The College School Summer Newsletter (2019)

Volume 40

Issue 2

Summer 2019

The World Peace Game

By Mindy Bhuyan, Fourth Grade Teacher Last spring, the Fourth Grade class experienced The World Peace Game. Started by Master Teacher John Hunter, The World Peace Game is a simulation of world governments and crisis solving. Visually, the game has four layers made of acrylic: the top level is space, the next level is airspace and sky, the third layer is land, and the bottom layer undersea. On the land layer, there are four countries on each edge with a Secret Empire in the middle.

The countries all have different resources, budgets, cultural beliefs, and values.

The game begins with each country starting out with a brand new cabinet: Prime Minister, Secretary of State, Minister of Defense, and Chief Financial Officer. There are also four organizations: United Nations, The World Bank, The Arms Dealer, and Legal Counsel. There is also a Weather Goddess who controls the stock market and the weather, and there are two “secret”

roles: The Head of the Secret Empire and the Saboteur. Students are given a dossier that lays out 23 crises they need to solve.

The crises involve water rights, land disputes, religious tensions, climate change, refugee crisis, natural disasters, chemical and oil spills, and more. Each game day begins with a quote from Sun Tzu’s The Art of War. The students make their own meaning from the quotes and realize that Sun Tzu’s wisdom is giving us ways to stay out of war.

Hunter is an award-winning gifted teacher and educational consultant. He created this game because he believes that students learn best by doing. His project spoke to me as a College School teacher because we, too, believe experiential education is the best way for students to learn. He says in his TED Talk, “I encontinued on page 11

“They learn to look beyond short-sighted reactions and impulsive thinking and instead to think in a long-term, more consequential way.”

John Hunter, Founder of The World Peace Game

Summer 2019

Congratulations Class of 2019

The College School Class of 2019

At graduation on May 23. Front row: Riley James. Second row from left to right: Michael D’Addario, Habi Baker. Third row from left to right: Johanna Jachna, Marin Hessel, Anna Amato, Meghan Jachna, Luca Crang, Thomas Tlapek, Keller Anderson, Skye Brothers, Ellah Brunstrom. Back row from left to right: Jia Patel, Maris Stinnett, Rainey Fikes, Grace Ebenhoh, Mia Burgener, Nikko Sanchez, Alex Slen, Jude Watkins-Wedel, Nataysha Shinell, Jack Hartrich, Ava Hoefler, Leonie Welch, Francesca Bertani This May, 25 students graduated from The College School, joining more than 900 alumni. The class of 2019 is attending 12 different high schools. We wish them the best on their new adventures!

Clayton High School Alex Slen Collegiate School of Medicine and Bioscience Grace Ebenhoh Denver Area High School Habi Baker Kirkwood High School Ellah Brunstrom Mary Institute Country Day School Skye Brothers Michael D’Addario Jia Patel

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Nerinx Hall Francesca Bertani Mia Burgener Marin Hessel Ava Hoefler Nataysha Shinell Maris Stinnett Parkway West High School Anna Amato St. John Vianney High School Nikko Sanchez St. Joseph’s Academy Rainey Fikes Johanna Jachna Meghan Jachna St. Lawrence College, Athens, Greece Leonie Welch St. Louis University High Keller Anderson Jack Hartrich Riley James

Whitfield School Luca Crang Thomas Tlapek Jude Watkins-Wedel n

Summer 2019

An In-Depth Exploration of Space in Newport

By Katherine Borg, Newport Teacher, and Katie Malone, Learning Specialist In a preschool classroom far, far away, a small group of dedicated young astronomers researched and inquired about outer space. The students’ curiosity and passion for the planets, galaxies, and nebulae were inspiring and contagious.

Learning and exploration in the Newport classroom are derived from the Reggio Emilia Approach. Students do year-long projects that are in-depth investigations of a real-world topic, integrating many disciplines. Projects emerge from children’s interests through provocations, literature, or natural occurrences in their lives, either at school or at home.

The Newporters’ interest in outer space was first piqued by a classroom solar system puzzle. After a group of students completed the puzzle, they studied it thoroughly by examining the images and words and then drawing their own interpretations with pen and paper.

The children compared their notes and drawings and brought their findings to the Message Center to create a group drawing of our solar system on a large piece of paper. Next, the children started requesting books about outer space for the classroom library and group readalouds. Teachers gathered reference books from many sources and shared articles and videos from NASA and SpaceX for the children to expand their growing base of knowledge. Students saw footage of recent rocket launches, the first photo of a black hole, and interviews with astronauts currently living and working in the International Space Station.

As the children discovered more about the planets, they started creating increasingly intricate pictures of our

solar system at the Message Center and in the Atelier, as well as building planets out of blocks, playdough, and other building materials. Students requested to make a classroom solar system to be displayed from the ceiling. Then, in pairs, they wove colorful, unique celestial bodies onto embroidery hoops using wires, wool, and beads. The Newport-crafted solar system grew throughout the year, and the students were proud of what they created. As each planet was being formed, they would use various resources to study that planet in depth. Informational videos from NASA were a classroom favorite, as well as reference books with beautiful pictures.

During the students’ research into our solar system, they came across pictures of nebulae and galaxies. These giant mysterious gaseous bodies were astounding and marvels to the four- and five-year-old astronomers. Watercolor and pastel pictures of galaxies and nebulae started appearing at the Message Center and Atelier, they were created by the children, and they were able to make their own nebula in a bottle using cotton balls, tempera paint, water, and glitter.

