 3 students show off their State or Territory with presentations and poster boards, NEXT PAGE Grade 4 students during their performance of The Rainbow Crow
The Rainbow Crow Steps into the Spotlight
Even if I can succeed and make the Snow go away, will they still treat me the same? Will they ever listen to my words instead of being mesmerized by my feathers?
These are the questions Rainbow Crow asks herself in a Native American legend, the basis for a play adaptation written by Rihana Yazzie in combination with the children’s book by Nancy Van Laan about a courageous bird who helps her friends during an especially harsh winter, one that threatens their survival. Her manycolored feathers and her beautiful song, along with her selflessness and determination, win the day. She journeys to the Great Spirit and returns with the warmth of fire, but her heroism is not without cost: The fire turns her feathers black and affects her voice. Filled with self-doubt and sadness, Rainbow Crow reunites with her friends, buoyed by assurance from the Great Spirit
that she is as beautiful and brave as ever. Her friends, who at first don’t recognize her, soon concur.
Each year, Grade 4 teacher Anne Craig helps her students bring to life the focus of Grade 4’s social studies units, which cover America’s history from the time the first Native Americans arrived from Asia during the Ice Age to the creation of the United States. This year’s play is part of that effort. As the children memorize their lines, contemplate matters of moral character, and hone their skills as performers, Mrs. Craig infuses her teaching with her lifelong interest in history and her love of all that language can convey.
“I want my students to have the thrill of being active learners,” she says, adding with evident pride in the young thespians, “It is a joy to see them at work.”
Morphing Morphemes in Grade 5
TeachER BakER SwimmER
You already know that the ending of each of these words transforms information about an action into a way of describing the person who does the action. But did you know that these smallest units of meaningful sound, morphemes, letter combinations like er, un, re, dis, and rupt, can get Grade 5 students pretty excited? One of the reasons students now notice these parts of words everywhere is the vast enthusiasm of their teacher, Stacey Vagoun.
During the summer of 2024, Ms. Vagoun took a deep dive into the world of morphemes, especially affixes, by taking a 40-hour online course on the topic through the Institute of Multisensory Education (IMSE) and started seeing morphemes everywhere. “I could not
stop seeing them. They were on the sides of passing buses, on signs I was seeing. These things were just jumping out at me!” she says, her arms and eyes pointing in all directions.
English has many Anglo-Saxon bases or root words, words like teach, bake, and swim. Adding prefixes and suffixes from Latin and identifying the Latin base words suddenly multiplies the number of words that students can make their own; associating a gesture with each morpheme helps embed the learning into their memory—and is part of the fun.
GUESS
What word describes both a prefix and a suffix?
ANSWER Affix
See Morphing Morphemes in action here!
Grade 5 students learn and practice different morpheme movements during class time
An Inheritance of Words and Joy
Grade 5 students have long benefited from Ms. Vagoun’s enthusiasm for language, and one expression of that shared fascination is the Word Wall, which has existed for more than six years. “I always look for ways that students can own the bulletin boards,” says Ms. Vagoun, who admits to seeding her instructions and class management with words that provoke her students’ curiosity. “Ask any student I’ve had in the last eight years the definition of the word gratuitous,” she says, explaining that when students find words that are meaningful to them, they become eager word detectives. The Word Wall, filled with words whose meaning students have just discovered, was born from this shared student-teacher interest. “I inherited about 200 sentence strips from Karen Wiechelt,” says Ms. Vagoun, referring to the beloved Grades 3–5 teacher for whom the Stable is named. Wiechelt was known for her passionate, playful teaching and fondly remembered for the time she slipped into student uniform to substitute at the last minute for a woodwind instrument Middle Schooler out sick the day of an
important performance. It’s these full-circle moments at Green Hedges that make the experience one of intense joy when learning.
ABOVE A photo of Karen Wiechelt, beloved Green Hedges teacher BELOW Sentence strips containing favorite words from this year’s Grade 5 Word Wall
Social-Emotional Learning— Relationship Words and Strategies
“In my work, we talk a lot, and at every grade, about the idea that words matter,” says School Counselor Sabine Bergwall, explaining that “when we talk about the importance of words, we mean not only the words we say to each other, but also the words we say to ourselves. At every grade level, there is a focus on self-awareness and social awareness, so we highlight the words we choose, how we’re saying what we’re saying, the reason behind our words, and being cognizant of other people’s perspectives in response to something that’s being said. We also teach selfreflection as a way to consider: ‘What is that inner voice telling me?’”
Ms. Bergwall explains that the way these questions are addressed is different at each age level, but the theme of attunement, to self and to others, is consistent throughout. So, while Kindergarteners might be roleplaying how to invite someone to play or how to set
boundaries if they are uncomfortable with someone leaning on their chair, Grade 4 students might role-play ways to respond constructively to negative peerpressure, a strategy that has its own acronym:
Say no
Think of what could happen
Offer another idea
“Peace out”—I’m not doing that. See you later.
