ISSUE #64
MARCH 2021
DIGITAL CHAPEL Versão em Português
! UPDATES TO THE SOCIOEMOTIONAL CURRICULUM With new content and a fresh approach, the socioemotional curriculum adds an anti-bullying program.
CHAPEL PROMOTES GENDER EQUALITY IN SCIENCE AND TECHNOLOGY Through class projects, high school students discuss the representation of women in careers in STEM (Science, Technology, Engineering, and !
Mathematics).
RE-OPENING THE CAMPUS Second semester began with the highly anticipated reopening of the school. Stay on top of the required protocols.
CHAPEL’S BEST UNDER 40
Thais Takano Creative Director of art and design, creator of the Harajuku Capsule Collection.
!1
! NEW ARRIVALS Meet five teachers who have recently joined Chapel’s staff.
PROJECT Gender Equality for a Better Future Women make up more than half of the global population; at universities, they are also the majority, but they represent just 35% of students enrolled in STEM majors (Science, Technology, Engineering, and Mathematics). This information comes from the most recent Science report by UNESCO (United Nations Educational, Scientific and Cultural Organization), published on February 11, with the celebration of International Women and Girls in Science Day. The report revealed that, globally, women represent just 28% of Engineering graduates and 40% of Science and Computer Science graduates. UN SecretaryGeneral António Guterres said that “promoting gender equality in the world of science and technology is essential to construct a better future.’ According to him, ‘it is time to recognize that greater diversity promotes greater innovation.”
less visibility,” she explains. The activities aim to promote reflection on gender equality, the fifth objective of the UNESCO sustainability agenda for 2030, which is part of Chapel's curriculum. In a 2017 article for Time magazine, Jo Boaler, a researcher and mathematician at Stanford University, said that the main reason that women leave STEM fields is the traditional method of teaching mathematics, especially at the university level. According to her, the fastpaced approach, focused on solving hundreds of problems in the shortest possible time, makes many feel unable to follow, internalizing a problem that is not theirs. The head of the Math department at Chapel, Jaisen Bell, agrees, and explains why the majority of the school's math team participants are female: “I believe that the way we teach today — with more collaboration, with more open-minded classes, with a focus on problem-solving — has drawn more girls to STEM fields, most of which are rooted in Mathematics.”
With this in mind, Chapel will launch a series of activities addressing the representation of women in STEM fields throughout the month of March — the same time International Women's Day is celebrated. According to HS Counselor Marta Bidoli, female scientists from a variety of areas were invited to talk with all HS students about their trajectory and to share curiosities and challenges in their field of study. “The discussion will focus on the importance of having women in science and why they receive
!2
For HS math teacher Marina Cajado, “the more collaborative the environment, the more the girls participate.” She monitors the participation of boys and girls in her classes, being careful to ensure equal participation. She acknowledges that there are still many stereotypes and cultural factors connected to career choice, and that the family has a lot of influence: “There are very few families that have examples of women who have followed a career in science or mathematics, which means that girls may not consider it as a possible path.”
what we can to ensure a comfortable environment for girls who are interested in studying these subjects.” Leonardo Silveira, a HS science teacher and sponsor of Chapel's Medical club, says that including more women in STEM fields will end up changing the view that these are exclusively male subjects: “We need to share ideas for a common good, regardless of gender.” As an example, he cites his Medical club, which has balanced representation, participation, and sharing of ideas from both male and female students.
Among the exceptions is the grandmother of HS Math and Science teacher Caio Gragnani, who earned her degree in Economics in 1945, though not before having to ask for special permission from the university dean to take the entrance exam. “This is the example I have in my family, with which I encourage my 9-year-old daughter, who dreams of becoming a scientist,” Mr. Gragnani affirms. For him, working in education means broadening his students' horizons and combatting this antiquated legacy: “It is the worst kind of slavery, which imprisons people in their own minds. Bringing this reflection to students is bringing freedom and choice for the future, as we want our students, as well as our children, to discover for themselves what is best for them.” One of the ways to attract more girls to STEM, according to Ms. Bidoli, is to create opportunities for them to feel more comfortable in the classroom. “As educators, parents, and peers, we need to be aware of the examples we are using, and do
According to the Middle Years Educational Counselor and psychologist Erika Ferreira, "expanding the possibilities of study and career choices for girls and boys and making the academic environment challenging, stimulating, and viable for everyone are means to promote mental health, as it allows that individuals, in addition to gender, can choose and develop their life project respecting their personal characteristics; they will be happier and more successful professionals, certainly".