The results were beautiful and the children loved the process of making their very own, handheld nebula.

As the school year continued, these budding astronomers became aspiring astronauts. The classroom library was frequently transformed into a spacecraft, Mission Control, or the International Space Station. This transformation came about from a giant board book,

which was donated to the class. It had a two-page spread of an astronaut’s view of the cockpit of a rocket. Countdowns, rocket booster sounds, and calls of “Mayday!” were heard from behind the makeshift craft. Soon after, the children began discussing the possibility of making a classroom spacecraft. Sketches and blueprints were created, and discussions about what parts of a spacecraft are the most important -- bunk beds, knobs, and “The sun is not the biggest star in Space. It’s the biggest star in our solar system but other stars are bigger and that’s ok.”

Alexander buttons, as well as computers, ensued.

The children measured and compared pieces of cardboard, worked collaboratively, and vocalized their opinions clearly so their thoughts were heard and put into action.

After its completion, the students stepped back and looked at their handiwork. In Reggio Emilia, reflection and creating drafts are encouraged, and the children decided they could make something even better. They went back to the drawing board, came up with a new layout, and put their hands to work.

The Newport Space Station II was a success. It included working hatches, two command stations with knobs, buttons, and screens, as well as a giant box they designated as the sleeping compartments. The students’ ability to reflect and discuss new ideas allowed for open continued on page 11

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Summer 2019

Behind the Scenes of the 4/5 Play

By Scott Hanson, Drama Specialist The College School’s Fourth and Fifth Grade Play has a long and rich history.

Music teacher, Nancy Miller, and classroom teacher, Libby Scheiern, started the first 4/5 Play in 1982 with an adaptation of Free to be You and Me by Marlo Thomas.

Nancy and Libby understood that authentic, hands-on learning happens when cre-

can be our friend and lead to surprising solutions! Learning and growing, in our own unique and creative ways, requires continual leaps of faith. We challenge ourselves, trust the process, take care of each other, and enjoy sharing the magic of creating and working together with an audience.

ating, rehearsing, and performing a play.

Nancy continued heading up the 4/5 Play theme through 1997. I came on board in 1996, helping with sets and props and observing how this project was put together.

I took charge of the play in 1998 with a production of Tom Sawyer.

Each year, looking for 4/5 Play material is an ongoing challenge, and a journey which I enjoy. I’ve learned that our play has three important requirements: 1. I need to fall in love with the material, because I live and work with it for a long time.

2. The material needs to inspire teachers who are always on the lookout for ways to integrate the Play theme into core subjects.

3. The subject matter needs to ignite, excite, and foster growth for 45 to 55 students and their families. This last requirement gets a little tricky since our play needs to have 45 to 55 speaking roles…easy, right?

Our play theme starts after Thanksgiving and builds to four performances shared with the community in the middle of February. The first three to four weeks of theme days before Winter Break are immersion days. Students and teachers

Fox, Edison Theater, The Touhill Theater, The Muny, and The Scottish Rite Theater, and we’ve seen numerous Metro Theater Company productions here at TCS and at The Grandel Theater. Backstage tours at the Rep and Edison Theaters offered our students wonderful examples of the various types of jobs and skills that go into building a show from the ground up, which is a good fit for the student committee work in our productions.

We’ve participated in workshops with composers, singers, musicians, dancers, choreographers, chefs, calligraphers, weapons experts, authors, illustrators, artists, map makers, gymnasts, marshall artists, gardners, puppeteers, make-up artists, designers, set builders, scene painters, weavers, quilt makers, costume designers, librarians, art historians, and architects.

Just before Winter Break, Fourth and Fifth Grade students learn about the committee work that each student will be a part of when not rehearsing on theme days. Our production committees are: Sets and Props, Costumes and Make-up, and Lighting and Program.

Another important piece of the puzzle is matching students to roles in the production, otherwise known as, casting.

Auditions for the 4/5 Play are a two-day process. Audition days start when Specialists and classroom teachers choose roles

Ultimately, I search for themes, characters, stories, and authors who will inspire us to learn and grow in surprising and challenging ways.

Real learning is a trial and error process. The creative arts offer us opportunities to be open and try lots of ideas.

Along the way we discover that mistakes

go on field trips, experts on theme-related subjects are brought in, and everyone is engaged in activities designed to further enhance our understanding of each year’s Play theme.

We usually go to a play in the St. Louis area and take backstage tours.

We’ve visited the Repertory Theater, The

from the audition scripts and then read and act through them in ways that demonstrate how to positively collaborate, make decisions, and present the audition script in fun and compelling ways. Students divide up into audition groups that include even numbers of boys and girls from Fourth and Fifth Grade. Each audi-

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Summer 2019 TCS 4/5 Play History 1982 1983 1984 1985

