Chapel’s socioemotional curriculum ensures that each student is received with open arms and assisted
SMALL ROUTINES
Former student Hamzah Smaili talks about Chapel’s importance in his life
THE PAJAMA MANIFESTO
An essay by Vanessa Barbara
RESILIENCE AND FLEXIBILITY
Samer Agi, the judge who swapped the toga for social media
SLEEP IS A SERIOUS SUBJECT
An exclusive interview with neuroscientist Andrei Mayer who advocates for the importance of quality sleep
Learner
Ms. Juliana Menezes, School Director and Elementary School Principal
Welcome to the 30th edition of Inside Chapel and the second semester of the 2024-2025 school year! We are excited to welcome back our students, families, and staff for a semester filled with growth, learning, and connection.
If you have met with me before or attended a Parent Talk, you have likely heard me speak about the importance of daily routines for children. Returning to the school routine after the holiday season can be challenging but is essential. It helps students re-engage with learning and prepares them for life, a key aspect of Chapel School’s vision.
Routines are not just a set of rules; they are planned actions that create balance and well-being. A predictable routine provides children with stability and reduces anxiety. In addition, structured schedules help children manage their time, maintain efficiency, and foster autonomy. However, this is different from an overbooked calendar filled with extracurriculars and social gatherings.
From the early years into school age, children’s schedules should allow room to breathe with plenty of rest, family time, and unstructured play. A well-planned routine that sets children up for success makes daily transitions more manageable, whether in the morning, at school, or at bedtime.
In addition, a consistent sleep schedule is essential for a child’s wellbeing at home and at school. Quality sleep and structured days support cognitive development, emotional balance, and academic success.
In this edition, neuroscientist Andrei Mayer explores how sleep is the foundation for a healthy life. How do you manage your and your child’s day and night? Be sure to read this article, in which you will find valuable tips on sleep hygiene and simple ways to improve your family’s sleep habits.
Engage. Challenge. Support. Care. Prepare students for life. Let’s continue fostering a supportive and inspiring environment where every student thrives!
EDITORS-IN-CHIEF: Miguel Tavares Ferreira, Marcos Tavares Ferreira, and Luciana Brandespim
EDITOR: Paula Veneroso MTB 23.596 (paulacopywrite@gmail.com)
CONTRIBUTORS THIS EDITION: Adriana Calabró, Maurício Oliveira, Paula Veneroso, and Vanessa Barbara
PHOTOS: Chapel Archives, Personal Archives, and Reinaldo Borges
GRAPHIC DESIGN AND LAYOUT: João Henrique Moço
TRANSLATIONS: Chapel School
PRINTER: Eskenazi
ADRIANA CALABRÓ
[Learning for Life, p. 13] is a journalist, writer, and screenwriter. She has received awards in communication (Best of Bates International, NY Festival, and Creation Club) and literature (Puc/UNESCO Best Books of 2017, ProAc Literature Scholarship, Off-Flip Award Finalist, winner of the João de Barro Award, Free Opinion Award finalist, and Paulo Leminski Award finalist). Adriana has been a facilitator at the Creative Writing Workshop Palavra Criada (palavracriada.com.br) since 2005.
MAURÍCIO OLIVEIRA
Maurício Oliveira [Sleep is the Basis for a Healthy Life, p. 21] has written for the main Brazilian press outlets, including Veja, Exame, O Estado de S. Paulo, Valor Econômico and UOL. Maurício has a Master’s degree in Cultural History and a doctorate degree in Journalism from the Federal University of Santa Catarina (UFSC), and has published over 30 books, which include Amores Proibidos na História do Brasil, Garibaldi, Herói dos Dois Mundos, and Pelé, O Rei Visto de Perto
PAULA VENEROSO
“Respecting differences and holding space. That is what Chapel has given me”, p. 28, and High Performer in Motion, p. 9] is the editor of Inside Chapel. She is a journalist with a Master’s degree in Portuguese from PUC-SP. She has worked as a copyeditor, writer and reporter at Veja and Veja São Paulo magazines and at Folha de S. Paulo Newspaper. For more than 20 years she taught graduate courses in journalism. She currently works as a book designer and editor, in addition to producing and editing news articles for print and digital media.
