Spirit Magazine - Spring 2016

��irit SOUTHRIDGE SCHOOL SPRING 2016 A SPIRITED K-12 INDEPENDENT SCHOOL

SPRING 2016

HIGHLIGHT

WHAT’S IN THIS ISSUE?

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CLASSROOM FOCUS: OUR STUDENTCENTRED APPROACH TO TEACHING AND LEARNING

EVERYONE HAS A STORY. WE ASKED SOME OF OUR STAFF AND FACULTY TO SHARE UNKNOWN STORIES ABOUT THEMSELVES. DON’T MISS THIS FEATURE!

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INSPIRED AND GRATEFUL IN GUATEMALA: STUDENT REFLECTION ON A SERVICE TRIP TO PROJECT SOMOS CHILDREN’S VILLAGE MEGAN TANG, GRADE 11

Editor’s note From the day I arrived at Southridge – nearly one year ago – I knew it was a special place. I recall one particular moment at the 2015 Country Fair, when I truly felt how unique this school is.

I had never experienced the Country Fair, and as a newcomer was overwhelmed by the amazing display of volunteerism that the Southridge community had shown in bringing the event to life.

As I completed my shift in the Junior School gym, a few students walked in with basketballs, obviously ready to shoot hoops. Rather than leave, or ignore the mess, they offered to help clean up. With smiles on their faces, they cheerfully took down tables, organized toys, and swept the floor. When I thanked them, one boy looked me in the eye and said “no problem at all, happy to help!”

I have experienced countless more of these moments since last year. The generosity, kindness and sincere thoughtfulness demonstrated by the staff, faculty and students every day, makes me very proud to be a member of this remarkable community.

In this new adaptation of Spirit magazine, we share stories that highlight and celebrate our lighthearted place of serious purpose.

In this issue, we share how our student centred approach to teaching and learning is brought to life in our classrooms. We hear from a Grade 7 student who is feeling happy (but anxious) about moving into the Senior School. We share stories and accomplishments of our current students and alumni, and we learn some amusing, enlightening and inspiring anecdotes about our faculty and staff.

It is my sincere hope that you will feel proud and grateful for our wonderful community as you read these stories and explore this issue.

I CARE ABOUT… HAVE YOU EVER WONDERED WHAT REALLY MATTERS TO OUR JUNIOR SCHOOL STUDENTS? YOU MIGHT BE SURPRISED BY THEIR RESPONSES!

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MAKING THE TRANSITION FROM JUNIOR TO SENIOR SCHOOL. A Q&A BY ISABEL HODGSON, GRADE 7

INVESTING IN THE FUTURE: SOUTHRIDGE ALUMNI, TERESITA ARISTIZABAL, SHARES HER STORY

THE JOY OF PLAY: HAPPY MEMORIES ON THE PLAYGROUND

LIKE US, TWEET US, SHARE US!

facebook.com/southridge.surrey twitter: @SouthridgeNews youtube.com/user/SouthridgeSchool instagram.com/southridgeschool/

EACH OF US HAVE AND BOTH THE RESPONSIBILITY TO CHOOSE

privilege

how

W E INFLUENCE OUR COMMUNITY AND THE WORLD.

ERIN LABBÉ, EDITOR DIRECTOR, COMMUNICATIONS & MARKETING 2

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Energy, debate, laughter, dialogue and intrigue – our classrooms are full of it!

DREW STEPHENS HEAD OF SCHOOL

For several hundred years, the “stand and deliver” technique of teaching was the accepted practice. Students would sit quietly in rows, listening attentively to their teacher, who for all intents and purposes, was the holder of the knowledge. In this environment, students worked individually on assignments, and cooperation was not typically encouraged. Certainly, before the dawn of the internet and mobile technology, this method served our society quite well.

CLASSROOM FOCUS:

our studentcentred approach

But what happens when the world evolves and students can simply ask Google for the answers? What happens when society and economy tell us that students need to know how to think creatively, how to work collaboratively, how to assess information critically and how to communicate effectively? How do teachers “teach” when solutions and information are now easily available through iPhones, iPads and other handheld devices?

In today’s world, schools and educators must adapt, change and innovate.

We must accept the shifting paradigm of our traditional classrooms to keep up with the ever-changing pace of technology, the accessibility of information and the skills our students will need to flourish in our knowledge society. We must move from the teacher-centred, “stand and deliver” method, to a student-centred one.

Student-centred classrooms are busy and energetic, full of debate, laughter, dialogue and intrigue. They’re fun, engaging and interesting places to be!

They’re the opposite of the muffled, restricted classrooms of yesterday.

STUDENT-CENTRED TEACHING SHIFTS THE FOCUS FROM THE TEACHER TO THE LEARNERS

Student-centred teaching methods shift the focus from the teacher to the learners.

A student-centred approach supports active learning opportunities, in which students formulate questions of their own, discuss, explain, debate, create and brainstorm during class; students work in teams on problems and projects, and they collaborate in an environment that facilitates both individual accountability, as well as mutual interdependence. This approach teaches students how to ask questions, solve problems, think critically, evaluate evidence, analyze arguments, and generate ideas.

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Student-centred teaching engages students in the hard, difficult, and circuitous work of learning. Content is presented and questions are posed that require students to broaden their thinking, question assumptions, and analyze how the world works. In this way, students develop the sophisticated skills of asking thoughtful questions, creating understanding and working through the “why” of a problem.

Students construct meaning, build a better awareness of how they learn and strengthen their understanding of who they are and how they fit in the world.

thread that weaves our Kindergarten to Grade 12 curriculum together. Although the Junior and Senior School educational programs may be distinct in how they address the different ages of our students, they are complementary to one another and are founded in the philosophy of student-centred teaching. They work in concert to help our students ask

questions, probe challenges, debate ideas, and work collaboratively to construct an advanced understanding of their world as they continuously search for a deeper appreciation of the truth.

