THE MAGAZINE OF VILLAGE SCHOOL
WINTER 2018
Dr. Bergeron, our math specialist, challenged 3rd Graders to construct a bridge to hold as much weight as possible. Students were able to inspect the effectiveness of their designs to see which features engineered the strongest bridge. A variety of designs were created, and ultimately one bridge held 198 pennies!
Soaring to Greater Heights
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his supportive school community empowers our students to become the very best versions of themselves! Our school-wide theme, Soaring to Greater Heights, inspires students and teachers to create and innovate in countless ways across the curriculum—our STEAM program challenges TK-6 students to solve real world problems through collaborations that meld science, technology, engineering, art and math. Students work together, learning how and when to lead and simultaneously practicing the skills necessary for participating as productive team members. The fully departmentalized Upper Division is thoughtfully designed to prepare 5th and 6th graders for the opportunities that await them in secondary school and beyond! The Village Values are woven throughout our curriculum and our community. We know that how we respond to opportunities and challenges during our lives can be traced to the nurturing of foundational skills so well expressed through practicing the Village Values of Caring, Courage, Fairness, Respect, Responsibility and Trust. It has become increasingly vital in this fast-paced, ever-changing, complicated world to be intentional with our communication and approach towards instilling that touchstone, that core of resiliency upon which to draw, as our children grow up and prepare to lead in this global society. Our school community offers the ideal combination of academic rigor and social emotional learning. With the guidance of our truly extraordinary faculty, supported by a curriculum designed to maximize the learning and growth of every student, they are able to ‘soar to greater heights’ with joy and excitement for what lies ahead! Nora Malone Head of School
WINTER 2018
F E AT U R E S 12 14 16 18
Teaching Recess Upper Division Village Values Managing Screen Time
D E PA R T M E N T S 2 8 20 24
Around the School Voices Alumni The Big Picture
ON THE COVER Students engage in art, science and athletics. Village School’s diverse offerings for enrichment classes allow students to explore passions and cultivate talents. We know children of this age need opportunities to investigate various disciplines as they discover what fuels their imagination.
VILLAGE SCHOOL MAGAZINE | WINTER 2018
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AROUND THE SCHOOL
SPOTLIGHT ON
H
Diversity and Equity
ow will you support a family like ours? This is the fundamental question every family cares most about when arriving at Village School. In my role as Diversity and Equity Coordinator, I make sure that our diversity and inclusivity initiatives are implemented intentionally and authentically throughout our classrooms, families and faculty. Village School’s commitment to diversity and equity ensures that each family holds a place and has a voice. As with all aspects of diversity, the most important work is done within ourselves. For our students, this happens throughout all grade levels and in every classroom. We recognize that it is not only best practice for our students to have these conversations now but also imperative for them to be successful leaders in a global context. Whether they are
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talking about various learning styles, gender stereotypes or their own social identities, our students are actively learning a language of respect for our differences. This allows our students the opportunity to not only share their own history but also listen to someone else’s experiences. The ability to listen as opposed to “waiting to talk” is one of the foundational skills that our students learn and practice, thereby ensuring that each student is seen, heard and respected. In tandem with the classroom discussions, Village School parents have the opportunity to share their own experiences with regard to identity. During our evening Kaleidoscope meetings, we have conversations about diversity, equity and social justice. Discussion topics have ranged from analyzing and dissecting our own bias to the hurt caused by microaggressions to the
times each of us has felt like “the other.” Hosted by our Committee on Diversity and Inclusivity (CODI), Kaleidoscope affords an opportunity for all parent voices to be heard. Through these conversations, we share and discover the diversity of our experience as well as the diversity of thought among us. Kaleidoscope gives everyone a chance to discuss, pause, reflect, breathe and make new, authentic connections to other members of our school community. Village School creates an open community based on the commitment that each family will be safe, seen and heard. Everyone’s story is equally important to the fabric of our school. This respect and understanding is what allows all of us to soar to greater heights. —Eric Wlasak Diversity and Equity Coordinator
building a Responsive Classroom This past summer I attended a Responsive Classroom conference. The goal of Responsive
Classroom is to create a climate of warmth, inclusion and safety. From the first day of school, we focus on establishing daily routines and making sure all the students know the expectations. As a class we also create and agree upon a set of rules. By bringing the students into the process of creating our class rules, they feel a sense of ownership and belonging. When the students know the academic and social expectations, and the consequences if those expectations are not met, they feel more comfortable taking risks even if it means they might make a mistake.
In my class we celebrate mistakes and talk about them so that the students can learn from their experiences. We even have a poster in the classroom that says, “Mistakes are proof that you are trying.” Feeling safe about making mistakes encourages students to be more engaged in their own learning. They are more willing to take risks, and develop the grit that is necessary for success in the academic and social arenas. Another goal of the Responsive Classroom is to design a classroom so that it fosters collaboration among the students. The conference facilitator modeled various ways to build a strong sense of community with different seating arrangements. In my class the student desks are in clusters and a
large part of the academic day is spent in center groups. While working in center groups, the students interact and help one another. Students are learning how to support their classmates without doing the work for them. These interactions boost the sense of classroom community and also translate from academic situations to social situations. Responsive Classroom is about building an inclusive environment, being responsibe, and creating a positive learning space, and I can already see the impact of this philosophy on a daily basis in my classroom. —Wendy Jacobson 2nd Grade Teacher
...we celebrate “mistakes and talk
about them so that the students can learn from their mistakes... Feeling safe about making mistakes encourages students to be more engaged in their own learning [and] to take risks and develop the grit that is necessary for success in the academic and social arenas.