VANESSA BARBARA
[The Pajama Manifesto, pg. 32] is a journalist and writer, the author of 11 books of different genres, such as Três camadas de noite (Three layers of night), Noites de alface (Lettuce Nights), Operação impensável (Operation unthinkable), and O Livro amarelo do terminal (The yellow book of the terminal). Over 80 of her articles have been published by the New York Review of Books and by the New York Times, where she is a collaborator. She has also been a columnist for newspapers including Folha de S.Paulo and O Estado de São Paulo, and a collaborator of the magazine revista piauí. Vanessa publishes the Substack A Hortaliça (The Vegetable): https://hortifruti.substack.com/
SUMMARY
LESS IS MORE
He swapped his career as a judge for that of a digital influencer. He has amassed over two million followers on social media by posting unpretentious chronicles about life, and he now runs a school that offers communication courses with a focus on persuasion and creative public speaking. Find out who Samer Agi is.
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HOLISTIC EDUCATION
The socio-emotional approach is one of Chapel’s pillars and where education aspects that occur in each student’s personal sphere - thinking, feeling, behaving, relating - take shape and are given prominence. Get to know this pioneering curriculum, which is continuously being constructed according to students’ needs.
ESSAY
Vanessa Barbara, a writer with sleep disorders, talks humorously about the importance of the need to sleep. “I’ve been seen dozing off at a lecture on narcolepsy, which seemed appropriate. I also kept sleeping in the face of a deafening fire alarm in a hotel in England...” she says in her essay.
SPOTLIGHT
The interdisciplinary reading project on the classic “The Giving Tree” brings together all divisions; HS students and parents take part in lectures on digital security; former students who graduated over 50 years ago visit Chapel; The Giving Project club recycles paper; new IB subject engages students on the environmental challenges of the 21st century; and the Children’s Day celebration organized by the 6th grade. What was in the news at Chapel.
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SLEEP IS SACRED
According to the Brazilian Sleep Association (ABS), two out of every three Brazilians experience difficulties in terms of this basic need. In an exclusive interview, neuroscientist Andrei Mayer explains why quality sleep is essential for a healthy life and offers tips on how to get a good night’s sleep.
FAMILIAR ATMOSPHERE
Pediatric neurosurgeon Hamzah Youssef Smaili follows in his own life the teachings he received at Chapel, principles that have always been in line with his family’s purpose: honesty, inclusion, and respect. A graduate of the class of 2010, he talks about some of his memories from school, where the small routines made all the difference.
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TALENTS & PASSIONS
Teachers Leonardo Silveira and Paula Busso talk about their abilities and their intellectual and sporting journeys. Among the students, a vocation for sports - swimming, tennis, soccer, basketball and boxing - literature, music stand out as well other skills honed through Chapel clubs such as the student union, drama, debating, and the arts in general.
GALLERY
Photographic records of the cultural and celebration events at Chapel throughout the past semester: the 7th grade Fun Night, High School students’ welcome, the book fair celebrating the magic of poetry, induction ceremonies for NHS and NJHS members, the Young Trojans festival, and fun Halloween games.
By Paula Veneroso
HIGH PERFORMER IN MOTION
SAMER AGI SWAPPED HIS CAREER AS A JUDGE FOR THAT OF A DIGITAL INFLUENCER. HE HAS AMASSED OVER TWO MILLION FOLLOWERS ON SOCIAL MEDIA BY POSTING UNPRETENTIOUS CHRONICLES ABOUT LIFE, AND HE NOW RUNS A SCHOOL THAT
OFFERS COMMUNICATION COURSES WITH A FOCUS ON PERSUASION AND CREATIVE PUBLIC SPEAKING. WHAT WAS THE FORMULA FOR HIS SUCCESS? RESILIENCE AND ADAPTING TO CHANGE.
Samer Agi was almost 13 years old when he read in a careers and job market magazine that law would be one of the main courses for the future. With this in mind, a few years later he took the entrance exam and enrolled in the Federal University of Goiás.