I hope you enjoy the following stories from across Southridge, reflecting the ways in which our student-centred approach comes alive in our classrooms.

At Southridge, our teachers seldom “stand and deliver,” and our student-centred approach to teaching and learning is the PRIMARY YEARS PROGRAMME AND THE GRADE 4 EXHIBITION

Student leadership and participation in action!

PERRY HARDER GRADE 4 TEACHER

Grade 4 is an exciting year for the students in the Junior School, as they transition upstairs and have a newly formed sense of independence, especially when it comes to their responsibilities here at school.

As teachers, we actively work to give the students opportunities to self-direct their learning and leave room for them to explore various areas that pique their interest. One of those ways in Grade 4 is the PYP Exhibition.

From start to finish, the PYP Exhibition is a student-centred, student directed research project where the students play a vital role in the planning, developing, and executing of the entire unit. Students decide which aspects of our theme interest them the most, and which areas they would love to learn more about. It is from this point that the students work 6

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collaboratively to develop their area of focus including the development of their own key concepts, lines of inquiry and ultimately, their own central ideas. It is an incredible learning process to be a part of as the students explore not only their research questions with their groups, they experience the nature of inquiry based, student-centred learning. Students are able to explore the questions that they generate, which creates tremendously meaningful learning experiences.

Beyond the scope of their research, the students truly get to live and grow in the PYP Approaches to Learning. While going through the Exhibition process, they are constantly learning to utilize their research, social, communication and selfmanagement skills, to name a few. On a weekly basis they are given an opportunity to reflect upon their personal growth in these areas, and make suggestions as to how they might improve going forward.

This stage in particular, is a marvelous way to see the students learning an awareness of themselves both as growing people, and as growing students.

No matter how much we want them to “learn this” or “learn that” in ways that we do, the students will often make the most meaningful connections and understandings when given the chance to take the lead, and learn as they go with guidance from teachers and mentors.

There will be mistakes indeed, but our

job as educators is not to prevent those experiences. It is those experiences from which the greatest learning occurs.

THE STUDENTS WILL OFTEN MAKE THE MOST MEANINGFUL CONNECTIONS AND UNDERSTANDINGS WHEN GIVEN THE CHANCE TO TAKE THE LEAD…

MIDDLE YEARS PROGRAMME

Messy classrooms and engaged brains SUE MCNEIL GRADE 7, GRADE 7 HUMANITIES AND ENGLISH, MYP DIVISION LEADER

According to the 18th century philosopher, Immanuel Kant, “It is beyond a doubt that all our knowledge begins with experience.”

Of course, it is not possible for our students to personally experience all things, but through the IB MYP program understanding can also be achieved through guided inquiry in a studentcentred classroom. What does this look like? The student-centred classroom in the Southridge MYP division has many different faces: it can be students in a Grade 5 social studies class selecting candidates and going through the voting process to gain a deeper understanding of the Canadian system of government; or it can be a Grade 6 science class designing a robot to accomplish a particular task; it may even be something as lofty as spending half a term in English 7 investigating various world problems and then choosing one of these to attempt to make a positive world change. These are big examples and tend to be the activities that students have lasting memories about as they look back on their school years; however, on a daily basis, the student-centred classroom consists of the myriad of little ways that the teacher designs her lessons to allow students to unlock meaning and create deeper understanding. When the teacher allows learning to unfold and students to be the driving force behind this through discussion, research, and hands-on activities, the learning is so much more powerful than when the teacher stands at the front of the classroom and delivers content. The student-centred and inquirydriven classroom will be, at times, a little loud and a little messy because that’s one of the signs of engaged brains; that hum of excitement is what every MYP teacher at Southridge strives for.

SENIOR SCHOOL EDUCATIONAL PROGRAM AND THE HARKNESS PHILOSOPHY AT SOUTHRIDGE

Hark-what?

Edward Harkness was ahead of his time when he founded the Harkness philosophy in 1930. Harkness is a way of teaching and learning that brings students together around a table for discussion. Students come to class prepared to question, discuss, debate and share learnings. The teacher helps coordinate dialogue by asking probing questions or initiating ideas but without lecturing, so as to allow the students to mould the conversation and form a more personal and collaborative understanding of the course content. This philosophy is used in all our Senior School courses at Southridge. The learning looks and feels different from teacher to

teacher, as well as between subjects; however the general principles and goals of the Harkness philosophy remain the same: to bring students together for discussion, encourage them to shape their own ideas and understanding of the subject matter, and to facilitate effective dialogue that results in a deeper understanding of the world.

HARKNESS AT SOUTHRIDGE:

Questions (lots of questions!) and thoughtful, lively debate DARREN JONES SENIOR SCHOOL SOCIAL STUDIES TEACHER

As a proud Southridge alumnus, I can say that the teaching here isn’t what it was fifteen years ago. I don’t say that negatively. My teachers were obviously incredible! So great in fact, that they inspired me to join the profession. What I mean is that while my high school teachers were innovative, creative and thoughtful, the way we do things now is very different than the way they did things then. Harkness classes vary greatly in terms of norms, roles, procedures, but I will try to give you a glimpse into my social studies classroom.

One of the most notable changes from my high school experience is that we now

sit around a big oval table - teachers and students. No more rows, no more teacher dispensing knowledge from the front of the classroom. All of us understand that the internet is the great keeper of knowledge now.

When I sit at the table with the students, the power-balance of the classroom shifts. I am neither the content expert nor the classroom manager. Instead, I am but one of 12-20 people sitting around a large wooden table, ready to have a respectful discussion about the topic at hand. I ask questions and contribute my insights just like everyone else at the table.

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This modified dynamic between teacher and student builds trust and respect, and allows both parties to feel safe and yet slightly vulnerable. Because the power balance is more equal, everyone seems more open and forthcoming with their comments. It’s one of my favourite things about Harkness.