Social-emotional learning is the scaffolding children need to grow their resourcefulness and regard and aligns with Responsive Classroom strategies that teachers use. The sign behind Ms. Bergwall highlights the foundation of care that underpins it all: YOU BELONG HERE AND EVERYTHING YOU FEEL IS ALRIGHT.
Middle School Conversations That Matter
DO HARD THINGS reads the banner behind Middle School Head and 2025–2026 Interim Assistant Head of School Aaron Cahn’s desk. Commenting on Creating Civil Discourse, the protocol he teaches and practices, and which faculty advisors practice with students in Middle School, he says: “It creates a framework for discussion, creates an expectation about how to have difficult conversations. We add topics such as what constitutes a good apology and how to apologize. Fundamentally, we want to create the understanding that there are times when communication is a messy process but it is one that can still be done respectfully. In fact, respect and the strategies that support it are
especially important when there is disagreement or other interpersonal stress.
“We teach that we can make mistakes, but that’s ok, as long as we’re growing and learning from them. At the same time, we are also saying that we CAN have difficult conversations, we don’t have to avoid them just because they’re difficult or because people in the room have different opinions. Without those conversations, you’re never going to understand the other side. You’ll get trapped on only one side or one perspective and limit your ability to move forward in problem-solving and in relationships.
“Structured practice such as turn-taking with timers ensures that everyone gets heard as equally as possible, and having rules of operation gives a sense of safety and direction. It gives adults and students a feeling of ‘If I follow these protocols, the wheels aren’t going to come off,’ which is often a concern. And expecting that we’re going to disagree, we’re not going to solve it all today, takes some of the pressure off.”
People learn a vocabulary and a structure for having difficult conversations and benefit by starting with what Mr. Cahn calls “softball topics.” Once they learn the protocol, they can gradually address more challenging topics. “It gets easier to use when you need it,” remarks Mr. Cahn, “like if you get to practice apologizing when you’re not in trouble. Giving students these skills while they are here means that when they go on to high school and college, it will be easier for them to hold respectful conversations with people who have different beliefs and come from different backgrounds. We’re in such a divided time. Part of that divisiveness is the lack of interaction between the two sides. People need to come together and realize we’re probably not so far off from each other and to be able to have conversations.”
“Students Take Responsibility at Conference Time”
For the past two school years, the traditional ParentTeacher Conferences for Middle School students have earned a new name: Student-Parent-Advisor Conferences. Students in Grades 6, 7, and 8 prepare for being active participants in the Conferences by answering a comprehensive series of questions that range from general ones regarding their aspirations to specific ones about their accomplishments and goals for improvement in all subject areas. As they reflect on
these topics, they receive guidance from their adult advisors and support from their peers. They are encouraged to upload artwork and to express gratitude for the support their parents offer in specific pursuits. Students work for about a month in their advising groups to complete this process, and then present for about 30 minutes to their parents with support from their advisors. “It is definitely an empowering experience for them,” says Mr. Cahn.
ABOVE Students play games with their advisor while they work on different conversation strategies BELOW Students use role-playing during Advisory to step into different conversational roles
Parting Words
If you cry at weddings and commencements, you should definitely bring a handkerchief to the Green Hedges Graduation. All the expected elements are there: festive outfits, flowers, cameras (lots of cameras), and traditional, stirring music played by the older students, the whole event framed and interspersed with hugging, and yes, with the inevitable tears. Some of the students about to metamorphose into alumni have known Green Hedges as a second home from childhood, when they accompanied an older sibling to carpool. Others, who arrived as late as the last year of Middle School, marvel at how welcomed they have felt, how much they have come to feel part of the school family. There are tears of joy and there is a tinge of trepidation, laced with confidence, for what lies ahead. If you squint a little, you can see the love and pride of the attending families and friends almost like little puffs rising up from the folding chairs. The love and pride—and the tears—come from everywhere, including the teachers.
An undeniable highlight of every Green Hedges Graduation is listening to the speeches the students give, a ritual for which they prepare in mid-May. Middle School Humanities teacher Hilary Huse, who has been helping students prepare their speeches for 12 years, says she likes waiting until the very end of senior year before beginning this capstone project because “the Graduation
A member of the Class of 2025 shares his Graduation speech
speeches are a final time to stop and reflect. I want them to have had the full experience before they pause and look back.” Describing the speech-writing process, she says, “I don’t give them an outline. I tell them, ‘The best thing to do is just to start writing about your memories, so that you don’t have a blank page staring at you. And then you look for what things go together, and you find the thread of your theme, you find your quote. Or, you start with the quote and find the ideas that go with it.’”
Mrs. Huse uses skills she has honed during many years as a participant in community theater to help students polish their stage presence. “We work really hard on delivery,” she says, explaining that practicing the speeches from a classroom podium gives the students a chance to experience the emotions that come up as they hear their own voices speaking words of gratitude to parents, of camaraderie to classmates, and of appreciation to teachers.
In all this, there is one important rule: Parents are not allowed to hear the speeches before graduation. “I want the experience to feel fresh,” she says, and for a moment the anticipated mixed emotions of the day flash across her face as she adds, “I am intimately involved with this parting. Luckily,” she concludes, “I hear their speeches many times. I hear them a lot.”