!3
socioemotional themes due to the pandemic, but the application of this curriculum has been part of all of our processes for over a decade, even in the evaluation of teachers,” Ms. Moro says. ECEC: Dealing with Emotions
ACADEMICS The Socioemotional Curriculum is Renovated Shortly after completing its 10th year, in 2019, Chapel's Socioemotional Curriculum — which includes Responsive Classroom, Caring & Sharing, CARES, CARES for Life, and Advisory — underwent a recent renovation. With the inclusion of the Abrace Anti-bullying program, the curriculum will engage the entire school community in promoting positive experiences. “The curriculum revision took place specifically with regard to language and the number of activities done in class. In addition, we revisited content, making some adaptations,” said Character Education coordinator Luciana Brandespim. “It is part of Chapel's culture to constantly reflect on practices, and with the socio-emotional curriculum it was no different,” said Mônica Rossini, a Pre II teacher. Erika Ferreira, counselor for grades 4-8, also
In early childhood education, where socioemotional learning is one of the highlights of the academic routine, the curriculum was adjusted to address feelings more directly in heterogeneous age groups — Pre II and Kinder. “Themes like empathy, knowing how to say no, accepting no, self-control, forgiving, saying what you feel — among others — started to be experienced in a playful way, with videos, music, cartoons and hands-on activities, allowing children to experience situations in order to internalize the concepts, learning to identify the feelings to be able to deal with them,” explains Ms. Rossini. Exchanges between children of different age groups proved to be very rich, which can be observed, mainly, at the end of classes, when a discussion - light, but focused addresses the content learned that day. Temporarily suspended in order not to compromise the quality of the curriculum, these Caring & Sharing classes will be resumed as soon as the classroom activities return to normal.
mentioned the role of student input: “Although the program has core concepts and principles that govern it, we always seek to listen to students and see their needs. With the pandemic, for example, we reformulated a lot.” The current reality requires an individualized approach, with projects aimed at creating positive energy: “Counselors have been working to welcome children — in the remote learning phase, through the extracurricular activities phase, and until the present phase of hybrid learning — observing and talking with students and families in order to ensure that students are learning, and that, above all, children are emotionally and physically well,” affirms ES principal Juliana Menezes. HS Principal Paula Moro also said that attention has been paid to adapting routine practices like language usage in meetings and classes. “We changed some
Elementary School: Feelings In Elementary School, socioemotional content is addressed using the acronym CARES (Cooperation, Assertiveness, Responsibility, Empathy, and Self-Control), where teachers serve as facilitators and student needs are respected. “At this level, rather than deliberately discussing the concepts, we !4
proposed awareness activities, so that students experience feelings like empathy during their classes,” said Ms. Brandespim. The coordinator also added that these activities are differentiated for each age group: "In first and
that at this stage in their development, student identity affects the entire relationship with the group, we decided to use identity as a springboard to discuss issues of empathy, tolerance and relationships,” explains counselor
second grade, we do the ‘ABCs’ of feelings, while in third, fourth, and fifth grade, we focus on specific CARES emotions." Ms. Brandespim also said that the theme of “self-control” was renamed “self-regulation” to change the focus: “We started to emphasize more self-regulation, which is much more organic and fluid because it takes into account the balance between the inner and the outer self.” She feels that this new approach to the socioemotional curriculum made the children more aware, starting to better incorporate the concepts.