”
Students share their work, while peers respectfully listen and provide constructive feedback. This is an example of the benefit of creating a Responsive Classroom.
VILLAGE SCHOOL MAGAZINE | WINTER 2018
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AROUND THE SCHOOL
Mr. Allen leads a group of students in an exploration of blends using the Fundations spelling program. This research-based, interactive approach has been shown to lead to long-lasting retention of spelling concepts.
The Science of WORDS When looking back on my educational experience as a child, I recall dreading the times we would practice “spelling” in school.
Perhaps it was just me, or maybe it was the monotonous worksheets and my teacher informing us of countless rules we were expected to memorize. While worksheets and memorization are important they are not the “be all end all” factors in the development of learning how to spell. Nowadays, we have boundless amounts of research that show us children learn best through different experiences and activities. Fundations is a researched-based program that provides all students with a foundation for reading and spelling. Fundations instruction greatly emphasizes phonological awareness. However, phonological awareness is a broad term. So, what is it? Through this program children learn the three main aspects of phonological awareness; a spoken sentence consists of multiple words, a word consists of separate syllables, and a syllable consists of separate 4
VILLAGE SCHOOL MAGAZINE | WINTER 2018
sounds. This program also incorporates the practice of “trick words” or words that are not spelled the way they sound, vocabulary, and fluency in reading. Through multiple modalities children learn how to isolate sounds, identify sounds, categorize sounds, blend sounds, segment sounds, and manipulate them. This all begins by practicing basic letter sound association around our alphabet (consonants and vowels), and as time goes on slowly introducing new sounds to build upon their prior knowledge. Students learn to sound words out not
...children “learn the three
main aspects of phonological awareness; a spoken sentence consists of multiple words, a word consists of separate syllables, and a syllable consists of separate sounds.
”
just with their voice but by tapping each sound on their fingers. This program also teaches children how to “mark” words up based on spelling concepts covered in class. The children have magnet boards with letter tiles and practice manipulating sounds by tapping out the word and building it on their board. There are also opportunities for whiteboard work, where the children hear words, tap them out, spell them on their whiteboards, and mark the specific parts of the word. This is why I no longer refer to spelling in class as “spelling,” but rather “word science.” Furthermore, the best part about this program is that, yes, the teacher does introduce concepts, but really the children teach each other through this guided practice. It not only makes things fun, but gives each child a sense of ownership in their learning. —Nick Allen 2nd Grade Teacher
This year we launched our Great Minds Series by welcoming back Betsy Brown Braun, who delivered a session entitled “Gimme Gimme Gimme, Dealing with Spoilage in Children.”
why we need Parent Education
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n previous generations, most people lived near their families. Any advice a young mother needed came from her mother or grandmother or older sisters. There was no need for the advice of an expert since there were “experts” in your family. Today many young parents live far from their families and seek advice on how to best raise their children. Generations ago young parents only had to worry about what inappropriate information their children learned from the older kids in the neighborhood. Today parents need to worry about the internet and hundreds of TV channels available. Not only do those avenues provide inappropriate information but also sometimes inaccurate information. This combination of living far from family and having a resource that can provide all sorts of information for children, along with much research on how children learn and grow, has given rise to hundreds of child-rearing experts and the vast array of books they have written. More information breeds more worry and thus the search for more answers. Parents begin their search to do it right by signing up for prenatal classes and once the child is born joining a mommy & me infant class to make sure their child is hitting all the developmental benchmarks. As a child grows so do the possible issues
that a parent worries about: Can my child get along with other children? Does my child have some sort of learning difference? And then when the teen years approach, the concerns grow even more frightening: Will
Parent education helps “parents sort out the things
they need to be concerned about from those they don’t.
”
my child have unprotected sex? Is my child drinking or doing drugs? Parent education helps parents sort out the things they need to be concerned about from those they don’t. A good parent education specialist provides reliable information about child development and encourages parents to use current research to formulate a parenting plan that will work for their family. There is so much more to know and consider when raising children today that parent education has become essential for today’s parents. Village School is proud to have a vibrant Parent Education Program. —Barbara Ruth-Williams Assistant Head of School and Director of Parent Education
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AROUND THE SCHOOL
RISE
Against Hunger I had the wonderful opportunity to talk to Emily Park who has been involved in the Children for Community Service committee at Village School for the last three years (co-chairing last year). When her oldest son Henry, who is now in 2nd grade, started at Village School, Emily introduced a new event to CFCS called RISE Against Hunger.
What is RISE Against Hunger?
RISE comes onto campus to facilitate meal packing for their organization. I first participated in this meal packing event at church. It’s a family-driven event for all age groups and I thought it would be great for us to host this type of event at Village School. How have the students reacted to the event?