In Tune Together
Learning Through the Language of Music
ABOVE
Grade 5 students perform for the first time
LOWER RIGHT
Mr. Harris teaches rhythm during band class
Music is harmony and dissonance but it cannot be chaos. Used as a tool for education, it is a means of introducing orderly joy and relaxation, a way of teaching history, poetry, humor, a reason for discipline. Without it, it is cacophony. Therefore, rhythm bands, marching [are vital]... Above all, [there is]... the importance of listening, excited and exciting.
Clustered at the front of the otherwise empty Multi-Purpose Room, the attentive musicians are ready to begin. In front of them, Grades 3–8 Music and Band teacher Phill Harris alternates between being collegial—“How was it for you guys to practice with Grade 5? Trombones, did you feel like you were less alone?”—and patiently didactic— “When we find that we don’t have our music with us, what do we do?” To the right of Mr. Harris is a large screen that counts down the time from five minutes to zero and lists tasks the band members need to complete. There is no sense of pressure, only the pleasant feeling of musicians going about their tasks and preparing to enter the experience of being part of that wonderful word, ensemble, being together.
As the band begins to play, Mr. Harris provides encouragement, promotes awareness, and offers suggestions. “Good matching,” he says to students staying in time with each other and attending to quality of sound. “Did you feel like you counted it better this
time?” He makes his points musically as well as verbally, at different times picking up a clarinet or trombone to demonstrate the difference between legato, sounds that blend into each other, and staccato, sounds that are distinct from one another. “Could you hear how I hit that G?” he asks, and suggests, “Let’s add a crescendo here. That will bring more interest into the music.”
As Mr. Harris moves between different instruments and between the collegiality of leading a band and the role of teacher of students, his demeanor is masterfully legato. “To make a warmer sound, drop your jaws,” he instructs, adding “Great posture makes a great sound. If you are practicing enough, you should be able to hear the music in your head.”
Great posture makes a great sound. If you are practicing enough, you should be able to hear the music in your head.
PHILL HARRIS
Being able to hear music in one’s head is only one of the many benefits of practicing music. Researchers have discovered that the neural pathways for music are adjacent to the ones for learning reading. No wonder that children who undergo musical training have better verbal memory, secondlanguage pronunciation accuracy, and reading ability, along with better executive functions like planning, organizing, and staying on task. Learning to play an instrument as a child may even predict academic performance and
IQ in young adulthood. Or, to hear Mr. Harris explain it: “Just as we learn language by hearing our parents talk and later learn to read, we acquire fluency in the language of music by listening to it and later by reading it. In the long run, we find our own voice by listening to others and interacting with others.”
Listen to Mr. Harris’s musical celebration of Black History Month
Handwritten note by Frances Kilmer.
CAMPUS HAPPENINGS
Green Hedges students experience the 2025 Book Fair. • Students from Grades 1–8 experience Buddy Time (Grade 6 won this Rock, Paper, Scissors Race). • Green Hedges welcomed visitors to campus during this year’s Grandparents and Special Friends Day.
CAMPUS HAPPENINGS
Check out some of our performances this year! Thank you to all those who make them possible.
Grade 1—Bugz
Grade 3—The Ugly Duckling
Middle School—Alice in Wonderland
Grade 5—Game of Gods
Grade 2—Tweet
CAMPUS HAPPENINGS
•
and second-place
in this
Montessori students celebrated the Annual International Day of Peace. • Middle School students took home first-
trophies
year’s Music in the Parks!
The Annual Green Hedges Auction & Gala supported the purchase of new Clevertouch Screens in classrooms!
CAMPUS HAPPENINGS
Students shone in this year’s concerts!
CAMPUS HAPPENINGS
Percival, the GHS mascot, spent time with students during Dragon Dash and at Dragon Day! • Students showed off their skills in this year’s Talent Show!
CAMPUS HAPPENINGS
Families
showed their Dragon pride at this year’s Annual Dragonfest and Dragons on Ice!
Sports WHERE CHARACTER AND LANGUAGE CONVERGE
“You know what Coach says: if you’re not challenged, you’re not getting better,” shares a wise Grade 6 student after a particularly harrowing play during lunchtime basketball on the blacktop. At Green Hedges School, what Coach Rendell Williams, the Athletic Director, says becomes a part of each student’s ethos and mentality.
Students spend their years at Green Hedges building physical skills and character through the
Physical Education curriculum. Starting in Montessori, students learn spatial awareness, different movement types, and basic motor skills, like throwing and handeye coordination. Progressively building upon these skills each year using team games and challenges, Coach Williams asks Middle School students to then bridge their physical abilities with character traits like sportsmanship, competition, perseverance, and teamwork by participating on our Middle School athletic teams.