Erika Ferreira. She says that "We work from the inside out, starting with 'who am I’ and building this self-regulating citizen, one who can relate well with others because his individual issues are well-resolved.” The success of Chapel's socioemotional curriculum, according to Ms. Brandespim, comes from the engagement of teachers. Through training and continuous improvement, they develop new skills to apply the program. Moreover, it has long been a part of Chapel's culture to encourage students to express their feelings, motivating them to get to know each other better and to care for others
High School: Identity The high school adjusted the curriculum of the Advisory Program, shifting the discussions more to the individual level, addressing the construction of personal identity: “Knowing !5
CAMPUS Chapel Re-Opens with Extensive Safety Measures
acrylic, helping to avoid any image distortion, which would inhibit students from reading a text projected on the screen, for example,” explains high school principal Paula Moro. Every two hours, students change masks, which are provided by the school. Students clean their hands after disposing of their used masks, which are discarded in specifically designated
The second semester began with a gradual return to on-site learning, and Chapel opened its campus, fully adapted to ensure the safety of students, teachers, and staff. School routines underwent some changes; for instance, students have their temperature measured before entering. Now, each school division has its own entrance, equipped with sanitizing mat to
receptacles. “In every room there is a 'COVID-19 Protection Kit' containing disposable masks, alcohol gel, wipes for disinfecting computers, 70% alcohol cleaning spray for adults to use for cleaning surfaces, cloth rags, and gloves,” explains elementary school principal Juliana Menezes. She also mentioned that the elementary school classrooms are sterilized with a vaporization machine before children enter in the morning, again during lunch, and after they leave in the afternoon.
disinfect their shoes and alcohol gel to clean their hands before proceeding to the classroom. Lockers in the Elementary School hallways were replaced with backpack hooks in order to avoid shared spaces and contact with surfaces. Drinking fountains were altered to only allow the hands-free filling of personal water bottles. Inside the classroom, the amount of furniture and student desks was reduced to respect the distance of 1.5 meters. Desks are also equipped with polycarbonate plates: “We chose this material because it is more transparent than
The high school classrooms are isolated and sanitized each time a group of students leaves. To ensure natural ventilation, windows and doors are left open, but air conditioners were removed from the classrooms, since these
!6
devices have been found to facilitate the spread of the virus. Maria Rosa Aboud, a 12th grade student, affirmed that the new protocols and safety measures made for a stress-free return to campus: “I, at least, feel completely comfortable, happy, and more importantly, safe
apart. Many students have already adopted the procedures, understanding that the moment requires caution, and responsibly help us to remind everyone about the importance of complying with protocols every day,” added Ms. Menezes. In the ECEC and ES, specialists teaching art and music now come to the students' classrooms to minimize the movement of students around campus. Moreover, P.E. classes all take place outside in the open air. All teachers wear a mask and face shield when interacting with students. In the cafeteria, polycarbonate plates were installed at the tables, and people no longer serve themselves. “All are served by an employee properly equipped with gloves, a mask and a face shield, and a polycarbonate barrier was also installed at the buffet to prevent children's contact with food,” explains Ms. Moro. Additionally, silverware and napkins were put together in kits. “I am very proud and
here at Chapel.” For Leonardo Glaser, a 9th grader, Chapel's environment feels similar to before the pandemic: “In my opinion, Chapel did a great job of welcoming students back and introducing them to a new/old way of attending school. I personally feel safe and happier on the days I go to school.” The foot traffic within the school hallways was also changed to optimize safety. “We created a flow to guarantee that students are always moving in the same direction. In every hallway, traffic is one way, so students do not cross paths and can maintain minimum distances,” says Ms. Moro. Signage includes direction arrows in corridors and stairs, as well as circles indicating the distance of 1.5 meters. “We have emphasized and enforced the distance rules, guaranteeing that students stay one circle
grateful for all the careful preparation of the school and the dedication of the staff to welcome us back,” said 9th grade student Antonia Vilain. Ms. Menezes added that all surfaces that could be touched by kids, like door handles, handrails, and tables — in addition to the bathrooms — are cleaned every hour. The school day ends with a final mask change and a new temperature check. “In case the student has a fever, or is showing any symptoms associated with COVID-19, the family is quickly advised and the child is told to stay at home for 14 days,” concludes Ms. Menezes.