“I decided this on my own, without encouragement from my family or any other influence,” he recounts. Before this, however, he had already developed the habit of reading, which he has nurtured to this day, and which may be one of his greatest strengths. “Reading is a habit of mine, I set aside time each day to read and I try to read timeless works, classics, because they help develop critical thinking and the ability to interpret everyday situations that are not clearcut, so this helps me make life decisions and teach,” he explains objectively.
On his social media, Samer often talks about the importance of reading, its contribution to expanding people’s general knowledge, pointing out that it is an important factor in achieving success.
It is true that the habit of reading has provided him with great achievements, from helping him pass public exams – he became a Civil Police chief before even graduating and was approved for the position of substitute judge at the TJDFT (Court of Justice of the Federal District and its Territories) at 25 - to influencing his writing style.
“When you read, your vocabulary changes, your writing style changes. Writing is my way of expressing myself in my world,” he states.
Photos: Personal archives
THERE ARE TWO COMMON WOES IN CONTEMPORARY SOCIETY. ONE IS LOVERS BEING SEPARATED. THE OTHER IS THE UNION OF THOSE WHO DON’T LOVE EACH OTHER. I THINK THE LATTER IS WORSE THAN THE FORMER. BECAUSE IN THE LATTER, CONVENIENCE WINS OVER LOVE, NEEDINESS WINS OVER HOPE, AND FEAR WINS OVER FAITH.
TO THE YOUNG PEOPLE CHOOSING THEIR PROFESSIONS
In a recent interview, Samer said that no one can force oneself to continue with a project, a goal or even a profession forever: “Throughout your life, you change, so things need to change too. The name of this is coherence. Few people have it,” he teased. Asked by Inside Chapel for advice to young people who will be graduating from high school and deciding on a profession soon, the influencer was clear: “I would say to young people that the dynamics of the world are probably going to change when they graduate, so whatever college they choose, they should be really dedicated, more than anyone else, they should be the most disciplined, obstinate people in college, but also flexible people, because the way you grow in the world is changing, and it could change again in the coming years. And so the people with the greatest resilience, with the ability to adapt and keep going despite adversity, are the ones who will go furthest.”
Storytelling judge
Samer Agi’s writing developed as chronicles in which he shared his reflections and which were, according to him, “an invitation for people to return to their purpose in life”. Posting these texts online has brought Samer tens, hundreds, and then thousands of followers - and now, no less than 2.2 million people follow his Instagram profile, and 111,000 subscribe to his YouTube channel. His first book, “#FocanaToga” (Focus on the Toga), was released in 2017 and spawned two sequels (#FocanaToga 2 and 3), and his first bestseller “Pense nisso: 100 crônicas reflexivas” (Think about It: 100 Chronicles of Reflection) was released in 2020.
For Samer, it has always been very easy to reconcile his career as a judge, which he took up in 2013, with his routine as a writer: “I use the mornings to write because court opens at noon and closes at 7pm,” he sums up. His aspirations for his reflective texts were modest: “I had no aspirations for my Instagram chronicles, I started writing without any aspiration, just putting my view of the world out there when things got big,” he reveals.
Change of course
The exponential engagement with Samer’s profile on social media made him consider dropping his career in the judiciary, and it was, according to him, a well thought out decision: “I launched several courses, which started to grow, and leaving the judiciary was a consequence of this, something I discussed, reflected upon with friends and family, that is, it was a decision made carefully, very calmly, although it may have surprised some colleagues in my profession.” In 2022, Samer left the judiciary and began to devote himself full time to his new career as an entrepreneur, which he combines with his work as a lawyer and teacher. That same year, he released two more successful books - “Paixão pela vitória “ (A Passion for Victory) and “As cinco áreas da vida” (The Five Areas of Life) - which also became best sellers. He is also the founder of Ser Mais Criativo, a project that offers courses such as public speaking and writing based on creativity, to
help people turn their ideas into successful businesses. He also runs Clube dos Pensadores (Thinkers’ Club), a project to foster the reading and discussion of the classics.