While Green Hedges students previously had the opportunity to participate in particular sports, such as soccer, basketball, and cross country as early as 1998, in 2018, the PE curriculum began to reflect the sports program as a crucial facet for all students. Now, Middle School students have biweekly dedicated sports programming with the opportunity to choose sports like soccer, cross-country, basketball, flag football, and tennis,
depending on the season; each program promotes inclusivity and a strong community focus. As Coach Williams shares, “In PE and the sports program, the goal is that students are learning the skills to move both spatially and strategically in the world, including gameplay and rules.” Since the addition of school sports, Green Hedges students are encouraged to embrace school spirit early on, with a strong sense of pride in being part of the “Dragons” and recognizing Percival the Dragon at the drop of a hat.
Coach explains, “In any uncertainty, the unknown is hard, but getting kids to understand that what may not be known today can become known and understood through perseverance is important to me.” Perseverance is one of the many values that Green Hedges holds dear, and the sports program encourages it. Coach asks students
to constantly have a growth mindset, focusing on the process rather than just the outcome. Life lessons such as commitment and effort are integrated throughout each practice, preparing students for success on and off the field.
Coach Williams reflects that while
CLOCKWISE, FROM TOP LEFT
the program has already had considerable changes, there is still a vision of the future. But as he shares, “That’s why I show up every day; I know I can have a positive impact on the lives these kids will lead in the future.”
FUN FACT
Did you know that Percival the Dragon was named after Sir Percival in the story of King Arthur, known for his loyalty and gallantry?
Coach Williams leads the soccer team in a team huddle, GHS JV Basketball v. The Montessori School of Northern Virginia, Students from the GHS Varsity Soccer Team, GHS JV Soccer v. Gesher Academy, GHS students cheer on the Soccer Championships
ALUMNI
FEATURE
A Conversation with Tara Monjazeb GHS Graduate Class of 2014
What have you been doing since graduating GHS?
I went to Flint Hill for high school, and after graduation, I spent a year at George Mason University before starting my BA in Comparative Literature at UCL in London, England. I really enjoyed my degree and went on to work in writing and content, first at a sustainability start-up and now at an events company in London. I still do personal writing—I’ve published some poetry, write essays on my Substack every now and then, and am currently working on my first novel.
What does your typical day look like?
Oh, it varies! I work in marketing and go into the office three days a week. I take the bus in and always do the New York Times mini-games on my commute. I spend most of the week writing about bars and restaurants or editing pieces by our freelance writers. I love my colleagues, and the work environment is quite relaxed. I get home from work around 6:30, cook dinner, and either spend time with my housemates or try to get some personal writing done at my desk. When I work from home, I usually take a yoga class or go for a walk in the park during the day. On weekends, I love wandering around
markets, parks, and bakeries while catching up with my partner or my friends. I volunteer at a charity bookshop every other weekend. My favorite thing to do is sit and read in one of London’s many cafés or get a coffee to-go and read in a park when the weather is nice (rarely).
When did you know you wanted to be a writer?
It sounds cheesy, but I think always. I remember being assigned creative writing tasks at GHS and accidentally writing way more than intended. I’d volunteer to read it in front of the class and accidentally take up most of the class time. One of Mrs. Vagoun’s assignments in Grade 5 turned into
what I’d call my first novel, an 80-page story typed entirely in Comic Sans. I strayed from writing in high school and university, thinking it’d be too unrealistic or that I wasn’t good enough, but I found my way back eventually.
What was your favorite book as a child?
I loved books that I could relate to, particularly books about girls my age going through the same kind of things I was going through. It began with Junie B. Jones books and eventually turned into books by Wendy Mass and Judy Blume. The book that I remember striking me the most is called Out of My Mind by Sharon M. Draper, about an eleven-yearold girl with cerebral palsy. I cried when I finished it. Literature allows for empathy, and because of it, I could relate to someone so different to me. It was a key realization in my life, and it’s stuck with me since.
Any current book recommendations?
I’ve been enjoying the works of Emily Austin and Kevin Wilson recently. They write such tender, funny, and accessible stories.
How did GHS prepare you for secondary school and beyond?
I had some incredible teachers. Not only did they prepare me academically, but they taught me that it’s okay to ask for help. I never felt dumb or that I couldn’t do something, and even when my work was borderline silly, they always encouraged me. My Grade 4 teacher let me do my independent research project on the Nickelodeon show iCarly, which I was obsessed with at the time. Mrs. Chenulu let me doodle in math class because it helped me concentrate. All these little things fostered a sense of wonder in me, which I still carry today in adulthood.
Are you still in contact with your classmates?
Yes! One of them, Ian, was my roommate for a while here in London. I went to high school with a few of the others, and we try to catch up whenever I’m back in Virginia. The beauty of social media is that, even though a lot of us went our separate ways, we’ve found each other again years later. It’s nice to see what everyone’s up to.
What is a favorite memory from your time at GHS?
I’ve got a lot of special memories from GHS: taking care of our Grade 3 class pet (a Beanie Baby hedgehog named Prickles), releasing butterflies in Grade 1, meeting a Holocaust survivor in Grade 4, our Grade 8 trip to New York. I loved spending time in the library with Mrs. Provenzano. She always let me check out more books than was allowed, and I credit her with my love of reading. My classes were extraspecial when Mrs. Beckett was teaching. She knew I was a writer before I did and always encouraged me to keep at it. So I have to thank her as well!