Seated around the Harkness table, we make eye contact with the speaker. We track each other’s body language and work to find gaps to enter the discussion. We ask questions; lots of questions. Sometimes it’s me asking, but in a great discussion, it’s mainly the students. We share our personal experiences and exchange our individual comprehensions of the materials that we read, viewed, and/or annotated before class.

In a Harkness classroom, preparation is key for both teacher and student. On a

…WE MAKE EYE CONTACT WITH THE SPEAKER. WE TRACK EACH OTHER’S BODY LANGUAGE AND WORK TO FIND GAPS TO ENTER THE DISCUSSION.

summer pilgrimage to the Harkness homeland (Phillips Exeter Academy), it was confirmed by several Harkness experts that the role of the teacher at the table is challenging but rewarding. No matter the hours that I put into planning for a discussion, it will rarely go as forecasted.

Student-driven discussion means that there will be detours on the path to the desired outcome.

Harkness veterans of 30 years assured me that the unpredictable messiness of the practice is totally normal, and actually pretty important.

MY ROLE AS TEACHER IS COMPLEX: • I prepare for class by selecting the necessary resources for each discussion.

• I look for maps that will draw questions from students and challenge their existing viewpoints.

• I search for engaging reading materials that offer unique or opposing viewpoints.

• I screen videos for valuable historical footage, interviews, and perspectives.

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This past winter break I attended Trinity Valley School (TVS), in Dallas Fort Worth Texas for a week. The biggest difference (other than the country), was the classroom dynamic because of the lack of Harkness.

For their part, students prepare by reading, viewing, and/or annotating resources prior to our discussions. When they come to the table well prepared the discussions can be rich, productive and enduring. Some can even become fiery or respectfully argumentative.

There are many other benefits that the

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EMILY TEES GRADE 10

After all of the planning and preparation, I take an active but non-dominant role in our discussions at the table. Sometimes these discussions go exactly as I imagine they will, but more often they don’t. And that’s okay.

Not surprisingly, academic achievement has benefited from the implementation of Harkness at Southridge. Course marks are strong, and in social studies, provincial exam scores have never been higher. But marks aren’t everything.

• I comb the web for powerful visuals, including infographics, political cartoons, and historic photos.

Student reflections on Harkness

• I search for anything that I think will spark meaningful, constructive dialogue on our given topic.

VISIBLE DISCUSSION:

Harkness tracking sheets philosophy provides for the students.

Character and valuable lifelong skills are developed around the table. Students learn to be assertive and confident. They learn to speak respectfully and articulately with others. They learn to be collaborative and cooperative. They learn to listen and to empathize. They learn to develop trusting relationships with their peers. Around the table, students feel safe, empowered, and respected.

Harkness may sound simple in its philosophy. In reality, it’s not. It requires flexibility, preparation, and accountability from everyone seated at the table. While it’s far from the traditional education many of us received, I love the messiness of it all and I look forward to every discussion.

In many Harkness classrooms, discussion is tracked in one way or another on tracking sheets. Tracking sheets come in several formats, one of the most common being a simple oval diagram (symbolizing the Harkness table), around which each student’s name is written. During Harkness discussions, a few students will be selected as “trackers” and they will track (or draw) the flow of conversation from one person to another. In a great discussion, the tracking sheet will end up looking like an oval-shaped spider web – each thread representing the contributions from people around the table. The tracking sheets provide visual feedback about student participation and create a sense of accountability for involvement in the discussion.

Before I attended TVS I had a deep distaste for Harkness for no really good reason other than it was the norm to hate on Harkness and make jokes about how round edges make children communicate better in groups. However, while I was at TVS, I realized that our jokes might actually have some fact to them.

Don’t get me wrong, TVS is a very good school and they follow the old classic lecture style lessons. What I found at TVS was that the way the class was led – with the teacher speaking for 45 min and the students taking notes – is that no one was really engaged in the actual subject or content.

At Southridge, we believe in taking an AP course for the love of learning; we believe that you should love what you do in order to truly do it well. In my opinion, Harkness supports this. It allows students to be engaged and involved in their learning. While I was at TVS, I discovered that most of the kids there were taking AP courses simply so they could hope to make it into a good university; they were drowning in the homework from multiple AP courses but had no real appreciation for a single subject. Even more, Arts, Athletics and Service were not valued there, which in my opinion is one of the best things about Southridge.

Do not get me wrong, maybe the old method of taking notes and listening works for some. However, I can assure you that this method of teaching will not create the kind of love of learning that Harkness does. Only at Southridge could you walk in on a class to witness students having a heated debate about which is better Hudson’s Bay Company or The Northwest Company. Another big difference I found was even though classes at Southridge are 70 minutes and at TVS they were only 45 minutes, I got distracted so easily. Without being engaged and actively speaking, I found it difficult to even sit through ten minutes of the lecture! At TVS, even when called upon, no one there even seemed to want to participate; no one volunteered to share their opinion. At Southridge, it’s hard to get us to stop discussing!

So overall, the major difference I found between having Harkness and not having it was a love of learning was lost.

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OUR HALLWAYS AND CLASSROOMS ARE FULL OF TALENTED, EDUCATED, ENTERTAINING, INTERESTING AND CULTURED INDIVIDUALS WITH UNIQUE BACKGROUNDS, VARIED EXPERIENCES AND A LOT OF CHARACTER!

“ My all-time favourite Canadian music artist is the queen of Country Pop, Shania Twain. She truly inspires me and one of my favourite quotes from her is “My personal feeling is that if you are able to survive the climb of life on whatever mountain it is you’ve set out to master, and if in the bit between the base and the peak you learn something from both the good and the bad alike, and if you live to tell it with gratitude, then you’ve succeeded.” | RAVI KOONER Grade 1 Teacher |

“ My mom inspires me. She was a single mom raising two daughters and working full time, while also chauffeuring my sister and me around to our bazillion activities. She taught us to be dedicated and committed to whatever we were involved in, to work hard, and to be polite and kind.” | KARA WICKSTROM Senior School Physical Education Teacher and Physical Education Curriculum Leader | “ I lived and taught in various cities in Japan for more than five years. I will always remember when I lived in Kyoto, the historical capital of Japan, and the centre of much of its classical and cultural history. My daily commute would take me past temples that were thousands of years old, and beautifully costumed young maiko, who were traditional geisha performers in training.”