Free to be You and Me A Monarch Rich in Charity New Land…New Hope Glad to have a Friend Like You 1986 Lost Land, Lost Life 1987 I Lift My Lamp Beside the Golden Door 1988 We the People, Tales of Liberty 1989 Where the Tunnel Never Ends 1990 The Dawn of the Revolution 1991 Time Twist 1992 Catastrophe Under the Canopy 1993 The Sign of the Seahorse 1994 The Race for Equality 1995 The Appalachian Trail 1996 The Iron Road 1997 Jack and the Beanstalk 1998 The Adventures of Becky Thatcher and Tom Sawyer 1999 The Wonderful Flight to Mushroom Planet 2000 One Step to the Future, Two Steps to the Past 2001 The Secrets of Egypt 2002 The Passage to the Pacific 2003 The Quiltmaker’s Gift 2004 The Sign of the Seahorse 2005 The Race for Equality 2006 The Adventures of Tom Sawyer 2007 Seedfolks 2008 The Quiltmaker’s Gift and The Quiltmaker’s Adventure 2009 The Sign of the Seahorse 2010 Good Masters, Sweet Ladies 2011 Where the Mountain Meets the Moon 2012 Tales of Ancient Greece 2013 Scenes and Stories of Early St. Louis 2014 Gateway of the Best 2015 Tales of the Past, Lessons for the Future 2016 The Power of Giving 2017 The Spirit of the Trees 2018 Stay True, Be You 2019 Where The Wild Kids Play

tion group works on a script for about fifteen minutes and then they share a final presentation of that script for the director.

These groups move through each audition script, dividing up the roles, reading, and staging each scene. This process gives students the opportunity to read and act out more than a few of the roles and scenes in the play.

On the first theme day after Winter Break, character descriptions are read to the students, and roles are announced.

Students are instructed to highlight their cues and lines. Everyone is to memorize their assigned lines and all lines in each scene they are in. The practical reason for

time, accompanying each other in song and dance.

Dress rehearsal is the first time the entire cast is in costumes and everyone works through the play together. Each student has a role in the play and a job back stage throughout each performance: • Students on the light and program committee are scheduled on the light board for each scene.

• Students on the costume and makeup committee help with quick changes.

• Students on the set and props committee move scenery and keep track of props.

full scene memorization is for everyone to take ownership of all parts of our play.

In mid-January, Saturday set, props, and costume construction day is a fun, active and important day for students and families. Like an old-fashioned barn raising, families bring tools, creative know-how, and a can-do attitude that turns into a fun, inspiring, and productive day. Scenery is painted in the Theater, props are created and constructed in the Art Room, and costumes are sewn and altered in the classrooms.

Playing musical instruments and singing are added, as well as choreographed dance pieces created for the Play. Transitions between scenes are created and put into place as our production grows. Props and scenery are also added in rehearsals, and as we move closer to dress rehearsal, there is more and more to keep track of and for the students to be responsible.

We count on each other for lines, entrances, exits, moving scenery and props, helping with costume changes, lighting cues and special effects while, at the same

Throughout each performance, different groups of students play instruments to enhance and support scenes, while everyone sings, dances, and moves through each song.

Performing for audiences and working backstage during the performance is the exciting culmination of many days of dedicated work. Being an important part of this multifaceted, creative, and challenging experience stays with our students as they move forward in education and life. It is part of who they are, and it serves them in many ways as they continue their adventures!

I recently heard an inspiring 4/5 Play recollection from a TCS Alumni who said, when it was time for his scene, he opened his mouth and discovered he had no voice. His scene partners quickly jumped in and helped him through the scene and the rest of the play. I can’t think of a better final thought about the TCS 4/5 Play: Do your best, be aware, and help each other out! n

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Summer 2019

The College School Junior (JR) Leadership: Where Students Lead the Way

By Kevin Parentin, Middle School Teacher Adventure Education has a rich and important history at The College School.

Dating back to the early days of our school—over fifty years now—students and teachers have ventured far afield to learn through authentic experiences.

We go beyond both the textbook and our campus to become immersed in lessons that can be gained only through direct, authentic experiences. Thrilling examples abound. On Day in the Woods, kindergarteners use dip nets and microscopes to hunt for microinvertebrates in the murky ponds of Greensfelder Park.

The Fifth Grade class contributes to a nation-wide research project of monarch migration by carefully capturing, cataloging, and tagging butterflies as they pass through Shaw Nature Reserve during their flights southward. Eighth graders survey aquatic wildlife in the Atlantic Ocean by learning to use seine and throw nets to acquire specimens along the beaches of the East Coast.

What makes Adventure Education at The College School so unique is student leadership. It is not enough for students to learn to ably and safely climb a steep cliff, spelunk a deep cavern, or navigate the rapids of a swift-water stream. We expect students to lead in those environments by sharing the skills and confidence that they begin developing in the earliest grades. At the core of this philosophy is TCS JR Leadership. This program gives Middle School students an extra-curricular opportunity to volunteer in the service of our school.

Seventh and Eighth Grade students are invited to apply by submitting a resume of leadership experiences and a cover letter explaining why they are a good fit for the program. There is no deadline for submission, though students are encouraged to apply early—it is not uncommon for some students to arrive on the first day of school with their application!

Virtually every major field trip and overnight campout relies on the capable help of JR Leaders. They help in some very im-

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portant ways, like preparing a big pancake breakfast for hungry entomologists

on the Monarch Trip, or giving pep-talks to nervous Sixth Grade rock climbers on Wilderness Experience, or leading the

final leg of the hike during Kindergarten Day in the Woods. These experiences

are incredibly powerful.

Younger students have the opportunity to apprentice with the “big kids,” to whom they look up every day in the hallways. JR Leaders have the opportunity to learn as an instructor by modeling behavior, offering guidance and reassurance, and teaching lessons.