What did you enjoy the most about GHS?
The community, for sure. Everybody knew everybody, and the integration of kids K–8 means that you look up to kids older than you and lead the ones younger than you. The teachers really care about your success and continue to way after you’ve graduated. The school is small, but you learn so much about the big, wide world around you within it. It’s a special place.
Hopefully that answers everything! I enjoyed reminiscing so much. My website is taramonj.com, which has all of my current publications and social media. Please let me know if you need anything else!
ALUMNI NOTES
Delara Derakhshani
GRADUATION YEAR
2000
After GHS, I attended The Potomac School for high school, followed by The University of Virginia where I majored in Cognitive Science with a concentration in Neuroscience. I attended The Catholic University of America’s Columbus School of Law, where I graduated with a JD and a certificate in technology and communications law. In my career, I’ve served as a policy advocate for Consumer Reports, video game lawyer and advocate for the video game industry, and worked in the virtual reality department of Meta (formerly known as Facebook). Today, I serve as Director of Policy at The Data Transfer Initiative, where I work with founding members Apple, Google, and Meta on data portability issues and serve as an educator to policymakers and governments around the world. I have had the amazing experience of testifying before the U.S. Senate multiple times and have been invited to share my analysis and expertise before numerous national and international media outlets. I cherish my memories from Green Hedges and remain best friends with Lindsay Curtin (GHS ‘00) to this day. I can’t wait to be the speaker for Green Hedges Graduation this year!
Sammy Ojjeh
GRADUATION YEAR
2006
I currently work at Booz Allen Hamilton, where I focus on AI, automation, and data analytics to support our federal government programs. My work involves helping agencies improve how they manage and use data by developing solutions that enhance decision-making, streamline operations, and provide data-driven insights. I collaborate with cross-functional teams across the government to tackle complex challenges, implement AI-driven strategies, and modernize data systems to drive efficiency and innovation. This includes researching ways to integrate AI technologies and building chatbots to improve accessibility and optimize data-driven decision-making.
Beyond work, I’m happily married and have a wonderful dog named Daisy, who brings plenty of joy and energy into our lives. I love traveling, staying active, and learning about new technology. Whether it’s experimenting with AI tools, keeping up with industry trends, or finding creative ways to automate everyday tasks, I enjoy exploring how technology can make life better.
Looking back, Green Hedges played a pivotal role in shaping my curiosity and
love for problem-solving, and I’m grateful for the foundation it gave me. It’s great to reconnect, and I appreciate the opportunity to share this update. Let me know if you need anything else—I’d be happy to help!
Francesca Campos
GRADUATION YEAR
2016
Since graduating from Green Hedges, I’ve done a lot of things! One thing that was really exciting was starting a cosplay instagram account in March of 2024 to showcase my art and passions (check it out at francesca.cosplays). I’ve also shared my art in two group art shows, one in Lorton, VA and the other at George Mason University. I graduated from George Mason University in May of 2024 with a Bachelor of Fine Arts and am back at school at George Mason pursuing my Masters in Art Education. While I sometimes find working in the classroom hard as a substitute teacher, I’ve been enjoying working with kids and seeing them learn and develop over time! My time at Green Hedges was really special, and I believe that it helped fast-track me to being creative and artistic, shout-out to Ms. Huse, she’s absolutely brilliant and by far the best teacher I’ve ever had.
FORMER FACULTY NOTES
Jacquie Ingersoll Since Henry was born on May 19 last year, I have thoroughly enjoyed being a mom! He recently began crawling and keeps Mr. Ingersoll and me on our toes for sure! I have also been transitioning from being a student to a dissertation candidate in my Ed.D program (Educational Leadership and Administration) through George Washington University after having finished my comprehensive exams this past December. Because that is not enough for me, I also began working a few times a week at my gym in the Childwatch room, which is something Henry also enjoys tagging along with me to! Though I love working in classrooms with students, this has allowed me to work with younger children alongside Henry and scratch the itch that is working with children! Lastly, I also have been able to volunteer at the Leesburg Volunteer Fire Company as an administration member. We have enjoyed decorating the fire engines and trucks for the holiday Santa Rides and the Leesburg Holiday Parade, which Henry and I got to ride in the engine for!
Mr. Ingersoll is also doing well and loves spending time with Henry, Scout, Sawyer, and me, and he is currently working on space lasers at Amazon. For those who were wondering, yes! He still is growing his collection of Legos, and he cannot wait until Henry is old enough to launch bottle rockets! As always, go Bills!
Diane Prentice
Leaving Green Hedges was a difficult decision for me to make in 2016. Some may remember that our oldest daughter had experienced a serious health condition and it became clear that I needed to step away from work to help her recover. I am happy to say she is back on her feet and pursuing her dreams again. During those early “retirement” years, I consulted with The Campagna Center, a non-profit located here in Alexandria. We created a K–2 reading program for children who needed extra help, and I was so happy to be part of that endeavor. The technology skills I acquired at Green Hedges came in very handy when we had to transfer the program to Zoom during the pandemic! With one daughter in New York City, two daughters and two granddaughters in Los Angeles, and one husband who very much loves to be at our place in Pinehurst golfing, I find I am most often in a train, plane, or automobile these days. It can be hard to get ahold of me, but I truly carry Green Hedges in my heart as I travel. I cherish the time I had with my students, and their families, and hope they know I did my best by them. I learned at least as much from them as they did from me. Just like the Maypole dance, our lives are interwoven and Green Hedges will always be a piece of the fabric of my life.