“ The first concert I ever attended was Savage Garden in Dublin Ireland, December 2000 (I immigrated to Canada from Newtownards, Northern Ireland, in November, 2004).” | LAURA HOLLAND Senior School English and Learning Resource Teacher |

| JOYCE KIM Senior School English Teacher |

WE ASKED SOME OF OUR STAFF AND FACULTY TO SHARE UNIQUE, INTERESTING, INSPIRING, QUIRKY OR UNKNOWN STORIES ABOUT THEMSELVES, SO WE COULD LEARN A LITTLE MORE ABOUT THE AMAZING PEOPLE WHO HELP BRING OUR SCHOOL TO LIFE EVERY DAY.

E N O Y EVER HAS A

story

BBÉ ERIN LA R, O DIRECT ICATIONS N U M CO M TING E K R A &M

“ I have only attended one concert in my life and it was to impress a girl – Justin Timberlake in Tacoma, 2008.

My mom inspires me because she raised me by herself.

The first car I owned was a champagne coloured 1981 Toyota Corolla with an elongated hatchback. It was hideous.” | PAUL CHIARENZA Senior School English Teacher | “ After high school, I went on a student exchange to Japan. I lived with a lovely family including great grandpa, grandma and grandpa, mom, dad and two teenaged daughters. Their home was in the rural prefecture of Fukushima and was very traditional with tatami mat floors and paper sliding walls. We ate sitting on the floor and each night I would roll out my bedding. It was one of the richest and most significant cultural experiences of my life. I would love to take my own family back there one day.” | CHRISTIANE HODSON Director of Advancement |

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| VICTOR RAGHWAN Building Maintenance | “ My oddest summer job combination as a student was spot welding tool boxes for Stanley Tools and catching and microchipping a threatened species of Black Rat snakes for Ontario Parks.” | ALISON GRAHAM Interim Head of Junior School | “ During Reading Week, in my fourth year at Brock University, I traveled to the Galapagos Islands. A friend of mine worked at the Darwin Foundation and I stayed with him in town. I went swimming in a shark canal and I was attacked by a sea lion in the same afternoon trip.” | DOUGLAS BARNIM Senior School English Teacher |

“ I lived in Ecuador for three years, from the age of 12-15. It was an amazing experience. I learned the language… and I even went to a Ricky Martin concert.”

“ My first concert was Bruce Springsteen on January 23, 1981 at the Montreal Forum. Montreal was the second stop of the second leg of The River Tour, which was so successful that Springsteen is planning a new The River Tour in 2016. Springsteen has toured 18 times, and the original The River Tour was his third. It was historical… and I was a part of it.”

learn I’m a big fan of taking a ‘gap year.’ “ Students are often surprised when they learned a great deal about the world I’ve actually taken a few gap years and certainly wasn’t always glamourous, but and myself through the experiences. It example, whilst working as Santa’s it was rich with opportunities to learn. For costume with panache and realized that photographer, I learned to wear an elf CONFIDENCE IS KEY TO PULLING OFF .

A WHOLE LOT OF LIFE’S TEDIOUS BITS , I learned that driving a forklift is tricky When working for a construction company and fake it. (The life lesson learned here and it’s actually pretty dangerous to try when you’re out of your element and is that it is important to honestly admit ed packing around the world alone, I learn could use a little help.) And when back (the friendly kind), that a genuine smile, lots of hand gestures not only get will on and an honest attempt at communicati e som new friends. you to the train station, but also win you rounded out with a Confidence, tempered with humility, and shape my approach genuine interest in others, continues to a source of fun, to daunting situations. My gap years were I am incredibly exploration, reflection and growth, and ided.” grateful for the opportunities they prov | HEATHER NOLAN-WOOD Division Coordinator | Senior School English Teacher and Upper

“ When I was young, I was a pitcher on a softball team called the A&W Bears.

Once, when I was up to bat, the other teams pitcher hit me (on purpose) in the arm knowing that we didn’t have any back up pitchers. Because we really wanted to win, I continued pitching even though I couldn’t lift my catching arm.

We won the game – and thankfully my arm is fully healed and intact today.” | JASMINE BOYES Manager, Community and Alumni Relations | “ My first musical love was the Beatles and it started when I was in elementary school. Seeing McCartney in Seattle and going to the Lennon memorial in NYC this year was a huge highlight for me!” | GLEN POPE Senior School Drama and English Teacher |

| TYREL DYCK Groundskeeper |

| DREW STEPHENS Head of School | 10

“ Growing up I was a huge wrestling fan (WWE). I would beg my parents to buy me action figures, my favourite wrestler’s t-shirts and championship belts, and I would stay up late to watch wrestling.

In July 1996, when I was nine years old, my dad surprised me with tickets to a live wrestling event at GM Place (now Rogers Arena). When we got there, the atmosphere was incredible; just the feeling of being there live, instead of watching it on TV was amazing. I finally had the opportunity to see my favourite wrestlers battle for championships. It wasn’t my first live event but it was the most memorable growing up as a child.”

“ My mom is my hero. When I was in school I dreamt about being a sports broadcaster – I always wanted to be the next Dick Vitale.