The adventure begins when JR Leaders learn their assignments on Announcement Day. At the end of a school day—one day in the fall and one in the spring—JR Leaders discover large envelopes taped to their lockers. Inside they find their congratulations and trip assignments, official paperwork, and a coveted TCS Outdoor Leadership Hat. It is usually at this moment that they excitedly run to the teachers with whom they will be leading. It’s never too early to meet because they have a lot to discuss! JR Leaders are involved in all aspects of leading a class adventure, from packing and preparing gear to preparing meals. JR Leaders also traditionally take on an academic or team-building piece that they teach in the field.

JR Leadership isn’t all glamour, of course. In fact, any veteran JR Leader can tell you about the behind-thescenes toil that they invest to keep the adventure education program top notch. They spend hours each trimester cleaning and reorganizing the Adventure Ed Room—the room in which we store most of our camping and field gear.

They scrub dishes and cookware that always seems to return from campouts just a little bit grimy. They carefully inspect rock-climbing gear for wear and tear. They test and repair camp stoves before each campout. The tedium of repairing and replacing tent parts is practically a right of passage.

During this hard work, the JR Leaders become experts in maintaining our gear in the Adventure Ed Room. In fact, it is through this work that the space becomes their own. In recognition of this, it is tradition that JR Leaders pick a spot on the wall to write a message and sign their name. n

Summer 2019

Reggio Approach through Three Lenses

By Lower Division Head Penny Allen, Learning Specialist Katie Malone, and Atelierista Sarah Hassing Our journey to Italy this past May began over a year before, during the spring of 2018. Educators from TCS gathered with teachers, administrators, professors, and other child advocates from around Saint Louis to dream big while planning a specialized trip to study the municipal preschools and infant/toddler centers of Reggio Emilia, Italy. As plans progressed, our small group of experts from Missouri joined many others from California, Nevada, Arizona, New Mexico, and Illinois into what became known as the Six State Study Tour. The purpose of this unique trip was to delve deeper into some of the most poignant components of the Reggio Emilia Approach and myriad ways in which this approach is manifested in schools across the U.S. Themes of equity and inclusion, leadership, and the importance of aesthetics guided our interactions with the schools and educators throughout our week together in Italy. Our individual experiences over the course of our studies were inspiring, insightful, and vital to our continued work in evolving an Early Childhood program that supports the learning of young children. Our hope, as both a larger study group and a smaller group of St. Louisans committed to young children, is to create a space to build a collaborative network of advocates for the rights and voices of children.

Sarah: With the Reggio Approach as a source of inspiration for over twenty years, Early Childhood educators have always been committed to constructing thoughtful, engaging environments within classrooms, the Atelier, and common spaces at TCS. What became evident during the study trip was just how integral this ongoing process is, setting up spaces where children have autonomy, creative license, and authentic opportunities for learning and collaboration. During lectures and tours, we were pushed to explore the “aesthetics of connection,” the interconnectedness of our students with their spaces, materials, and classroom furniture. We saw, firsthand, that when classroom environments are rich in multi-sensorial experiences, when children are free to move about their spaces with consideration and purpose, and when educators view the classroom environments as a fundamental component of children’s learning, beautiful things can happen. Within these inter-

connected environments children’s voices and choices are heard and celebrated, their curiosities and theories are given space and time to thrive and evolve, and learning is rife with joy and wonder.

Katie: Inclusion is paramount to the Reggio Approach and that was truly evident during my time at La Villetta Municipal preschool. After observing the classrooms and the entire school that morning, I notice there are more than two teachers in each classroom, in fact, there are three

teachers supporting each class with their work. As our group moves into the Atelier for a question and answer session, I ask about the three teachers and learn that each class at La Villetta has a child with “special rights” (a term used by the municipal schools of Reggio when referring to a child with special needs) and therefore, a third teacher is automatically added into the fold, not solely to support that child, but to support the entire class and meet the needs of all learners. Further questioning reveals that, in the Reggio schools, a child with special rights is automatically admitted, when all others apply into Italy’s municipal schools. Their teachers and families work closely with specialists and therapists for strategies and tools to help each child be successful during the school day. Reggio teachers believe every

child has the right to express themselves through different languages, and their approach to the inclusivity of different types of learners really brings this belief to life.

This approach has become a part of the society in Reggio Emilia. In our structure at The College School, how can we strive to continue to meet the individual needs of all of our students?

Penny: The concept of teacher as researcher took on new meaning, as I listened to the Italian educators describe their process and projects and as I viewed examples of their documentation. It was clear that the goal to sustain quality education for children is aided through reflection, inquiry, and innovation. A vital element is to create a working team of adults who take the time to share observations of children’s interests, words, and actions, discuss children’s work, ask questions, share different viewpoints, look for meaning and consider opportunities for next steps. In Reggio Emilia, this final step is called relaunching—how might this encounter be extended, what strands should be followed, in what way and with what symbolic languages?

The working team in the municipal preschools includes the classroom teachers, the atelierista, the pedagogista, and the cook. All points of view are welcomed and discussed.

These adults are open to surprises and differing viewpoints, and they don’t take criticism personally. Returning to St. Louis and putting on my administrator hat, I wonder how I can best support our TCS teachers with their classroom research? Is adequate planning and reflection time built into their schedules? How do we create our own “working groups” for exchange of ideas? What kind of professional development supports relaunching to enrich student learning?