The students pack plastic bags with dehydrated veggies, rice and vitamins. Each plastic bag holds five or six meals. It shows how malnourished the recipients are, this bag of five or six meals is the size of their daily snack. It’s a tangible, eye-opening way to see that these kids are in need and the messaging is clear to all age groups. The students really put their hearts into it. Every time we reach 1,000 meals packed, one kid gets to ring the gong. Within two hours we’ve packed 10,000 meals. The last two years the meals were sent to children in schools in Cambodia. How have you seen the students grow by participating in the CFCS?
What’s wonderful about CFCS is the kids start with helping just the school community at the beginning of the year and by the end of the year we conclude with RISE, their global service event. It is great for them to appreciate their community and feel empowered that they can help and learn that we can take this outside of our school, the U.S., and to the world. —Sarah Schwartz Village Magazine’s Liaison and current VS parent The entire Village School community came together to pack over 10,000 meals as part of our community service project, RISE Against Hunger. 6
VILLAGE SCHOOL MAGAZINE | WINTER 2018
BEST PRACTICES IN PHYSICAL EDUCATION
I matter what the goal is, students “No learn that they have to put in the
necessary time and effort to attain that goal, and that even the simplest goal requires a plan of action.
”
n order for students to learn something new or master a skill, that skill must be repeatedly practiced. This philosophy, of course, is not a new concept as all of us have heard the phrase, “practice makes perfect.” Village School’s P.E. program fosters this belief by working with students in a range of ways to help them develop and be successful. The use of sports psychology is one technique that can be used in both health-related fitness (functional health) and skill-related fitness (games and sports) lessons. This would include students setting goals, helping others through teamwork, and working with a growth mindset. Goal-setting in P.E. can be anything from learning how to jump rope, dribble a basketball with your non-dominant hand, perform a jump serve in volleyball, or improve interpersonal relationships. No matter what the goal is, students learn that they have to put in the necessary time and effort to attain that goal, and that even the simplest goal requires a plan of action. Teamwork consists of getting feedback from coaches and peers in a positive and encouraging manner. This can be done through observation, skill checklists, or during lesson review times. Working individually with a coach or a buddy can also increase student understanding and focus. “Success is never final; failure is never fatal. It’s courage that counts,” writes psychologist Angela Duckworth in her book Grit: The Power of Passion and Perseverance. Cultivating this type of growth mindset takes a shift in thinking. Practicing perseverance and risk-taking for the upper grade students can take place in sport education classes when game strategies, tactics and competition come into play. In the lower grades students develop self-confidence when they allow themselves to make mistakes and view challenges as opportunities. —Paul Pettigrew Director of Physical Education
Our TKers and Kindergarteners have a blast working on their gross motor skills playing hopscotch. VILLAGE SCHOOL MAGAZINE | WINTER 2018
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VOICES
STUDENT VOICES
Buddies Spill the Beans interviews by Caroline Byfield, Principal
Family Circle is one of my favorite parts of Village School. Each Family Circle is comprised of 15–18 students and two to three adults. We meet in our families every other Monday to spend time together sharing, playing, creating and having fun. I look forward to our Family Circle as it’s incredible to see students grow up in our families just like they do in yours. When students begin as TKers or kindergarteners, they are shepherded in and by the time they are in sixth grade they become the leaders within the Family Circle. Being able to witness and encourage the students’ growth year after year is a delight. Recently, I sat down with a couple of sixth graders and their kindergarten buddies to get the student perspective on Family Circles. Here’s what they had to say: Avery H. (6W) & Noa W. (KM) What do you like most about being a buddy? AH: As a little buddy my 6th grade buddy was so big and I really looked forward to her showing me that the school wasn’t going to be too hard and everything was going to be okay. As a big buddy I like to see Noa grow and learn and spend time together. NW: I like that my big buddy helps me and plays with me. What have you learned from your buddy? AH: I’ve learned that to have a good experience it needs to be fun. NW: I’ve learned how to be a buddy and be together. What’s your favorite thing about Family Circle? AH: I like seeing everyone and doing activities together. This year, as my last year at Village School, I want it to be the best one yet! NW: I love seeing my friends in Family Circle. What’s the funniest thing your buddy has ever done? AH: Noa shares the funniest ideas and thoughts that make me laugh. NW: Avery makes me laugh…a lot.