I think, therefore I write
Although he is currently considered one of Brazil’s biggest influencers in literature, writing, public speaking, and personal development, he tries not to dwell on the impact he has on people’s lives. “I don’t want to run the risk of thinking that I am more important than anyone else, which is not true,” he states. This simplicity, which is also revealed in his texts as well as in his classes and courses, is perhaps the key to his success and follows the maxim of “less is more” to a T: “I try to keep writing what I think and talking to people the way I do, and if I can serve as a useful tool in someone’s life, it’s all good, because my purpose is to fulfill the purpose that God has given me on Earth.”
DON’T BLAME YOURSELF FOR WANTING DEPTH. WHAT’S SHALLOW ONLY MATTERS TO THOSE WHO ARE SHALLOW. A THOUSAND STORIES IN ONE NIGHT ARE NOT WORTH A LIFE STORY.
THE SIZE OF YOUR PROJECT REVEALS THE WAY YOU SEE YOURSELF. NO ONE WHO SEES ONESELF AS BIG EMBRACES A SMALL PROJECT.
For 30 years, Amigos do Bem has been working in the Brazilian Northeastern hinterland. It helps 150,000 people monthly by providing food, water, healthcare, education, and projects that have generated 1,500 jobs. All proceeds from the sale of products are reverted to transforming lives. Learn about our work and become one of the Amigos do Bem.
By Adriana Calabró
LEARNING FOR LIFE
Spotlight on the socio-emotional approach
IN THE CHAPEL SCHOOL ENVIRONMENT, LEARNING MOVEMENT IS CONSTANT, AND GOES WELL BEYOND THE INTELLECTUAL WORLD. THE SOCIO-EMOTIONAL APPROACH IS ONE OF THE PILLARS OF THE SCHOOL, AND THE FACETS OF EDUCATION THAT ARE PART OF EACH
STUDENT’S LIFE - THINKING, FEELING, BEHAVIOR, RELATIONSHIPSHAVE A PROMINENT ROLE.
Chapel’s vision is that it is essential to create a supportive environment where students receive a holistic education, which considers social and emotional aspects that will help them build skills for a more meaningful adult life. The school is a pioneer in the socio-emotional approach and fosters the development of children and young people in five important areas: self-awareness, awareness of others, relationships, decision-making, and self-regulation. These are skills that result in balanced and empathetic individuals; they are developed at Chapel through careful planning which engages all professionals at the school, especially the teachers who have direct contact with students. Ms. Juliana Menezes, Chapel’s School Director, comments on the importance of this approach: “For us, the socio-emotional curriculum takes on just as much weight and importance as the academic curriculum. We strongly believe this because we know that without emotional and social well-being, it is difficult for children to be truly open to learning. Our vision is holistic: we don’t just focus on numbers and grades, but on the holistic development of each student above all.”
The Coordinator of Character Education at Chapel, Ms. Luciana Brandespim, points out that the school has already been using active methodologies in all subjects, that is, classes are not all just about lecturing, they also seek to engage students. It is only natural that the encounters that deal with socioemotional issues should follow suit. “Social and emotional learning requires above all that students experience and participate. That’s the only way for
Photos: Chapel archives
reflections to be possible,” she says. This is why this subject is in the curriculum, and its lessons are prepared with considerable effort. There are two professional teams for Elementary and High School that design each step of the program. Ms. Menezes also reviews all the lessons in the ES curriculum, especially with the aim that they are clear to the teachers who will teach them and suitable for students to understand. “The way we interpret and see things differently, even when it’s a simple image, is fascinating. That’s why we prioritize dialogue and have constant exchanges to create content that reaches as many people as possible. With school divisions covering up to 300 children and up to 50 teachers, ensuring that the message remains consistent across all classrooms requires essential alignment,” she says.