!7
school that would help me to be an ever better teacher," she affirms. "And, what's more, I am teaching what I really love — English literature." Besides English, Ms. Meints has studied several other languages — Italian, German, and Spanish are among them. At the moment, she is experimenting with the Duolingo platform to study Swedish and Irish. In her free time, what the new teacher most enjoys are video games, a hobby she has had since a young age: "At the moment, I play XBox, and I like really old games — like Phantasy Star, for example — that go back to the ones I played on Master System." Her current favorite is Wonderboy: The Dragon's Trap. Her other passions are spending time with her family and her dog Estopinha, who she rescued from the rain in 2011.
PASSION FOR ENGLISH LITERATURE Renata Meints | HS English teacher It was the English language that inspired Renata Meints to become a teacher. She began to study the language at the age of nine, and when she finished her course she was invited to teach at the language school where she had studied. Then came her choice to study literature at the Universidade Federal de Minas Gerais (UFMG), in Belo Horizonte, where she was born. In love with English literature, she
continued to earn her masters, also at UFMG, studying English poet John Milton — author of her favorite book, Paradise Lost — and Irish novelist Hames Joyce. In 2014, she moved to England to pursue a doctorate at the University of Birmingham, where she lived for five years. She defended her thesis, titled "Ulysses in Paradise: Joyce's Dialogues with Milton," at the end of 2018, the same year that she gave birth to her son, Mathias. Back in Brazil, she taught English at Centro Federal de Educação Tecnológica (CEFET-MG), and later at the Canadian school Maple Bear. At the end of the first semester of 2020, in search of opportunities at international schools in São Paulo, where she was hoping to move with her son and husband, who is from São Paulo, Ms. Meints found Chapel. "My impression of the school was spectacular. I felt very welcomed, and, seeing the support that Chapel gives to teachers, I was sure I had come to a !8
school by serving as a judge for three editions of the Chapel Science Fair. A teaching position became available recently, and this time, it worked out. “Having finished my doctorate in 2019, my biggest goal was to put everything I had been studying about teacher education into practice. At Chapel, I am having the opportunity to have the exact types of experiences I was craving,” comments the new 7th and 10th grade science teacher. Ms. Aragão praised Chapel’s emphasis on teacher training and reflection on pedagogical practices: “Chapel achieves many goals that Brazilian schools have yet to reach. The practices of constant teacher reflection and the mindset of student-centered, active learning are a few highlights,” she concludes.
REFLECTIONS ON PEDAGOGY Susan Bruna Carneiro Aragão | HS Science Teacher With a bachelor’s degree in Chemistry and master’s and doctorate degrees in Science Education, Susan Bruna Carneiro Aragão has an extensive academic career at Universidade de São Paulo. Between her undergraduate study and her teaching degree, she spent a year in an exchange program in the United States. There,
she worked as an au pair, a paid work program which paired her with a family, where she took care of their children and continued her studies in a cultural immersion environment. “It was 2008, the year of the economic crisis, and after spending a few months in Ohio, I moved to Massachusetts and lived with a family that paid for me to take some English classes at Harvard University,” she says. Because of this experience, when she returned to Brazil, she began to teach at a bilingual school, where she remained for four years. In 2012, two years before beginning her master’s, Ms. Aragão worked for Mackenzie, writing instructional material for their curriculum. In 2014, she became a chemistry publisher, and the material she wrote was adopted by more than 400 schools across Brazil. She began to tour the country training teacher educators, remaining in this role until 2020. Ms. Aragão first received an offer to join Chapel back in 2015, but at the time she could not accept the position due to recently started professional commitments; so, she referred a friend. However, she kept contact with the !9
Castanho School, where she was one of those responsible for implementing the curriculum in English, offered to students during alternate hours. After this experience, she considered working at Chapel to be a big accomplishment. When joining Chapel in March, the positive impression she had of the school was confirmed. “In addition to being a very pleasant place to work — wide, open, and with a lot of green — everyone is very close and exchanges are rich. I see Chapel as a friendly environment, where everyone can hear and understand each other,” she observed.