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S TA F F PROFILE Stephanie Swartz
A
Theo O. (6W) & Noah M. (KE) What do you like most about being a buddy? TO: When I was in kindergarten I liked looking up to my buddy and that he showed me what to do. Now that I’m the big buddy I like watching Noah learn and grow. NM: I like helping my buddy when he needs it. What have you learned from your buddy? TO: I’ve learned that you can’t take life too seriously. Since I’m going through the secondary school process I’ve been laser focused on all I need to do. Noah reminds me that it’s important to have fun too. NM: I’ve learned the Village Values from my buddy.
s part of the culture and climate of Village School, it is important that families, friends, and guests feel welcomed and respected—we are glad you are here! The first person to greet you, in our front office, exudes that essential concept quite naturally, striking the perfect balance of warmth and efficiency. VS was indeed fortunate to welcome Stephanie Swartz into our community at the end of the last academic year and, in a few short months, it’s already difficult to imagine our school without her. Stephanie’s professional background is steeped in education; her master’s degree in Education Policy Studies gives her a sound understanding of curriculum theory and development with which she has enriched test preparation and tutoring centers in Texas and here, in California. She is intrigued as to what we learn today and how that evolved. She also has experience in customer service and appreciates the value of building ongoing healthy relationships; her genuine desire to be helpful combined with her solid grasp of the importance of teaching and learning in a safe and nurturing environment is a winning combination. Stephanie was drawn to Village by, “the sense of community I felt immediately, it’s very special—and I wanted to be part of it!” She is a terrific role model, always striving to, “…set the stage for a pleasant experience. I love to greet each child with a smile.” Indeed, she greets one and all with a smile and a disposition that resonate with the spirit of welcome!
—Annie Block Secondary School Placement Coordinator, Administration Manager, and Registrar
What’s your favorite thing about Family Circle? TO: Monday isn’t the best day of the week and Family Circle definitely lightens my mood. NM: I like going to Mrs. Emerson’s class and having fun. What’s the funniest thing your buddy has ever done? TO: Once I was sitting with Noah and I had taken off my bracelet. Noah pretended to nibble it like a goat. It was hysterical!
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VOICES
F A C U LT Y P R O F I L E Maureen Dessureault Visionary Educator interview by Sarah Schwartz Village Magazine’s Liaison and current VS parent
I had the honor to sit down with Maureen Dessureault, who has been teaching for 28 years, with the past 16 years at Village School. She served as the curriculum director for three years but went back into the classroom because she missed the kids too much and it’s where she felt the most fulfilled. She now teaches third grade. She grew up the middle of three children in Toronto and Quebec. Her mother was French and her father was English, which allowed her to grow up with both cultures. She has two degrees; a Bachelor of Arts and a Bachelor of Education. How have we moved forward, here at Village and in teaching? I feel like we’re really tapping into the latest brain science. In fact, my passion is how education and brain science cross paths. Village sent me to a conference in San Francisco to learn about the way we think and ways of learning that reflect this newfound knowledge by developing strategies. For example, encouraging creativity and empathy is important. How are we incorporating these critical concepts? I
Maureen Dessureault, 3rd grade teacher has been part of the Village School faculty for 16 years.
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feel like we’ve really looked at ourselves as a school and said what makes us different; I know that we’ve come to the realization that we don’t just teach academics, we teach the whole child. I believe Village allows me to find ways to do that, for example we do mindfulness in my class and we have something called creative corner that I developed that now other teachers are picking up on. I do “Quote of the Week” where we discuss how to be a good person and what these things mean. I want these things to be part of our every week not just a one-time mention or values that we put up on the wall where they just sit there. This year, I’m starting something new in my class; genius hour. It is a part of my professional goal that I have researched and it’s really about having kids learn with intrinsic motivation where they study what they want to study. We still teach all the research, but approach it with the knowledge we have about how important it is to be intrinsically motivated. Do you have a highlight of your teaching career thus far? I started the creative corner four years ago. It’s an hour a week where the kids are encouraged to create something, so I put out paints, sewing, blocks, everything, anything they ask for. I think the key to it is being in there with them. I never do other things during that time, and I’m always in there creating with them. We share it. Sewing was big
PARENT VOICES VSPA Plans for Year of “Soaring to Greater Heights”
last year, this year it’s garage band. We have a keyboard in our room and we’re writing songs and sharing them. The kids are teaching each other. The most rewarding thing is if you listen to each conversation. There is just kindness and no competition. The whole goal is that creativity is an integral part of the week and our learning and it’s not just a luxury. Everybody gets it. It’s never taken away. It’s as important as reading and math. Sometimes in other schools it’s been undervalued but it’s so important as we know, through research. That’s the kind of thing people are looking for. Can you work in a group? Can you make something out of nothing? Can you see things in different ways? They really look forward to it. What is your favorite thing about teaching at Village School and being a part of this community? Its curious students, engaged parents, and supportive colleagues. I’ve been here 15 years and I’ve always felt this way. It’s the perfect triumvirate.