The College School was an early adopter of the Reggio Approach in the United States. Since 1992, this philosophy has enriched the learning environment for students and the practice of teachers. We appreciated this opportunity to visit the source and to interact with other U.S. educators who share a passion for high quality early childhood education. We look forward to nurturing relationships with those we’ve met, and to bringing new insights into our ongoing work with colleagues, students, and families at TCS. n

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Summer 2019

Embracing our Roots 2019 Gala and Auction The College School’s 2019 Embracing Our Roots Gala & Auction captured the spirit of our school’s great tradition of adventure education. The evening was both memorable and successful, raising more than $171,500.

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Summer 2019

The night was a celebration of our longtime faculty member, Tim Wood, who retired from TCS this spring after three decades of service. Tim was instrumental in curriculum development for the Middle School Program, the Campus Garden, the Greenhouse, and the LaBarque Campus.

Our “paddle raise� for the night provided funds to purchase a new bus. Our fleet covers a lot of ground, from New Orleans to Chicago, from campgrounds to rapids. A new bus helps ensure that we continue to provide a vehicle to the outdoor classroom. Watch for the new bus rolling into the parking lot this fall!

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Summer 2019

ยกPor Favor y Gracias!

By Cindy Bruns, Spanish Specialist Please and thank you! These are among the most gracious words that we can express in any language. More people in the world speak Spanish than English. According to the Instituto Cervantes Research Center, more than 50 million people can converse in Spanish either as native speakers or as Spanish language learners in the United States. Spanish is the most popular language being learned by native English speakers in Missouri and the United States. Two out of every 100 Missourians speak Spanish as the primary language in their homes, as reported in the 2000 Decennial Census; more than any other foreign language. In St. Louis, the percentage is higher. This would explain why, even here in St. Louis, we find Spanish both written and spoken in many of the places we visit, including stores, restaurants, schools, and churches.

The Spanish language program at The College School, beginning in Early Childhood and continuing through Eighth Grade, emphasizes an experiential learning approach that helps connect us with our community, locally and beyond. In Third Grade, a trip to the Cherokee neighborhood enables students to experience the Spanish language in a real-world context.

Students see Spanish written on storefronts, signs, posters, and menus. They hear Spanish being spoken by people around them, and they are able to practice their own Spanish-speaking skills. In Fifth Grade, students are involved in an extensive study of Monarch Butterflies, learning about their migration patterns between Mexico and North America. These students write letters in Spanish to schools in Mexico where the butterflies overwinter, giving students a sense of being part of a broader com-

munity, a global community. In Seventh Grade, a trip to the Pilsen neighborhood in Chicago provides the opportunity for students to experience the food, art, and culture of a large, active Hispanic community. As an extension of our study of the Spanish language at TCS, Middle School students have the opportunity to visit Costa Rica with their classmates and teachers.

This journey allows students to interact with and be immersed in the rich culture and ecology of Costa Rica.

TCS is a wonderful place to learn and grow. And, as a community, we learn from others, and we learn by doing. In that spirit, students and teachers make and eat tamales in December, a tradition that brings people together, as well as many hands to create a fun, delicious meal that is shared. In so doing, we are also participating in a tradition that is taking place in hundreds of households in our own community. Whether investigating local communities or traveling to regions beyond our borders, TCS students have opportunities to practice the Spanish language as they learn about the people, traditions, and customs of Hispanic cultures. As a useful communication tool, learning Spanish can be an essential step toward connecting us with dignity and graciousness to other humans within our shared world community. ยกGracias! n

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Summer 2019 The World Peace Game continued from page 1

deavoured to create the empty space for students whereby they can make meaning of their own understanding.”

I have been teaching at The College School for 22 years. There are many things I love about being a teacher at TCS, and one of them is the opportunity to engage in ongoing professional development.

When I saw John’s TED Talk and watched “This is not always just made up crises. These are real problems in the world and as fourth graders it is nice to try to figure it out.”

Elizabeth, Minister of Defense of Grun

sibility of failure. Failure allows them to think in new ways, to consider other possibilities, and to reinvent their own understanding. Hunter says, “I don’t try to deny them that reality of being human. They find out what is right their own way...”

Our fourth graders loved the game and were eager to play each day. My role as a facilitator is deliberately set up to allow them to flounder and fail.

Students certainly felt confused, overloaded, overwhelmed, and in despair at times. They felt certain they would fail. As they began to solve a few crises and find their “flow,” their confidence increased. Hunter observed that learning happens in seven stages: overload and confusion, failure, personal understanding, collaboration, “click,” “flow,” and application of understanding. We saw this happening with our students as they played the game. They even started to identify times when each of these stages was happening to them personally or the whole group.

the documentary, I was intrigued. Over the summer, I read his book, World Peace and other 4th Grade Accomplishments, and I knew I had to play this game with TCS fourth graders. In March, I attended the training week at The Miami Country By the end of the game, we could Day School in Miami, Florida. There were educators from all over the globe watchhardly hold them back. The room erupted with cheers, high fives, and shouts of joy ing John play the World Peace Game with when they solved all 23 crises a group of Fourth Grade students, and each afternoon, we had the and came out above their start“At the start of The World Peace Game when we had ing budget. They had solved opportunity to debrief and work negotiation time, nobody was really planning anything closely with him. I learned so world peace and most imporout. Then we realized we had to do something. The tantly, the students felt emmuch from him and the other countries have learned to plan things out with others to powered to make a difference, teachers there, and I continue to make strategies and solve crises.” connect with this group through a and in their own way, they did.