The first car I owned was a Crown Victoria…basically a big taxi!” | STEVE ANDERSON Grade 6 Teacher; Grades 5-7 Technology; Grade 7 Math; Junior School Technology Coordinator |

“ I met U2 several years ago when I was working as a student customs officer at the Vancouver International Airport – they arrived in a private aircraft at the South Terminal, so we had to clear them for customs and immigration there. I was star-struck when I met Bono and The Edge, but they were very down-to-earth and friendly.” | ALEXIS MAURICIO Grade 6 Teacher; Grades 6-7 Math; Grade 6 Humanities |

“ I moved to Manhattan Beach California when I was 20 and lived there until I was 26. I worked for IKEA – first as a Customer Service Manager and then in Public Relations. Living in California was awesome! I lived one block from the beach and on my days off I would rollerblade from Manhattan Beach to Marina Del Rey, or drive two hours up to Big Bear to ski. I also had the opportunity to meet many celebrities: Arnold Schwarzenegger, Erik Estrada, Heather Locklear, Tim Roth, Kevin Klein, Phoebe Cates, Rae-Dawn Chong, Emilio Estevez and his Dad Martin Sheen, and Telly Savalas from Kojak – we later named my son Keaton’s Japanese fighting fish after him!” | KRISTY MACKINNON Senior School Receptionist | “ Items on my bucket list include: visiting all seven continents (after this summer I will have hit four), taking a selfie with an alpaca in South America this summer, and seeing the Northern Lights.” | KATIE REID Kindergarten Teacher | Southridge 2016

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“ For the past 4 years I have been taking French classes at Alliance Française in Vancouver.

I have always loved languages and have really enjoyed learning about the language as well as the culture.” | DONNA WINTERBURN K-4 Music Teacher |

“ I didn’t own a car until I started working at Southridge. When I was young, I saw how much money my friends were spending on cars and it seemed wasteful.

Instead of doing the same, I saved my money and was able to buy a house very young. Even when I did get my first car, it was given to me for free by a family member!” | PETER LATTA Assistant Systems Administrator |

“ I was once hired to be a “special extra” in a film called “Stealing Sinatra” with William H. Macy and David Arquette. It tells the true story of Frank Sinatra Jr.’s kidnapping in the 60’s.

I was hired to be a trumpet player in the band playing behind Sinatra, and got to meet William H. Macy as well as Thomas Ian Nicholas (American Pie). I was excited to find out I was in the band playing trumpet, but not so excited when I learned on set that all of us were JUST SUPPOSED TO MIME WITH OUR INSTRUMENTS AND NOT MAKE ANY ACTUAL NOISE. We spent two days pretending to play our instruments for one scene, where I am in the blurry background as a band member for a few fleeting moments. It didn’t turn out to be the big film debut that I thought it would be, but it was fun!” | CHRIS MITCHELL Senior School Band Teacher, CDL, HCE and Planning |

Life lessons learned in the pool KATIE REID, KINDERGARTEN TEACHER, JUNIOR SWIM COACH The Southridge swim team has always existed with a few guiding beliefs: school spirit, enthusiasm, and teamwork. The Junior School program has 60+ swimmers with a variety of skill levels and experience, from Grade 3 to Grade 7. The culture of teamwork is enhanced when some of the Grade 7’s are also given opportunities to mentor. “I have really enjoyed coaching the younger kids because it built team spirit and I got to connect with them”, said Leah Wilson (Gr. 7), while Emma Lawson (Gr. 7) added, “I really love coaching the younger kids because they are always really enthusiastic about swimming.”

We are also lucky to have Senior students – who have been a part of the program in the past – join us as coaches. In the words of Senior School swimmer and coach, 12

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Isabelle Lei, “I have enjoyed coaching the younger swimmers because I feel that I can make a difference in their lives. I am passing down the knowledge that my coaches gave me, and that knowledge has not only made me a better swimmer, but a better person.” Mentorship and legacy are not the only things that make this team special, but they are a huge part!

KATHERINE TOY GRADE 10 The Senior Swim Team is a tight-knit program that allows students to strive for success in the pool and in the classroom.

Above all, it builds a character with high integrity, perseverance, and compassion.

One of the things I value the most is our team spirit – the atmosphere at swim meets is amazing! While our team is “small” in numbers compared to big schools, we are always one of the loudest on the deck.

Whenever I’m behind the blocks, I see a sea of blue standing and cheering as loud as they can. This serves as a reminder that I am not only swimming for myself, but also for my team, and Southridge. And this support extends outside the pool. Whether

Each year, our senior students have the opportunity to participate in annual service trips that directly involve them in developing world communities. On these trips, our students help support community service projects, while developing their leadership and social action skills. These experiences become transformational because our students learn as much from those they are helping as they do from the helping itself…

PROJECT SOMOS CHILDREN’S VILLAGE “ I went to High School in Severna Park Maryland, a suburb of Baltimore Maryland. My summer job during University was as an outdoor guide in Banff National Park. The most unique place I’ve loved was the small Northern Ontario town of Kapuskasing.

Kapuskasing is the kind of town where the road ends, winter lasts 7 months, and you never know when the black flies may eat you alive.” | MATTHEW SHAW Senior School Social Studies and Geography Teacher |

I need a shoulder to rest my head on or a friend to laugh with, I know someone will always be there and that’s a great feeling!

Being a part of this program has allowed me to excel as a swimmer, student, and most importantly, a person who is eager to make a difference in the world.

DID YOU KNOW? THE SOUTHRIDGE SWIM TEAM WAS STARTED BY A PARENT VOLUNTEER! Margaret Price, mother of Allison (‘02) & Heather Price (‘04) ran the Southridge swim team with the help of some other parents until both of her daughters graduated. At that time, Margaret donated the Margaret Price award trophy, which is awarded each year at the annual athletics awards banquet to the top swimmer on the team.