B
oth parent and student daily lives at Village School are enhanced through the Village School Parent Association (VSPA). The VSPA bridges the connection between home and school through committees, programs, and projects that have something for everyone, while building on a strong community foundation. In September, the VSPA hosted the Annual Leadership Summit that, effectively, celebrates the beginning of the year’s volunteer activities and is associated with the theme; this year, Soaring to Greater Heights! reflects where we are as a school and our vision for success in all areas of campus life for 2018-2019. Held at the beautiful Brentwood Country Club, the summit brought together committee leaders to share the experience, to consider the year ahead, to reconnect with friends and administrators, to introduce new committee leaders to the leadership team, and to have fun! Missions accomplished! By the end of the morning, old friends were reminiscing about good times in the past and new relationships were forming that will continue to fuel the enthusiasm and collective energy that make VS the vibrant school in which our students thrive. Incorporating our school-wide theme, VSPA President Sam Firestone, along with VSPA Vice Presidents of Volunteer Development Jenn Anderson and Lisa Weinberger, did not disappoint in providing activities that allowed everyone to share their special skills and make cross-grade connections. For our main activity, each table was given one of the Village Values for inspiration to be applied to the construction of a kite, along with an abundance of craft supplies for our use. The atmosphere in the room reflected what the VSPA sees and feels throughout the school year— openness and mutual respect while we work towards the same goals to support Village School and the most positive and enriching experience for our Vikings. —Sara Singsank, Director of Development
In September, VSPA hosted the Annual Leadership Summit at the Brentwood Country Club. VILLAGE SCHOOL MAGAZINE | WINTER 2018
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TEACHING
RECESS by Barbara Ruth-Williams Assistant Head of School and Director of Parent Education
No one questions the fact that children need to be taught how to read or do math, but many do not think about teaching social skills to children. At Village School, we actually teach recess to first graders who are new to the big yard and its options and rules. For the first few weeks of school the teachers take the children to the big yard and introduce them one by one to the options available to them. They learn the rules of the climbing structure and are supervised as they learn to navigate the structure with their classmates. They are introduced to handball and learn to take turns, disagree with the “call” a classmate makes, and provide positive support for others as one waits patiently for his or her turn. It does not come naturally to children to wait in line or to be supportive of a less than great competitor. Some children do have more native skills socially, just as some have better motor skills than others. But no child walks on the soccer field for the first time and is an instant soccer star. So too, no child automatically understands how to be both a gracious winner and a good loser. Those are skills that should be taught along with the skills of any game. That is the purpose of teaching recess. Discussions about what it means to be a gracious winner and a good loser take place, and ways to deal with aggravation and anger while playing a game are also explored. Children are encouraged to see games as ways to interact positively with one another and not just see them as something to “win.” Learning how to “do recess” provides children with many of the social skills that future employers call “soft skills” and will look for when hiring new employees—conflict resolution, resilience, team work, problem solving, and communication. We prefer to call these skills foundational skills, because without them it becomes more difficult to be successful socially and academically. When you see our first graders on the yard with their teachers, they are not just learning the rules of handball or the climbing structure, they are learning the skills they will need to be successful for years to come. 12
VILLAGE SCHOOL MAGAZINE | WINTER 2018
Mrs. Shrestha introduces a group game to her 1st graders at recess.
...no child automatically understands “how to be both a gracious winner and a
good loser. Those are skills that should be taught along with the skills of any game.
�
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UPPER division a new paradigm by Caroline Byfield, Principal
We are thrilled to have successfully launched our Upper Division this fall! The planning for this restructuring has been years in the making as we thought through structural changes including the schedule, curricular changes for all four content areas, and faculty positions to capitalize on the passions and expertise of our teachers. The guiding force behind this change was always grounded in how best to prepare and serve our oldest students for secondary school and beyond while still living our school’s mission. And as we wrap up the first half of the year, we are delighted to share that the Upper Division is a success.
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The fifth and sixth grade students spend their days traveling between four core faculty members who deliver our literature, global studies, math, and writing programs. Ms. Burkhardt has developed a thoughtful and highly engaging literature curriculum that encourages all students to read deeply and share their perspectives regarding characters, plot, and theme. Students respond both in writing and through small group discussions to these novels. These discussions are a true delight to hear as students ardently communicate their diverse perspectives. Global Studies this year has incorporated new texts and resources to help bring history to life. Students are differentiating between primary and secondary sources, and honing their critical eye when discussing events of the past with Mrs. Pogach. The shift from the memorization of dates and names to digging deeper and questioning ensures our students leave us more able to process the past and apply lessons from the past to more recent events. As George Santayana said, “Those who cannot remember the past are condemned to repeat it.� We are using Go Math as the framework for our 5th and 6th grade math experience while weaving in supplemental materials for math contests, algebra readiness, and complex problem solving with Mr.Warmer. Students
Navigation classes] students explore concepts related “to[Intheir social identities, how to move through the world
comfortable in their own skin, and to be respectful and empathetic of others. The advantage our students will have as they move into the more complex world of secondary school cannot be overstated, as this course will equip them with the skills to navigate that larger world with ease and confidence.
�
in 6th grade are also enjoying the Stock Market Game in which they invest $100,000 in the market and experience real-time changes in their portfolios. Needless to say this has students eager to understand the market and also a bit more curious as to the nuances and challenges of investing successfully. Finally, Mr. Lind is further developing our students’ enjoyment for writing. As students explore different genres, peer edit, share their work, and grow as writers, we are confident that they will emerge as a talented and enthusiastic ensemble of authors. Mr. Lind is challenging the group to develop their knowledge of grammar and how sentences are put together to form the strongest, most impactful piece of writing. In addition to these four core areas students also attend Navigation classes. In these classes with Mr. Wlasak students explore concepts related to their social identities, how to move through the world comfortable in their own skin, and to be respectful and empathetic of others. The advantage our students will have as they move into the more complex world of secondary school cannot be overstated, and this course will equip them with the skills to navigate that larger world with ease and confidence. The joy and enthusiasm we see and hear from our Upper Division students are the true proof that this innovation to Village School is a win, and we are excited to share it with you and the generations of students to come.