Benny, This feeling plants a seed for facilitator forum.

The World Peace Game ofWorld Arms Dealer them that will grow in ways that we can only imagine. n fers students the very real pos-

Space Exploration in Newport continued from page 3

dialogue and creativity to flow, ending in a well-constructed space station about which all the children were proud.

Once the space station was up and running, it fostered astounding and imaginative dramatic play. The children loved using their expertise in space crafts to construct something tangible. The school year was slowly coming to an end and thoughts started drifting toward a culminating project. The children’s love of sharing their wealth of knowledge with everyone led them to find a way to share the facts they learned with more people. They agreed upon creating flashcards to enable the sharing of all the knowledge they had attained.

Each child chose one interstellar

object and created various drafts in the picted. On the reverse side of the flash Atelier to work towards making beautiful cards, the facts were thought out, clear, and accurate depictions for the front of and knowledgeable. The school year culeach card. Final drafts of the illustrations minated with a celebration featuring the were done in gouache paint, allowing for students’ journey through outer space fluid mixing of colors and smooth lines. and each child was called up one at a As the front of the cards were being cretime to be presented with the flashcards ated, the children on which they had researched in small worked so hard.

“Galaxies have lots of colors groups to collect Looking back and some are swirly and have facts they wanted on this year in arms—but not human arms—galaxy to showcase on the Newport, how the arms.” back of the cards. children grew indiClaire After many months vidually, and as a of work, the flash whole, because of cards were sent to the printer, creating their in-depth and passionate study of a an inspiring final product. Each card hightopic dear to them, is incredible. Project lighted how much this project meant to work in Reggio Emilia is essential in enevery single child. The paintings on the abling children to take responsibility for front were detailed and conveyed their their study experiences and fostering a passion for the galactic body they delifelong love of learning. n

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Summer 2019

New Team Members Andy Gaglio Fourth Grade Teacher

Andy began his teaching career in 2015 after earning his Bachelor’s Degree in English and Master’s Degree in Elementary Education from Truman State University.

His love of outdoor education and horticulture began while earning his degrees, and he has applied his passion directly to his teaching. Andy dedicates himself to making each day of learning as impactful and memorable as possible and believes that equity and inclusion are the heart of his classroom.

Melissa Ganim Preschool - Newport Teacher Melissa holds a Bachelor of Arts in Early Childhood Education, certificates in Early Childhood and Special Education, and has more than five years of experience in the classroom. One of her first teaching experiences was student teaching in the Kindergarten classroom here at TCS. She also served as a substitute teacher in Newport last year. Melissa previously taught at the Belle Center, now part of St. Louis Arc, as a special educator in an inclusive environment of 3-5 year olds. She enjoys listening to children and encouraging their discovery by creating an environment focused on play and hands-on exploration. Melissa is a parent to three daughters.

Tiffany Khang Director of Equity & Inclusion and School Counselor Tiffany has partnered with over 50 different schools in the greater St. Louis area, addressing a myriad of topics, including diversity, inclusion, mental health, at-risk youth, and pipeline programs. She is also a Licensed Clinical Social Worker with extensive experience working with families. She has her Bachelor’s Degree in Psychology from the University of Illinois at UrbanaChampaign and her Master’s Degree in Social Work from Washington University in St. Louis. During her spare time, Tiffany loves doing DIY projects, cycling with her husband, and spending time with her two dogs.

Darel Shelton Middle School Teacher

Darel joins our Middle School faculty as a Language Arts teacher and will also teach Theme Courses and Exploratories.

Darel worked at Forsyth School since 1996, most recently as Upper Division Director. His teaching experience includes Language Arts and World History, and for a number of years, Darel was the Forsyth Outdoor Education Program Director. He is well known to TCS faculty, particularly for his work on the Steering/Super Com-

mittee of the Experiential Education Exchange. Darel helped build Greensfelder County Park’s Alpine Tower in 1992 and has used it as a teaching tool since then; he also was a ropes course/rock climbing trainer with St. Louis County Parks/YMCA Teamworks for nearly 20 years. Darel has his Bachelor’s Degree in History and African-American Studies from Carleton College and his Master’s Degree in Teaching from Washington University. Darel and his wife, Laura, have three children.

Monica Watson Director of Culinary Education Working in a school community allows Monica to combine two of her passions: children and food. She believes healthy food plays a critical role in developing the whole child. Monica has spent the past ten years working with this purpose by improving nutritional standards for children in school settings while working to develop farm-to-table lunch programs.

She is passionate about nurturing children with food and empowering them with the knowledge to make healthy choices for a lifetime. Monica has a degree in Restaurant Management and Culinary Art. She and her husband have three adult children. In her free time you’ll find Monica traveling, spinning, or hiking with her husband. n

Faculty & Staff Anniversaries, Milestones, and Departures Penny Allen, former TCS teacher and Assistant Head of School, now serves as Lower Division Head.

Julia Batz, former Fourth Grade teacher, has shifted to the Middle School Team.

Max Bruch was promoted to Associate Director of Sustainability & Auxiliary Programs.

Emily Figley, Second Grade teacher, and her husband Matthew, welcomed their first child in January, Owen.

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Lori Knoblauch, former TCS teacher and Middle School Division Head, now serves as Upper Division Head.