Inspired and grateful in Guatemala MARAYA DAVIS GRADE 12

Cleaning up the toys and books we had sprawled across the daycare, the children began singing a song in Spanish, the tune of which I quickly recognized to be the nursery rhyme song, “Old MacDonald.” At which point I began singing along with the English lyrics, my friends volunteering in the daycare joined in, and soon enough, we were taking turns singing each verse in our respective language. During this small harmonizing occurrence, connecting with the children over a common song, I realized the only differences between myself and the children at Project Somos Children’s Village, were the opportunities we were granted. I will always look back at that afternoon with gratitude that I had the chance to spend my spring break in Chimaltenago, Guatemala at Project Somos Children’s Village.

During March of 2015, I chose to travel to Guatemala on a service trip with Southridge to Project Somos Children’s Village, a community for at-risk mothers and children. My experiences in Guatemala were unlike any trip I had taken, from the gruelling work of mud brick making, to spending the afternoon playing tag with the children of the village, …I REALIZED THE these experiences were ONLY DIFFERENCES all new to me. At times on this trip, I was pulled out BETWEEN MYSELF AND of my comfort zone as I THE CHILDREN… WERE attempted to adapt to the THE OPPORTUNITIES unfamiliar culture I was WE WERE GRANTED immersed in. This first-hand interaction with the culture and community members contributed to making this trip so memorable and unique. I recall walking through the bustling and chaotic scenes of people selling their goods as others bartered with them for their groceries at markets we visited, giving me a glimpse into life in Guatemala. At every point on this trip, I experienced something new, making each day unlike the one before.

As well, this trip opened my eyes to the wretched cycle of poverty that traps many Guatemalans. As a result of the cycle of poverty, children are unable to finish school as they must be employed at young ages in order to help their families survive. This revelation was incredibly grounding. Driving around Guatemala, I saw children as young as 6 or 7 going to work, while I was returning to school after the trip. Furthermore, having little understanding of Spanish did not hinder my experience as the children of Project Somos and I were still able to communicate to each other. As a matter of fact, the children astonished me with their intelligence, as they picked up English words much quicker than I picked up the few Spanish phrases I learned during the trip. The hardest part of the trip was saying goodbye to the children of Project Somos I had bonded with.

I will always appreciate this trip as it taught me to be truly grateful for all the opportunities I am given. My trip to Guatemala was amazing in many respects and I am so grateful I had the chance to travel on a Southridge service trip.

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I FOUND I COULD SAY THINGS AND THAT I WITH COULDN'T SAY ANY OTHER WAY – THINGS I HAD NO WORDS FOR.

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| GEORGIA O’KEEFFE |

| LEFT PAGE, FROM TOP | RACHEL EDELMEIER, GRADE 12 JESSY SIDHU, GRADE 12 SARAH SUTANTO, GRADE 12 ERIN SALH, GRADE 12 | THIS PAGE | AMRIT ATHWAL, GRADE 12 KATHY ZHU, GRADE 12 MELANIE SONG, GRADE 12 ZOE KANG, GRADE 10

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TRULY WONDERFUL, THE MIND OF A CHILD IS.

CELEBRATING YOUTH MAKING A DIFFERENCE

| YODA |

WE Day reflections

Our Junior School students are truly a thoughtful, caring, reflective and knowledgeable bunch! We asked some of them one simple question – What do you care about? This is what they told us…

COLLECTED BY YVETTE PLANTE CONTRIBUTOR

WE Day is a celebration of youth making a difference in local and global communities. Each student must earn their ticket by taking one local and one global action. Over the past seven years at Southridge, I have had the wonderful opportunity to watch powerful and inspirational videos during assemblies. Not only do I take away something positive from each clip, but we at Southridge work together as ONE and we make a meaningful difference.

Service is a daily part of our lives, we do it without even knowing we are doing it. It’s truly in our HEARTS—it is just who we are!

At WE Day I was able to meet and listen to people who are passionate about making a difference. I felt the power, strength, high energy, and positive encouragement throughout the stadium.

My personal connection was when I joined the Looming Project.

I was so moved by how many students were giving up their time to play outside to help with this project instead. They wanted to reach out to the homeless and make their winter a little warmer by looming a hat. Over Christmas break my family and I were able to loom warm hats to send with my Grandma to India for the children in the village. It was a special feeling that I was able to make a difference in someone’s life just with a simple warm hat. | MYA SUNNER Grade 6 | WE Day is a great chance to have fun with friends and be inspired at the same time. I like to help people and participate in service projects, so when the chance for WE Day came up, I definitely wanted to go. There were a lot of people who spoke at WE Day, but my favourite was Marlee Matlin. What I liked was that even though people said she would never become an actress because she was deaf, she didn’t let that discourage her.

Just like Marlee, everyone who spoke at WE Day was really passionate about what they were saying and I felt that they cared a lot about service and helping others. I shared my experience at WE Day with my family and we were all so inspired that we decided to spend a week volunteering in Cambodia at Christmas. Our work in Cambodia showed me that one person can make a difference in the lives of others.

COLLECTED BY YVETTE PLANTE CONTRIBUTOR

“ spending time with my Grandpa and Grandma—I always ask my Grandpa for punch and when he punches me on the arm I say, ‘Not that kind of punch!’” | AVERIE WATSON Grade 1 |

I CARE ABOUT… “ books because I like to read—it is neat to see what author’s imaginations are like and how they turn their thoughts into an intriguing story.”

“ the endangered turtles—I am scared they will get wiped off the face of the Earth. They are peaceful creatures and don’t do anything to harm people.” | AUSTIN HEXTER Grade 4 |

“ my friends and family because they are the ones who capture the moments and memories with me to last a lifetime.” | ALYSSA WELLAR Grade 7 |

| VIENNA VIPOND Grade 5 |

I was lucky enough to be chosen to go to WE Day, an experience I will never forget. There were so many inspirational people who told their stories of what they have done for service. My favourite part about WE Day was getting to learn more about how anyone can make a change. One particular person who really stood out to me was Spencer West. Despite his disability, he has gone on to achieve great things and helped many people on the way.

This shows that with determination anyone can make a change.