CLASSES OF 2024 & 2025 Congratulations to the Green Hedges School Graduation
CLASS OF 2024
HAYDEN BRANDT
7 Years at Green Hedges School
Understanding that choosing the “right” path isn’t always something you should worry about has been crucial to my success along my path at Green Hedges. I’ve learned that usually taking the path that other people haven’t makes a huge difference. Each path has led me down a different road and there have been many supporters along the way.
ANNALISE GAVIN
11 Years at Green Hedges School
The year I graduated preschool and began first grade everyone cheered as all the new first graders entered the building. At that moment, I knew I was going to like it here. Growing up at Green Hedges has helped me shape my dreams for the future. Green Hedges has guided me and helped me know what I want to achieve in life.
JOSEPH COOGAN
11 Years at Green Hedges School
I have been a lifer here at Green Hedges, which means eleven long years of learning. Starting with the ABC’s with Ms. Nichols to Algebra I with Ms. Potter. Somehow we are here eleven years
later and are still making new memories. Not to leave the rest of my class out I unfortunately don’t have enough words to talk about every crazy memory.
SYDNEY DRAETTA
11 Years at Green Hedges School
Green Hedges isn’t just a school; it is like this giant, magical canvas stretching out across the landscape of my life. Imagine each day is a brushstroke, adding color and texture to my adolescence. Through eleven unforgettable years, I danced across that canvas, splashing it with the vibrant hues of my personality. From the chaotic doodles of elementary days to the bold strokes of middle school, I discovered the magic of self-expression and the joy of embracing what made me different.
BONITA GANESH
2 Years at Green Hedges School
Green Hedges is such a strong community that will forever hold a special place in my heart. Although I was new here two years ago, it feels like I’ve been here my whole life. It’s such a warm and welcoming community, which I love. I’m so excited to go to high school and Green Hedges has prepared me well for that.
GENEVIEVE JOHNSON
2½ Years at Green Hedges School
I am so grateful for every person who has helped me get to this moment. Green Hedges has definitely been a part of my childhood that I don’t ever think I’ll forget. I’ve made so many wonderful memories here that I couldn’t have made anywhere else.
TARIK KANANI
5 Years at Green Hedges School
Thank you’s are always hard for me, not because I don’t have enough to say, but because I have too much, and now I don’t have enough time to thank everyone. On my first day here, I was scared out of my mind, trying to make even one friend. little did I know I would make many more than one friend that day.
PJ MORONEY
11 Years at Green Hedges School
Bob Marley once said, “You never know how strong you are until being strong is your only choice.” This idea was the foundation to my Green Hedges experience that could only be learned through late-night essays on books I’ve never imagined reading or studying for forty-point science tests even when I
On June 7, we celebrated the Graduation of the Class of 2024 as they completed their journey at Green Hedges School. We congratulated the 17 graduates and their families and reflected on the experience and uniqueness this class brought to the Green Hedges community. We wish them all the best as they leave Green Hedges with their stories and head to their secondary school of choice.
Audience members
2024 Graduation Speaker Gates Young.
Aaron Cahn and Kivaan Vora.
at the Class of 2024 Graduation ceremony.
AIDAN VICK
11 Years at Green Hedges School
My journey at Green Hedges started when I was three, but I still remember learning how to count with the colored beads on a string. My time at Green Hedges has been rewarding and exciting and has helped me grow and develop to become a better person and student.
KIVAAN VORA
11 Years at Green Hedges School
felt like I was gonna pass out. Although I dreaded these nights, they were the reason that me, the rough block of coal that entered Kindergarten, was able to embrace the pressure and become a defined diamond as I wave goodbye to the school that I hold so dear to me.
DOROTHEE NOAH
9 Years at Green Hedges School
I believe that kindness comes in many forms, and throughout my journey at Green Hedges, I have sampled from life’s kitchen, the many platters of affection, compassion, care, and kindness. I always thought that the realization of being in eighth grade and leaving this school for good would set in, but as I stand here, it truly hasn’t.
GRIFFIN PRIESS
5 Years at Green Hedges School
After many years of being at this school, I only just realized how much I will miss this place. I learned so much at this school and I am so grateful for everyone that I met here. Even though I am
leaving, I will never forget the memories formed on this campus.
JUSTIN SHERWOOD
4 Years at Green Hedges School
Nelson Mandela says that “It always seems impossible until it’s done.” I chose this quote because this whole year seemed like it was going to last forever and I never was going to get anything done. But here I am, and now I’m graduating and going off to high school. I had many fond memories at this school, like winning the soccer championship and since day one not going an hour without laughing each day.