Faculty members kicked off the Upper Division with a 5th and 6th grade meeting to establish expectations for this exciting new adventure. above & right: Students dive into their studies for the year.
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A group of 6th graders present the Village value of “Trustworthy” at assembly, sharing not only how they are trustworthy themselves, but also by interviewing younger students for their perspective.
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RE
SP
E CT
FAI R N E SS • TR U ITY • S T IBIL • C NS A R PO IN ES G • • R C O
|village values |family circles |community circles by Barbara Ruth-Williams Assistant Head of School and Director of Parent Education
Social and Emotional Learning (SEL) has been an
important part of what Village School does for many years. In 2001, it was decided that we wanted to call attention to the important work being done around SEL. A committee of parents and teachers met several times over the course of a year and came up with the three major components of our SEL program that still exist today: Village Values, Family Circles and Community Circles.
Rather than purchasing an existing character education program, we decided to come up with our own “Village Values” and after much discussion about how many there should be and what they should be we settled on Respect, Responsibility, Fairness, Trust, Caring and Courage. We also came up with characters to represent those traits and names for the characters. The art teacher at that time, Margot Mandel, drew all six characters and when the library was redesigned in 2011 those characters were permanently installed in the library in stained glass. In 2008 the music teacher at that time, Clay Stevenson, wrote a song about Village Values that is sung at assembly to this day. Family Circles, groups of 15–18 children and two or three adults, meet every other Monday after assembly. There is at least one child from each grade level and Kindergartners are placed in the Family Circle of their 6th grade buddy and remain there until they leave the school. These meetings promote community and give the older children an opportunity to nurture the little ones and be good role models for the younger students. Community Circles occur in each classroom every week. These meetings give the children an opportunity to share their thoughts on a topic the teacher may suggest, learn to be an active listener, and resolve any social issues that may arise. These three components of our SEL program have become part of the fabric of the school. Children may discuss which of the Village Values a character in a novel may possess, a child may ask to discuss a problem in Community Circle, and when the 6th graders graduate the members of their Family Circle provide going away thoughts about the children they will miss.
UR
All of these SEL components teach children what businesses are calling soft skills and what we like to think of as foundational skills. Those skills that are hard to learn later in life but are essential to a successful life— problem solving, resilience, team work, conflict resolution, taking responsibility for one’s actions and words, critical thinking and good communication skills.
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AG
E
Mr. Turpin guides a 4th grader through the use of a new application in technology.
managing
SCREEN TIME Many parents have questions regarding screen time. We believe the greatest consideration for screen time is the matter of quality versus quantity with the objective of ensuring only high quality content is consumed. by Darin Turpin, Technology Coordinator
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T
he American Academy of Pediatrics (AAP) recognizes that not all screen time is created equal. Common Sense Media identifies four main categories of screen time for teens and children:
• Passive consumption—Watching TV/videos, reading, and listening to music • Interactive consumption—Playing games and browsing the internet • Communication—Video-chatting, instant messaging, and using social media • Content Creation—Using devises to make digital art, music, or documents and coding
In the category of Passive Consumption, we advise limiting your child’s exposure. However, this is not to say it should be completely avoided. Watching a show, reading, and listening to music are activities all of us engage in for entertainment and enjoyment purposes. For Interactive Consumption, the content and nature of the activity are the key components to assess. We believe video chatting and instant messaging are perfectly fine activities as long as the communication is monitored and you have access to it at all times. We recommend no children under the age of thirteen have a social media account and once they are old enough to have an account you should always have access to it. This recommendation is in alignment with Common Sense Media and COPPA (Children’s Online Privacy Protection Act). All laws and information regarding COPPA can be found on the FTC’s website: https://www.ftc.gov/tips-advice/ business-center/privacy-and-security/children%27s-privacy Content Creation is a great and creative outlet. Projects that end with children creating a final item, whether physical or virtual, lead to higher engagement due to a sense of ownership in the final product. Furthermore, creating content supports children’s creativity, which in turn is great for reducing anxiety while encouraging self-expression. As an overarching guide, when considering screen time in any of the categories mentioned above, moderation is key
and, as always, limit content to something educational in nature. If you notice the use of technology or screen time is negatively impacting behavior, home life, or academics, then it is time to start reevaluating the types of content and the amount of screen time your children are allowed to consume. Ultimately, the most important consideration is that the messages imbedded in the content your children are consuming are consistent with your views and values as a family unit. Two ways you can accomplish this are 1) through supervision perhaps via coordinated family screen time and 2) through the use of verified educational apps, games, or video streaming sites (You can cross reference any website, app, or game at Common Sense Media’s website https:// www.commonsensemedia.org/website-lists). When these two methods are used in conjunction, the vast majority of harmful or negative content can be filtered out. In closing, we believe technology to be a tool for enhancing engagement and learning while helping its user accomplish tasks in a more efficient way. However, it is important to remember that technology may not always be the best tool and parents should use discretion based on the task or goals to be accomplished. As valuable as technology has become, healthy child development requires a balance between technology and enriching experiences found off screen.