Katie Malone, former Early Childhood teacher, now serves as Learning Specialist for TCS. John McElwain was promoted to Director of Sustainability & LaBarque Campus.

Cristina Rapp celebrated 21 years of service to TCS and also departed to become Learning Specialist for Forsyth School.

Kevin Roach decided to pursue his doctorate in Curriculum and Instruction at Saint Louis University. While enrolled, Kevin will continue to teach two exploratory courses in our Middle School.

Joyce Vest celebrated 30 years of service to The College School.

Tim Wood retired after 35 years of service to The College School. n

the college school alumni association

Summer 2019

EXPERIENCE the college school :::: Volume 13 :: Number 1 :: Summer 2019

“At TCS, students are always encouraged to go outside of their comfort zones, whether it be for the 4/5 Play, solo overnight on the Sixth Grade Wilderness trip, or even getting up in front of class for a presentation. By taking those risks you learn a lot about yourself and what you are capable of. Those experiences are definitely in my thoughts about how I approach my racing career.”

In his short career, Spike has raced in six countries, and competed in more than 60 races. And he has big plans for the future. “In 2020 I hope to be joining a team in the USA and race in the Road to Indy Series. Within a few years, I hope to represent St. Louis in the Indy 500,” he said. For now, Spike is spending his time improving his race craft and learning all aspects of racing on and off the track.

Follow along on Spike’s adventures at spikekohlbeckerracing.com or on any of his social channels: Facebook, Instagram, or Twitter. n

Alumni

Profile

For Spike (Luke) Kohlbecker (2017), motorsports is more than just a hobby; it’s a passion and a way of life. Inspired by his grandfather and father, he has been racing since he was four years old. “My Dad used to draw a chalk track in our driveway, and I would put on my red Superman cape and jump into my electric go-kart and do laps,” Spike said. “Today I don’t wear a cape, but I do race cars.” Spike shared that he loves everything about racing — the intensity, the competition, the problem-solving, the friendships, the memories, and, of course, the thrill of a win.

Spike recently stopped by The College School for a visit and to share his appreciation for all of his experiences at TCS and how they have served him well in racing. In Spike’s first season racing cars he headed north of the border to Canada and successfully raced for four months as a 15-year-old driver in the Toyo Tires F1600 Championship Series. Canada was immediately followed by moving to New Zealand; fortunately missing out on a very cold St. Louis winter in exchange for a whirlwind three months Down Under competing in the New Zealand Formula 1600 National Championship. While in New Zealand, he completed a work/study program for his online school, Launch, by working in a race shop and supporting F5000 race teams.

Currently, Spike is living in the United Kingdom for six months just outside of London competing in the Avon Tyres National Formula Ford 1600 National Championship. Spike has made many friends in the tiny village through the common bond of soccer all the while continuing to gain experience in racing.

During his visit to TCS, Spike talked about the juggle of balancing his craft while keeping up with his school work and maintaining friendships back home. Currently he’s a junior at Kirkwood High School.

Fortunately for Spike, KHS partners with Launch which allows him to take all of his classes online from anywhere in the world his racing takes him. He also shared how,

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the college school alumni association

Summer 2019

AluMNi News James (Jim) Connell (1971) Jim is an Associate Professor for the Department of Physics and Astronomy, and the Space Science Center of the Institute for the Study of Earth, Oceans and Space at the University of New Hampshire.

Much of his research includes the development of new and innovative instrumentation for space flight. He is deeply involved in the Energetic Heavy Ion Sensor (EHIS) for the Geostationary Operational Environmental Satellite Program (GOES-R).

Currently, two EHIS instruments are now flying on GOES-16 and GOES-17 with two more waiting for launch.

Donald Keith Wiley (1975) Donald has spent over 32 years working for the Federal Government and was recently promoted to GS-15, Strategic Acquisition Manager for the Open Source Enterprise.

Amy (Stigall) Hindman (1977) Amy is currently living in rural Nebraska with her husband and 15-year-old son. She has a doctorate in nursing from the University of Colorado, and teaches nursing at Oglala Lakota College on the Pine Ridge Indian Reservation.

Peggy Knock (1977) Peggy lives in Saint Louis and currently works as the Experiential Education Coordinator at Sacred Heart Villa Preschool.

Andrew R. Hume (1984) Andrew and his wife, Carrie, are parents of 19 & 16 year-old daughters and grandparents of a one-year-old. Andrew is

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in his 17th year at Calhoun School in Manhattan, New York.

Mark Waelterman (1992) Mark and his wife, Heather, live in Waterloo, Illinois, on 7 acres with their 3-yearold daughter, Arianna, 6 dogs and 2 cats.

Arianna started in the Preschool-Big Bend room at TCS in August. Mark’s lifelong love of computers and technology, which was fostered during his time at TCS starting in Second Grade, has continued into his professional career. He’s worked in IT his entire life, currently as manager of a team of data engineers for a healthcare company in Maryland Heights, Missouri.

Mark and his family love spending time outdoors, which is one of the reasons they moved to their current property, and they also enjoy traveling around the country, competing with their five Jack Russell Terriers. Mark and Heather have been married for 14 years this October.