SEBASTIAN VELASQUEZ
9 Years at Green Hedges School
Green Hedges has made me develop into a better and more mature person. It’s going to be sad leaving this school and leaving all my friends behind, but I will never forget the memories and the support GHS gave me.
As I end this speech I would like to give a piece of advice that I feel sums up my time at GHS, and hopefully I can take it to Flint Hill and past that. So here it is, whether you choose to move on and take a chance in the unknown, or stay behind locked in the past thinking of what it could have been; it goes on.
GRACE WADLOW
7 Years at Green Hedges School
I have learned to “go with it” because of my experiences at Green Hedges. I have learned to not listen to fear because that is what sets me back. Last year I was terrified of the thought of pushing on from here, but this lesson has taught me to be excited for what is to come in my future. I don’t know what will happen in my future but I will always have memories to keep.
SOFIA ZAHIR
11 Years at Green Hedges School
Overall Green Hedges has been a wonderful experience, I’ve made endless memories. I will never forget about this great place. Even though I am scared and sad about leaving I am also excited to see where the future takes me and ready to move on.
Students on stage as Graduation begins
CLASS OF 2025
LIAM BITTNER BRENNINKMEIJER
4 Years at Green Hedges School
Over the time I’ve spent at Green Hedges, I have learned to become a better friend and to be more confident. I’ve spent great moments with the community. I’m sad to be leaving but happy to be starting a new chapter in my life. A quote by Elliot Ludwig says, “A smile is hope, a smile is love, a smile is understanding.”
KATHRYN DIETRICK
4 Years at Green Hedges School
I can look at my entire life with different glasses and see phenomenally unique things. As terrifying as that is, it hasn’t changed that I will always be all the things I once was. From a melodramatic six-year-old, to a self-proclaimed princess, to the thirteen-year-old that I am today picking up a new book each week and watching Sherlock on BBC. During the four years I’ve been here (a short or long time depending on how you think of it), I’ve changed enough to know that the way you look at anything changes everything.
SALLIE DOUGHERTY
3 Years at Green Hedges School
If I hadn’t moved to Virginia and attended this school, I would not have been where I am today. I grew so much academically and as a person. One thing that I learned was how to manage and make the most of my time with my busy schedule. One of my favorite memories was the school trip to Montreal. I became friends with people that I had never talked to before.
AUDREY FARQUHARSON
1 Year at Green Hedges
The last few years have been hard for me so I would like to thank my friends, all of the ones I have made at Green Hedges, but also in particular from the years prior, Lena, Makayla, and Hannah. They are not here today, but I wish they could be here to hear this. They were always with me through everything. When we felt weak and when we were strong together. They are some of the best friends I have ever known and I will always be grateful for them and how they taught me what true friendship is.
ZACH FOGLIA
8 Years at Green Hedges School
Hello and good morning, everybody. Throughout my time at Green Hedges, I had always imagined graduation to be something incredibly distant in the future. It was something I could never imagine reaching until now. And even through my final year, it still seemed far away; but now here I am at the podium presenting my speech.
ZAYD HASAN
4 Years at Green Hedges School
Before I begin my speech, I’d like to share a quote: “The best way to predict the future is to create it.” – Abe Lincoln. Green Hedges gave me all the skills and tools I will need to create a future in which I succeed. GHS forced me out of my comfort zone by making me play an instrument and act in plays. When I first came to Green Hedges, I was nervous. But I quickly realized it wasn’t so bad, and everyone is really nice. I’ve had a lot of fun in my four years here.
TYLER MCCARTY
4 Years at Green Hedges School
Ferris Bueller said, “Life moves pretty fast. If you don’t stop and look around once in a while, you could miss it.” I think Ferris Bueller’s quote captures how I aimed to move through life at GHS. These four years together have flown by, but when I take the time to look around, there were some pretty special moments.
HAZEL MCDONALD
4 Years at Green Hedges School
From the tennis water fights, to the insane overnight field trips like Echo Hill, Green Hedges has been an experience to remember. Wonderland is not just a place but it is also the people within it, and our class has created a wonderland of its own.
ELLIE NUGENT
2 Years at Green Hedges School
I can’t believe that this is the last time I’m going to walk across this stage. Standing here today in front of all of you, I want to say that I am going to miss this place immensely. I have made friends that I believe will last a lifetime. And I have made memories that I will keep forever, such as dancing in the rain, laughing so hard that I thought I broke a rib, and learning more than I ever thought possible; thank you.
ELEANOR PONTZ
5 Years at Green Hedges School
I will never forget the Halloween Parades, the cross country meets, and the many times I couldn’t stop laughing. As the present melts into the past, I wish
On June 6, we proudly celebrated the Graduation of the Class of 2025 as they concluded their time at Green Hedges School. We honored our 15 graduates and their families, reflecting on the experiences, memories, and individuality this class brought to our community. As they move on to their chosen secondary schools, we send them off with our warmest congratulations and best wishes for the journey ahead.