Southridge has many opportunities for students to participate in their service program and I look forward to being a part of it. | NATHAN LEACH Grade 6 |

“ my teacher because she works so hard. I care about spending time with my family. And I care about pollution because it’s hurting the world and the animals.” | JERICHO GEDDES Grade 2 |

“ plants because they give us oxygen and I care about endangered animals because they have a life too. I also care about my family because they help me live and protect me.” | SOPHIE GROOTENDORST Grade 2 | “ my family, since you won’t have forever to be with them. I also care about being athletic and playing basketball and soccer.

Finally, you should follow your dreams and not think about what other people think of you.” | NIA GREWAL Grade 5 |

“ all my friends at school—I help them when they are hurt or when we are working in class. I also care about my amazing teachers because they work so hard to teach us new and interesting lessons.” | ALEX PALM Grade 3 | “ issues of pollution like the Great Atlantic Garbage Patch because it is hurting our ecosystems.” | SERENA LIT Grade 4 |

FAMILY. SCHOOL. HOCKEY. MY DOGS. ANIMALS. FRIENDS. HELPING OTHERS. SERVICE. TRAVELLING. | PEYTON FRENCH Grade 6 |

“ my teacher because she lets me do fun stuff with felts.” | AVA PSEFTEAS Kindergarten |

| CHARLOTTE LUKING Grade 7 |

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Growing up – the exciting move to the Senior School ISABEL HODGSON HAS BEEN AT SOUTHRIDGE SINCE KINDERGARTEN. THIS SEPTEMBER, SHE’LL MAKE THE TRANSITION FROM JUNIOR SCHOOL TO SENIOR SCHOOL. HERE’S A SNAPSHOT INTO HOW SHE’S FEELING ABOUT THE CHANGE…

I KNOW THAT EVERYTHING I’VE LEARNED SINCE KINDERGARTEN WILL HELP ME SUCCEED IN THE SENIOR SCHOOL. | ISABEL HODGSON |

HOW DO YOU FEEL ABOUT MOVING UP TO THE SENIOR SCHOOL NEXT YEAR?

IS THERE ANYTHING YOU’RE FEELING WORRIED ABOUT IN THE SENIOR SCHOOL?

I’m really excited! My sister went there and she said it was awesome.

I’ve been at Southridge since Kindergarten, so moving into the Senior School is like a really great surprise! It will all be new – a new building and different classrooms – it’s a totally new place and I can’t wait.

Well, just that it’s different and new.

Until I get used to it, I’ll probably feel a little nervous. Just coming over for lunch, I feel so small and short over here!

WHAT ARE YOU MOST EXCITED ABOUT? Well, I’ve just heard so many great things from the 8th graders.

They’ve talked to us a few times about the Senior School and said a lot of positive things. They told us that all the teachers are really nice, so I’m hoping that’s true. I’m also really excited because of all the fun classes – and I’m actually really looking forward to the longer classes. I feel like we’ll learn even more when we’re in class longer.

WHAT CLASSES ARE YOU MOST INTERESTED IN TAKING? I’m really excited about the art classes and the film classes. My sister is in the film industry and my mom told me the film classes at Southridge are really good, so I’m looking forward to taking those.

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Also, I was told that there are specific blue chairs that are reserved for Grade 12’s only. I don’t want to make the mistake of sitting in them, so I’m just going to stay away from blue chairs!

WILL YOU BE TRYING OUT FOR A SPORT? Yes, volleyball. I love volleyball and I’ve been working really hard at it. I know that everyone has to try out for a sport, but not everyone gets a spot on a team… so I’m just really hoping I make the volleyball team.

DO YOU FEEL LIKE THE JUNIOR SCHOOL PREPARED YOU FOR THE SENIOR SCHOOL? Yes, definitely. I mean… I do feel nervous a little bit, but I know I’m prepared. Our teachers in the Junior School have gradually been helping us get ready for the transition and I definitely feel like they’re teaching us the skills and knowledge to move into the Senior School. I know that everything I’ve learned since Kindergarten will help me succeed in the Senior School. Overall, I’m just really excited!

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SOME PEOPLE WANT IT TO HAPPEN, SOME WISH IT WOULD HAPPEN, OTHERS MAKE IT HAPPEN. | MICHAEL JORDAN |

Investing in the future CHRISTIE JUDSON CONTRIBUTOR

Boys of class and character – on and off the court DARYL WEAVER ASSISTANT HEAD OF SENIOR SCHOOL/ DIRECTOR OF EXPERIENTIAL EDUCATION

Recently, our Senior Boys Basketball team received well-deserved accolades for winning the 2016 AAA Provincial Senior Boys Basketball Championship.

This is the first ever AAA Provincial banner for Southridge, and an accomplishment that our team, and coaches, can be very proud of.

But at Southridge, winning isn’t everything. We hope our students will lead lives of integrity and strong moral character; that they will wake each day with a desire to make a difference. Which is why it’s so impressive that this same group of fine young men have displayed as much generosity and humility off the court as they have on the court. It is with great pride that I share their story.

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There’s a group of boys in the Senior School who have an unquenchable passion for basketball. They sometimes arrive at the school as early as 6:30am, knocking on my office window to be let in. They can also be found playing over lunch and after school for hours. This passion can sometimes go a bit sideways, as it did last summer when they attempted to use our school gym after-hours without any supervision – unfortunately, this was against the rules, and the boys were asked to stop.

Undeterred, they asked around for faculty help – and our Senior Girls coach, Paul Chiarenza, was willing to find time to help out by supervising. Eventually, inspired by the boys’ enthusiasm, Mr. Chiarenza’s involvement expanded to multi-hour sessions three or four days a week. This went on for weeks, and eventually the group of students showing up to play basketball increased to include other current Southridge students, as well as alumni who graduated as long as 6 years ago! It was so impressive to see Mr. Chiarenza’s willingness to devote his personal time for these kids; to share with them his knowledge of basketball, and offer his mentorship. It was obvious

to many of us that this was an incredibly selfless act on the part of Mr. Chiarenza; however we weren’t sure if the students fully recognized it.