VILLAGE SCHOOL TECHNOLOGY MISSION STATEMENT At Village School we are committed to providing a technology-rich environment for all members of our community. We recognize that the seamless integration of technology within our educational program is critical for promoting academic achievement and application of the Village School Values across all disciplines. Our vision is to expand learning beyond our classroom walls, support all learners, and bring the school community closer together, while creating global connections and encouraging innovation, discovery, and collaboration.
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ALUMNI
ALUMNI PROFILE JEFF GILDER interview by Alison McKee, Director of Advancement
Jeff Gilder graduated from Village in 2002. He received his
Are you still in contact with some of your friends from Village?
Bachelor of Arts degree from UCSB with a concentration in
Yes, there were a number of Village alumni that went to Windward as well, so I see them now at Windward reunions. It’s nice to still have those relationships.
Psychology and a minor in Education. He received his Masters of Education and teaching credential from UCSB’s Gevirtz Graduate School of Education. He is currently the Director of Alumni Relations at Windward School. You started off teaching in elementary school. How is it working with middle school and high school students?
I’ve taught 7th grade US Government [at Windward] and that was an exciting experience. They were so interested in the content, they were asking good questions, and they were engaged, especially since this was in the 2016–2017 school year. There was so much going on in the political climate, and they were reading the news and trying to understand what was happening in the world. This year a colleague and I are teaching an entrepreneurship class to 9th and 10th graders so a little bit older students. We’re bringing in guest speakers and talking to students about the basics of business and how you start a company. It’s about how you embrace an entrepreneurial mindset and how you embrace failure. We learn from our failures, and if you can embrace that, embrace that growth mindset that we always talk about, then we’re going to put ourselves in a much better place. How has your Village experience had a lasting influence on you?
The relationships that I made at Village were key. I learned how to make friends and how to build relationships. That was something I will take with me for the rest of my life. It just felt like such an inclusive community where everyone was accepting. It didn’t feel challenging to reach out to someone you didn’t know, and getting to know people from diverse backgrounds, I think, was a beautiful thing. I learned how to ask good questions. With whatever material I was learning, when I asked the right questions it helped me to understand the material that much more. And I learned work ethic. I transferred to Village School in second grade, so I felt I was a little bit behind, especially with reading and writing. I had to really work hard to get up to the level of all my peers in the class, so I know how to work hard. Nothing is going to be handed to you; you need to work to get it.
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What are some of your memories of Village School or a teacher that comes to mind?
Coach Pettigrew and Ms. Mandel! I have great memories of both of them, and of course Nora. I’ve known her for a long time; wonderful teachers throughout Village School. I remember the Sacramento trip and mining for gold. We walked to the park for P.E. every day; we didn’t have the field at the time. When it was a rainy day we would go downstairs to the parking lot, and we would have P.E. there. We’d do square dancing and telephone! The winter concerts and plays were down there. I remember the egg drop was a huge hit! There as Halloween festival, the Read-a-thon. That was a lot of fun. Art and science were always fascinating to me; going down to tech lab. So I think those are what excited me the most. What advice would you give a Village student?
I think going back to questions and being inquisitive, just staying curious about everything. And that’s what I tell my students now. Find out what you’re curious about and follow those curiosities. And you hear the word passion thrown around. Passion isn’t
...the relationships “that I made at Village
were key. I learned how to make friends and how to build relationships. That was something I will take with me for the rest of my life. It just felt like such an inclusive community where everyone was accepting.
”
something that you can identify immediately for most people. It’s something that develops over time when you follow your curiosities. That is eventually going to lead you to something you may identify as a passion some day. But you need to be able to follow those curiosities wherever they may lead. I think that would be one of the biggest pieces of advice that I’d give. Students can be stressed out when they hear the words follow your passion. What does that mean? And I think if you break it down to the simplest form, it’s following those curiosities and it could lead to multiple things that you eventually feel passionate about. But passion is something that I think is earned. It’s not something that just
Jeff Gilder, VS Class of 2002, is now the Director of Alumni Relations at Windward School.
comes so easily. When you break it down like that it takes the pressure off the students, and it reminds them that it’s okay if you don’t know what your passion is or if it takes years to identify. Some people who are in their thirties and forties can’t identify their passion, so how can we expect students in 6th grade or in 12th grade to identify it? You were giving advice to our students, but what’s the best advice that was given to you?
The best advice would be to do what you love and you’ll never work a day in your life. And I really connect with that. I think when you find something that you’re passionate about or that feels like you’re doing something right, it feels like what you’re doing connects.
It makes it that much more exciting to go to work every day or to do whatever you’re doing. Again, it goes back to those curiosities. See if those can develop into passions and when you do that I think you’re going to be in a good place. Don’t let other things distract you when you’re trying to identify the path that you want to take in life. I’ve been lucky enough to be on this path. I look forward to being here every day, and I love it. I think when you’re lucky enough to find work that you love it really enriches your life.