John Paul Shen, M.D. (1994) John accepted a new position as an Assistant Professor at the University of Texas MD Anderson Cancer Center and Principal Investigator at the Shen Lab. The Shen Lab is combining experimental and computational methods to better understand the molecular aberrations that define colon cancer and applying this knowledge to develop new targeted therapies. JP has left his life of surfing, sailing, and skate-boarding in San Diego, CA, and is excited to explore new hobbies beginning with the letter H in Houston, TX. In between jobs he completed an around-the-world tour from San Diego to Prague to Hong Kong and many cities in between.

ferent roles -- selling swords for Sabersmith Inc; entertaining children as Captain Kidd, the Privateer host of the Arizona Mermaids; or sword fighting as Rowland of The Renaissance Men, an original show Grayson wrote. Grayson also owns The Saucy Wench, a Renaissance festivalthemed hot sauce vendor. He recently became engaged to Alexandra Leon, a professional fairy and unicorn handler!

Grayson still brags to friends about TCS and never misses a chance to tell a story about his Middle School experience.

Dan Marincel (2002) Dan started at Rose-Hulman Institute of Technology as a Professor of Physics and Optical Engineering in February 2018. He teaches courses focused on nanotechnology, micro-electro-mechanical sensors and actuators, and semiconductor devices.

David Pellett (2004) David serves as Director of Enrollment Management for Alzar School, a semester school based both in Idaho and Patagonia that offers Sophomore and Junior high school-aged students the opportunity to have an immersive, adventurous, and unique experience in their high school career.

Jessa Madosky (1997) Jessa received her PhD in Conservation Biology in 2011 and is currently an assistant professor at the University of Tampa. She studies feral horse behavior and conservation. Jessa is finishing her term as President of the North America Society for Conservation Biology. She resides in Florida with her husband, Marc.

Grayson Coleman-Selby (2001) Grayson currently works Renaissance festivals professionally in a variety of dif-

Andrew Webster (2008) Andrew graduated from Missouri State where he participated in the study abroad program that took him to Scot-

the college school alumni association land. Andrew is currently working for a small furniture company in Saint Louis, called Mattress Direct.

Reece Hartsfield (2009) After graduating with a degree in Hospitality Management, with an emphasis on Lodging, Reece received an internship at Disney’s Animal Kingdom Lodge.

After her internship, she was able to stay on full-time at Magic Kingdom. Reece credits a lot of her determination, endurance, and creative thinking to her years at TCS.

Phoebe Mendelson (2009) Phoebe has been working at the Saint Louis Zoo for almost ten years and currently serves the Zoo as an Interpreter.

Her favorite part of the job is writing and facilitating programs, tours, and activities.

She also helps staff Stingrays at Caribbean Cove, educating visitors on the stingrays, sharks, and ocean conservation. Phoebe’s first project at TCS consisted of writing, directing, and filming a PSA about climate change. Now her job every day is to engage with visitors about climate change and other issues facing the planet.

Kristen Rusbarsky (2009) Kristen works at her alma mater, Loyola University Chicago, as a Staff Accountant in the Athletics Office. She recently toured the University’s new practice facility with Sister Jean Dolores Schmidt, or “Sister Jean” who has been a beloved member of the greater Loyola community for over half a century.

Thomas Stahlhuth (2010) Thomas graduated from Colby College in Maine, where he played as Captain of the Hockey varsity team. He was recently added to the roster for the Australian Ice Hockey League’s (AIHL) Melbourne Ice team.

Summer 2019 of 450 cadets. Upon graduation, he hopes to attend law school. Henry is pictured with his sister, Georgia, class of 2017.

Lily Fitzsimmons (2012) Lily is entering her fourth and final year at Grinnell College. She will graduate in May with a B.A. in Sociology and Theatre and Dance. This summer she worked as an assistant stage manager on Shakespeare Festival St Louis’ Love’s Labours Lost and Union Avenue Opera’s La Boheme. n

Paige Eickhoff (2011) Paige recently graduated from Missouri University of Science and Technology with a BS in Biology and a minor in Spanish. She will soon follow a new dream of attending UMKC’s School of Medicine in Kansas City. Paige is incredibly grateful for all the opportunities, support, teachers, and experiential learning at The College School, as it gave her the tools needed to succeed. She credits TCS as a huge part of developing her love of learning and ability to succeed.

Rasa Whittaker (2011) Rasa graduated Summa Cum Laude from DePaul University with a Bachelor of Arts in Geography and Environmental Studies in June. In August, she will start a full-time job as a Geospatial Engineer in St. Charles, MO. Henry Brown (2012) Henry is a senior studying Political Science with minors in English and Intelligence Studies at The Citadel in Charleston, South Carolina. He recently studied Political Science in Prague. This upcoming year Henry will command a battalion

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Preschool through Eighth Grade 7825 Big Bend Blvd.

Webster Groves, MO 63119 (314) 962-9355 thecollegeschool.org

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Upcoming Events Please RSVP for these events on our website.

Admissions Quick Tour Register to take a one-hour quick tour of The College School.

Fridays: October 18, November 8, December 6, January 10, January 17 8:30 AM–9:30 AM Fall Open House Engage in hands-on activities and meet faculty, families, alumni, and current students.

Saturday, November 2, 2019 9 AM–12 PM Transition to Middle School Night Tuesday, November 19, 7:00–8:30 PM Demystify the Sixth-Eighth Grade journey by interacting with teachers, students, alumni, and veteran parents.

Application Deadline for 2020–2021 is Friday, Jan. 31, 2020

Newport Students pursue their interest in the planets by crafting a model solar system out of wire, wool, and beads. See the story inside on page 3.