INTEGRATION OF KNOWLEDGE Carolina Amaral | ES Portuguese and Brazilian Social Studies Teacher Carolina Amaral discovered the world of international teaching when she was studying Biological Sciences at Universidade Presbiteriana Mackenzie in São Paulo. She interned at St. Francis School, where she was enchanted by education: “When I found myself teaching
When she is not involved with classes and students, the new teacher likes to be close to the water. She has taken swimming classes since she was a child, she is a scuba diver, and whenever she can, she travels to the beach. “That’s why I became a biologist, to be close to the water. For a while, I worked with the rehabilitation of marine animals in Guarujá, on the coast of São Paulo,” she reveals. In addition, she now dedicates her time to her son Eric, who was born in early February.
science classes to children, I discovered that this was what I wanted to do for the rest of my life,” she said excitedly. Specializing in early childhood education, she was hired by Stance Dual School, where she spent seven years, first as an assistant teacher and then as a substitute and classroom teacher. Her professional experience in early childhood education led her to pursue her second degree, this time in Pedagogy, at Instituto Singularidades in São Paulo. The new ES Portuguese and BSS teacher has ten years of teaching experience. In that time, she has worked with all age groups, but she said that working in early childhood education made a big impact on her career: “This experience helps me to always seek out ways to integrate knowledge, planning meaningful activities for students and adding playful elements to the children's learning process,” she said. Ms. Amaral had spent a few years at Lourenço !10
Opportunity came through a job posting on LinkedIn. “I was already familiar with Chapel and had heard wonderful things. I had also watched the school promotional video, and I fell in love with the campus,” he says. Upon being hired, Mr. Talarico fulfilled two dreams at once: teaching at an American school and working in São Paulo. When he moved from Suzano, his hometown, to the capital, he brought with him his dog Freddie, a Basset Hound who keeps him company in his new home. The teacher says he is grateful to be living this moment: “Chapel is incredible, I see the staff's great care for making people feel welcomed, providing guidance; in short, it is an excellent school in every way.” In his free time, Mr. Talarico enjoys traveling, playing guitar, and running, in addition to spending time with his family and, of course, Freddie.
TEACHER WITHOUT BORDERS Vinicius Talarico | IB Biology Teacher To study abroad in the United States — this was a clear objective that Vinicius Talarico had in mind when he enrolled in the Biological Science program at UNESP (Universidade Estadual Paulista) in 2011. Three years later, his excellent academic achievement opened the door for him
to study for a year at the Massachusetts College of Pharmacy and Health Sciences — known as Mass College of Pharmacy — in Boston. The exchange was offered through the Science without Borders Program. After graduation, the biologist got his MBA with a specialization in school management from ESALQ/USP. Mr. Talarico began considering a career in education during his collegiate years, as he found himself becoming a good teacher — by teaching his peers during study sessions and by participating in programs like PIBID (Programa Interinstitucional de Iniciação à Docência) while at USP. “Teaching is a profession that I have always admired, both because I understand its social importance and because I want to contribute in some way to society,” affirms the new IB Biology teacher. His career as a teacher began at a bilingual school, the Canadian school Maple Bear, where he taught both elementary and high school. However, the dream of working at an American school persisted. “I've always liked American culture, which is why I chose to study abroad in the U.S. during college. I wanted to become more familiar with that culture,” he says.
!11
School of Alphaville, where he also taught for three years.