But Southridge students are special. And they proved us wrong. With the help of a few 2015 graduates, the basketball boys secretly contacted Mr. Chiarenza’s girlfriend, who is a chef at an upscale Vancouver restaurant and arranged a special surprise dinner for Mr. Chiarenza.

On a gorgeous summer evening, several members of our boys’ basketball team, along with some alumni, surprised Mr. Chiarenza at the restaurant to thank him for his commitment and kindness.

Afterwards, Mr. Chiarenza spoke about the emotion he felt at their gesture and how much it meant to be acknowledged in this genuine and authentic way by our students.

I felt that emotion second-hand, and am so impressed that these guys spontaneously found a way to give back to someone who had gone the extra mile for them.

That, to me, is a sign of not only true class, but real character.

A staff accountant at Deloitte—one of Canada's leading providers of audit, tax consulting and financial advisory services— 23-year-old Teresita Aristizabal has earned a reputation as a hard-working, driven and dedicated professional with a unique take on investment.

financially, while leveraging your existing network to help them succeed. I would love to see this type of investing being used to achieve social integration of immigrants, refugees, individuals with disabilities, etcetera."

Helping others achieve their dreams and Currently working with mining, energy realize success is a subject close to her and gas clients in Canada, Guatemala and heart. Teresita, who one day hopes to the US, the 2010 Southridge graduate rise to the ranks of CFO, received a fiveearned a Bachelor of year financial award to Commerce Degree from attend Southridge from THERE’S AN UBC’s Sauder School Grade 8 through 12.

ALTRUISTIC QUALITY of Business in 2014.

“It has definitely had THAT PERMEATES As an up and coming a positive impact on corporate leader, she is THE SOUTHRIDGE my life. My education drawn to the world of COMMUNITY at Southridge gave micro finance. However, me confidence and there’s nothing small prepared me very about the impact she hopes to make in well for university. Most importantly, business and in life. it has taught me important values and “Connecting socially conscious investors with small business owners and individuals is something that really interests me,” said Teresita, who is an active board member for Semiahmoo House Society—a nonprofit organization providing services and support to people with disabilities.

“I'd like to see a platform through which investment could be a more hands-on approach. Investors would provide both finances and mentorship to individuals for educational or entrepreneurial purposes with the hopes of earning a return in the future. You would be investing in someone

encouraged me to go out into the world and make a difference.”

She said she and her family are grateful for the support, which she believes helped inspire her passion for investing in others.

A serendipitous meeting at her mother’s seamstress business made the experience even more meaningful.

“A new client came in one day with the same name that was on my bursary. My mom realized she was the donor and that is how they met for the first time. It was a pretty powerful moment to share with someone. Since then, we’ve crossed

paths a lot. It’s really neat to see her.

There’s an altruistic quality that permeates the Southridge community. It’s pretty contagious.”

WHAT WILL YOUR LEGACY BE? Making a gift to Southridge through estate planning is a remarkable way to leave a legacy.

Through setting up a bursary fund, for example, your planned gift would change countless lives in perpetuity. As a planned giving donor, you would join the Southridge Legacy Circle and your story – your legacy – will live on.

FOR MORE INFORMATION ABOUT HOW YOU CAN CHANGE THE LIVES OF STUDENTS WHO WILL MAKE A DIFFERENCE IN THE WORLD, CONTACT: HRISTIANE HODSON C DIRECTOR OF ADVANCEMENT CHODSON@SOUTHRIDGE.BC.CA OR 604 542 2330 Southridge 2016

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The joy of play CHRISTIANE HODSON DIRECTOR OF ADVANCEMENT

I can vividly remember one of my first experiences on a playground. I was in Kindergarten at Treherne Elementary School in my hometown in Manitoba. It was September; the fall sunshine warmed my face and the cool air filled my lungs as I swung eagerly from the monkey bars.

I still remember my long hair dragging in the dirt when I swung upside down to get a different view of the sky above. Such a simple memory; I’ve often wondered why this particular memory has stayed with me over the years, or why it continues to make me smile every time I recall it.

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I think it’s because, as an adult and parent, I now understand the significance and influence that playgrounds have on the development of character and life skills.

Playgrounds are places where friendships are built, fears are overcome and challenges are faced; where children feel happy and liberated to laugh and cry, to push their limits, to be themselves and to help others. That day on the playground all Southridge 2016

those years ago, I felt free to be myself; I felt content, safe, carefree and filled with wonder and joy.

Today, when our students are cheerfully playing on our playground, we know that they too are creating happy memories to cherish as adults. Perhaps their memories will be of a new friend made and secrets shared in the red cave, or of conquering their fear of heights on the new Asteroid climber. Perhaps they’ll recall solving a dispute with another child over slide rules, or of encouraging a friend when they’ve fallen from the monkey bars for the tenth time. Whatever the memory, it’s likely that it will put a smile on their face and they will think fondly of their precious time on the Southridge playground.

Thank you to all the families who have contributed to our new playground so far. Your contributions to such projects at Southridge not only impact our students today but will be enjoyed by future generations of students still to come.

WE ARE STILL ACCEPTING DONATIONS FOR THE PLAYGROUND (UNTIL JUNE 30, 2016) AS WELL AS MANY OTHER IMPORTANT CAPITAL PROJECTS AND ITEMS THIS YEAR. PLEASE CONSIDER MAKING A DONATION TO SOUTHRIDGE BY: UBMITTING THE PLEDGE CARD S ATTACHED TO YOUR SPIRIT MAGAZINE ISITING V WWW.SOUTHRIDGE.BC.CA/ GIVENOW ONTACTING ME DIRECTLY AT C CHODSON@SOUTHRIDGE.BC.CA OR 604 542 2330

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