The Class of 2025
I could freeze these memories in time and keep reliving them. Now, standing today at this podium is a dream come true. Even though I’m heading off to my literal dream school next year, this place will always be a home to me. The foundation this community has helped me construct is infallible.
ADAM POTTS
3 Years at Green Hedges School
The great Kobe Bryant once said, “Dedication makes dreams come true.” I didn’t get it at first, but now I do. When I first came here, I didn’t feel confident, but then I started to figure things out. I asked for help and I learned to stay organized and manage my time, even if it meant giving up the Xbox to study for a Science test. By 7th grade, I was less stressed, and my academics improved. I fit in more and began building deeper friendships. Over time, my hard work paid off, and things started to click.
CLARA SHAW
11 Years at Green Hedges School
As each year went by, I felt that it went too quickly or that I didn’t cherish my time enough. But I’ve come to understand that although all those moments felt fast, it was because I was having fun. I have learned that I should enjoy every moment and stay in the present, just like Rose Kennedy said. I shouldn’t be waiting for the next thing, but holding on to what I have and enjoying the journey. Even when I wanted to grow up or do things like the older kids. I know that I should cherish those memories and never let go of my childhood.
JAMES STAKEM
5 Years at Green Hedges School
Ralph Waldo Emerson once said, “In my walks, every man I meet is my superior in some way, and in that I learn from him.” In my time here, every person I’ve
met has been my superior in some way, and in that, I learned from them. Interactions with my classmates and teachers have given me new perspectives and approaches on how to do various things. In addition to helping me grow as a person, Green Hedges has provided me with unforgettable moments, from the fifth-grade trip to Echo Hill, where almost everybody got sick and threw up, to the Bahamas trip, where I made new friends and strengthened bonds with my classmates.
OWEN TALLENT
5 Years at Green Hedges School
I have become a whole new person while I’ve been at Green Hedges. I’ve matured a lot and I’ve learned so much about myself. For example, I love to take risks. On the Bahamas trip this year, we all took risks, and it was totally worth it. We jumped off cliffs, we fed sharks, and
Audience members of the Class of 2025 Graduation ceremony
Graduation Speaker Delara Derakhshani ’00
we went snorkeling. I have become way more confident with Green Hedges, and it has been an amazing journey.
LANDON WEAVER
11 Years at Green Hedges School
Green Hedges has been more than just a school to me; it’s been a place I can call home. Over the past eleven years, this school has given me the tools, the knowledge, and the confidence to make the choices that will shape my future. I’ve had the freedom to steer myself in the direction I choose, but that was helped by the guidance, encouragement, and support from the incredible people in this community.
LIAM WEBB
11 Years at Green Hedges School
Hi there, my name is Liam Douglas Webb, and I’m a near-lifer here at Green Hedges. I would like to start this speech off with a quote by one of my favorite people, Frank Sinatra, “That’s life, that’s what all the people say. You’re riding high in April, shot down in May. But I know I’m gonna change that tune when I’m back on top in June.” When I first came to this school in 2018, I was scared, I mean, I REALLY didn’t want to BE here. I had just come from a public school in Reston, and this was a completely new environment for me. But almost immediately, I fit right in with
THE CLASSES of 2024 AND 2025 WERE ACCEPTED TO THE FOLLOWING SECONDARY SCHOOLS AMONG MANY OTHERS
Choate Rosemary Hall
Flint Hill
Georgetown Preparatory
Gonzaga
Landon
Madeira
Maret
Phillips Exeter
Potomac
Sidwell
St. Albans
St. Andrews
the other kids here. I mean, there were only seven others after all.
KAI YOSMANOVICH
5 Years at Green Hedges School
The school has always been with me at my highest highs and my lowest lows. When I first came to the school in fourth grade, I was a little shy. But through the years, the school helped me feel comfortable through crazy trips like Echo Hill where we all got sick. I don’t know how I ever got through that trip without my friends.
Green Hedges School’s Campus Plan
Green Hedges School is redesigning its campus to create modern, dynamic learning spaces that foster curiosity and creativity. Key updates include a new 10,000-square-foot building for flexible classrooms, an expanded Multi-Purpose Room with a gym and theater, redesigned outdoor spaces for hands-on learning, and sustainability efforts like energy-efficient buildings. The plan also prioritizes safety, accessibility, and no student displacement during construction Fundraising is underway to support the project, and we hope you join us in celebrating the future of Green Hedges School!
PHASE 1
1 Replace the current Rice Arts Center with a new academic building
2 Update parking areas
3 Relocate the Athletic Field
4 Internal renovations to Kilmer Hall to upgrade the spaces
5 Improve Playgrounds
PHASE 2
6 Expand the Multi-Purpose Room to include a full size gym/theater space
7 Improve Playgrounds outside of the Multi-Purpose Room
8 Install sidewalks on portions of Windover Ave
Both phases will include improvement of neighbor buffers with landscaping and fencing, as well as storm water management and utility updates
The Class of 2020 is off to college!
Among their college selections:
University of Alabama
Purdue University
Florida State University
North Carolina State University
Texas Christian University
James Madison University
Furman University
We wish them all the best in their future endeavors!