ENRICHING EXPERIENCE Caio Gragnani | HS Mathematics and Science Teacher
At the end of 2020, hoping to relocate, Chapel's homepage was the first place he visited. He was in the midst of applying at two other schools when he got a call from Chapel for an interview. “I had no choice but to call the other schools, thank them, and apologize for not continuing the process,” he recalls. In addition to high school Math and Science, Mr. Gragnani also teaches an elective course in Electronics and Automation. With two children, the oldest being 9 and the youngest, Gabriel, being 1 and a half, the new teacher enjoys spending his free time with family. He also enjoys working with his hands: “I like to work with wood. I completed a woodworking course, and I have already built a little plane and swings for the children,” he reveals. It's rare to experience an institution from all of its angles. Cario Gragnani is one of those privileged few: he was a Chapel student from Kindergarten to 7th grade, he joined the faculty as a high school teacher this year, and he is also a parent to student Giulia, in the third grade. “It is a completely new and different experience. “As a student, I had no idea how much work, dedication, professionalism and organization existed behind each class. As a teacher, I feel embraced by my colleagues and I have been pleasantly surprised with the students, who are very competent, respectful, and hard-working. As a father, I am very happy seeing my daughter making connections since day one, making friends and being accepted by everyone,” explains the new Math and Science teacher. With a degree in mechanical engineering from the Escola Politécnica da Universidade de São Paulo (USP), Mr. Gragnani has been teaching since his college days. “My academic journey and my desire to teach have gone hand-inhand,” he says. At college, he started doing academic research, from the point of view of systems, and his thesis was about teaching robotics concepts to children of pre-literacy age. Alongside his studies, he taught English at language schools and worked with a group from Poli, tutoring children from a community close to USP. After graduation, he implemented the first Maker Space at the International
!12
CHAPEL’S BEST UNDER 40: Thais Takano, 25 anos Where she lives: São Paulo Time Spent at Chapel: from Pre I to 12th grade (2014). But, I did spend 10th grade abroad in Switzerland, at TASIS (The American School in Switzerland). What is your academic background? After graduating from Chapel, I took one year of the Foundation Course at Central Saint Martins, in London. When I returned, I studied Graphic Design at ESPM (Escola Superior de Propaganda e Marketing) and graduated in 2019. Now, I am working on a post-graduate degree in Visual Merchandising at Istituto Europeo di Design in Sao Paulo. Briefly discuss your professional life. Today I work as the creative director of art and design at an architectural firm in São Paulo. I have plans to start my own company soon, with another focus, but still working with design. As a hobby, I also dabble in fine arts and in the graffiti studio. I've always worked a lot with canvas and panels, never with products. During the pandemic, I launched my first commercial project: the Harajuku Capsule Collection. Sympathizing with the moment we are still living, I wanted to bring design to a product seen very negatively — the face mask — in hopes of making people's daily lives more pleasant and out of the ordinary. The goal is to allow people to express themselves through fashion and art, feeling authentic and empowered. All creation processes were done manually, to bring originality and make the product something collectible. The collection was inspired by the Harajuku district in Tokyo, incorporating pieces of street culture, with design and innovation. The biggest challenge was to grow online and get the site up in two days. But today I realize the impact that this had on me, and how much I learned tackling this project online, especially in such a difficult year and a highly-competitive market. There were many challenges to make this first project happen, but I am happy to say that we are almost completely sold out. Your biggest objective in life is: After facing this challenge of being an entrepreneur head on, my goal is to take this part of my career to the next level. I plan to open my own business soon, keeping me in the design and trends sector. Describe your best memory at Chapel My best memories are, without a doubt, the friends that I remain close with to this day. We grew up together and I know that we’ll get old together too. It’s funny how we all went our separate ways, but it’s like nothing has changed when we get together. At Chapel, my best memories were the !13
tournaments at NR and definitely the WOC Trip to Paraty. Honestly, I also miss the International Festivals quite a lot. How did Chapel influence your life? Chapel taught me many lessons, especially the things I learned with Ms. Sylvia Almeida in art class. I didn't take it too seriously when she asked us to create concepts for the projects, or when she brought guests to speak, or planned trips like the one we did for Instituto Inhotim. But today I see how much I learned from all that, I see the importance of bringing purpose to everything I make or create -- so much so that today I work with concept creation. I remember when Apollo Torres came to give a workshop in our classroom; that's where my first interest in graffiti came from. After that, I took several courses with this focus. I can say that Chapel played a major role in creating the person I am today.
!14