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ALUMNI PARENTS We were so excited to host our first Alumni Parent Coffee and Conversation of the school year with the special screening of the documentary LIKE. This Indieflix movie focuses on the impact social media has on our daily lives and technology’s effects on the brain. It was eye-opening! To find out more about the film, visit: www.thelikemovie.com
The Dia de Los Muertos celebration is a wonderful tradition at Village School. This year the celebration hosted special guest and alumni parent, Frances Berman (Lucie ‘10 and Liliana ‘15). Frances started the tradition at Village School with the Spanish department ten years ago. She spoke to students about how the VS tradition began and shared her fond memories surrounding the celebration.
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1 | Liam Green ’18 with his
Windward football coach Zach Bright, also a Village alumnus!
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3 | Nicki Maron ’99 and
ALUMNI NOTES 1
2 | Alumni from the class of 2013 gather together at Harvard Westlake’s Senior Ceremony, a long-standing and annual tradition of honoring seniors. (l–r: Jake Grode, Ben Bookstaver, Lucas Gelfond, Rebecca Frischling, Charles Meenaghan, Jack Nordstrom, Rachel Grode)
4
Stephanie Maron ’01 just recently opened another Blushington boutique in Brentwood on San Vicente. There are currently seven Blushington locations across the country, including New York, Texas and Pennsylvania. 4 | Mia Humiston ’18 and
her doubles partner Jade Schweitzer won the Delphic League Championship, winning 7–6 to a team that had not lost a set all year. Mia and her partner are the first Individual Champions for Brentwood School Middle School Tennis since 2011.
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5
5 | Jordan Cole ’04 graduated from UC Davis School of Veterinary Medicine in May 2018. He gave a speech on behalf of classmates at the graduation. He’s currently living with fellow Village School classmate Jake Gutman in Washington DC, working as a small animal veterinarian at Friendship Hospital for Animals, and applying for internship and residencies in zoological medicine.
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THE BIG PICTURE
Here’s How Village School is Soaring to Greater Heights
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ach year at Village School is somewhat different than those that preceded it: We make adjustments to our curriculum to
bring in the latest research and to best serve the needs of each cohort, we welcome new faculty members who bring their ideas and passions, and we develop new and exciting programming. Here’s a glimpse into some of this year’s innovations. To complement the much-loved Creative Corner, this year third grade is also doing Genius Hour where students are again in control of their learning. Each student chooses what to study, how to study it, and what he/she will produce or create to share what he/she has learned. Genius hour is a learning model that promotes inquiry, research, creativity, and self-directed learning. —Maureen Dessureault Kindergarten is implementing a new curriculum for STEAM. We are having a blast asking questions and letting students explore to find the answers! First unit has focused on force and motion with push/pull, ramps, targets and racetracks. —Shea Morris
All grades are exploring the many influences of our featured artist of the year, Keith Haring. From the life sized paintings of our TK students to the printmaking of 1st grade, Pop Art paintings of 4th grade and 3D plaster figures of 6th grade, all students are being challenged to learn new skills and also about how artists use color and symbols to express ideas. —Yvette Davies This year, 4th graders are designing and coding custom games specifically for their Kindergarten “clients” in their iDesign C3 course. —Christine Eaves In 5th and 6th grade Spanish classes, students have been utilizing TPRS novels to build proficiency and fluency with their abilities to use the Spanish language. TPRS stands for Teaching Proficiency Through Reading and Storytelling. Students focus on the target language as they read, share, and discuss engaging stories while learning a plethora of new vocabulary words to express themselves. —Betsy Basom
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In 5th grade homeroom, we are exploring how to be innovative and imaginative through “Creative Corner.” We also are learning how to navigate our lives with mindfulness. —Tim Lind
M I S S I O N S TAT E M E N T Village School is an inclusive and dynamic learning community that prepares its stud en ts for success. We engage children in a challenging academic curriculum that balances developmental and traditional principles of education and embraces a comprehensive and diverse enrichment program.
This year in 4E our motto is, “Never settle for less than your best!” —Daniel Estes
Village School fosters each student's sense of self and inspires social responsibility by integrating character education into a stimulating learning environment. We value the strong connection
In 6th grade homeroom, we have been working on our Music Timeline Project where each student researches a classical music composer and creates a short slide show on the composer. We hope to follow the historical roots of music and become familiar with the varied genres of music over the years. —Alex Warmer It’s a joy to work with our students who are navigating the secondary school application process. They make us so proud; their academic preparation and character formation serve as a springboard for them to continue to soar to greater heights! —Annie Block The Identity and Social Justice class is an exciting place for our 5th and 6th students to share their individual histories and identities. Hearing them explain why the concepts of diversity and inclusivity are important not only at Village School but also in the larger global context is awesome! —Eric Wlasak
between home and school that characterizes our community.
VILLAGE SCHOOL MAGAZINE E D I T O R I A L S TA F F Alison McKee Director of Advancement Chris Gonyaw Director of Communications and Creative Media Photographer Sara Singsank Director of Development Annie Block Secondary School Placement Coordinator, Administration Manager, and Registrar Tina Turbeville Design
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