A well-constructed story
Ms. Brandespim says that working with students on values and behavior has been a part of the school’s history for many years, but
on socio-emotional issues. It was suggested that work begin with a weekly study group, which would look at the book “Best Friends, Worst Enemies - Understanding the Social Lives of Children”, by Catherine Grace and Michael Thompson. The necessary discussions were determined based on this reading. The following step was a course in the United States, not only to broaden the school’s teachers’ scope of knowledge on this subject, but also to prepare their training. This endeavor resulted in implementing the first formal initiative for the socioemotional program Responsive Classroom, especially the 15-minute -long Morning Meeting, every day from Pre I to 6th grade. During this welcoming moment, the children would arrive, greet each other, engage in fun activities to learn about coexisting, and would share something about themselves. “It was, and still is, a way to start the day at school in a more relaxed way
The positive results, coupled with events that sparked the need for a broader discussion about empathy, encouraged the management team to create a specific class and include it in the curriculum. “Of the five skills identified in the school’s Responsive Classroom program - cooperation, assertiveness, responsibility, empathy, and self-control - empathy is the most challenging. So, in 2010, management decided that there would be a designated class every Friday called CARES (an acronym formed by the first letter of each skill). This formalization was yet another step along the journey of the socio-emotional program,” explains Ms. Brandespim.
In 2013, the initiative to have SE (socio-emotional) themed trips kicked off the idea of making the program part of high school with an approach specifically geared towards teenagers. This was the seed for ADVISORY, a mid-morning meeting on Wednesdays with designated teachers and the participation of all students. This model was in use
THE IMPORTANCE OF HAVING A VOICE
Below are a few of the testimonials from high school students on the socio-emotional program.
PEOPLE GO TO CLASSES
MORE RELAXED, MINDFUL AND PREPARED. ALSO, IT PROMOTES A MORE ENERGETIC PERFORMANCE IN CLASSES, SINCE WE TAKE THOSE 20 MINUTES TO KIND OF “WAKE UP”.
BETTER ENVIRONMENT BETWEEN PEOPLE IN SCHOOL.
CLASSES AFTER ADVISORY ARE WAY BETTER, IT HELPS US WAKE UP BEFORE STARTING OUR SUBJECTS.
IT GAVE MORE VOICE TO STUDENTS.
IT PROMOTED A TIME TO TAKE CARE OF MENTAL HEALTH,
MORE CONCENTRATION THROUGHOUT THE DAY, EVERYONE INTERACTS WITH EACH OTHER MORE.
MORE ENTERTAINING ACTIVITIES AS WELL AS ENGAGEMENT BETWEEN STUDENTS.
I GUESS IT HELPED US TO START THE DAY BETTER AND ALSO ALLOWED US TO SHARE ANY PROBLEMS WE WERE HAVING IN TERMS OF SCHOOL.
THE LESSON THAT WILL REMAIN
The importance of a well-established socio-emotional program was majorly gauged during the pandemic. In practice, it was possible to see how the school plays a fundamental role not only in academic matters, but especially in human relations.
“Covid was a major turning point. Before, the school environment was very well structured in emotional and social terms, but upon our return we realized how much had to be rebuilt. There had been significant loss: relationships were more fragile, there was less tolerance, and resilience was almost non-existent. We needed to regain a sense of community, respect for others, and empathy. Thus, during the first year and a half, we focused intensely on re-establishing relationships, routines, and procedures, working to rebuild what had been lost,” recalls Ms. Menezes.
It was no different with the little ones. “It became clear that what is worked on outside of school does not replace what is worked on
until last year and, as of the 2024-25 academic year, was expanded, so that it would take place at the start of the day from Monday to Friday.
Ms. Erika Ferreira, a member of both teams coordinated by Ms. Brandespim, comments about the trajectory: “To work on the socioemotional aspect, we had to talk about feelings, hone skills, teach children how to behave, and the
in school. Even if there are committed parents, families that heard all the advice and did as much as they could during that time, there’s no way you can develop this other social nucleus in the way a school does. So, the social and emotional gap was very clear in those kids who started with us at the age of three and only came back at the age of five. Those who don’t have social interactions are deprived of this development. The skills acquired at school are irreplaceable. In short, the school environment is irreplaceable,” says Ms. Valle.
Ms. Menezes also comments on that time from a larger perspective: “When we resumed face-toface activities, it felt like we were in a club, where everyone acted on their own. We noticed that the collective sense was lost, in terms of who we are and what we do together to benefit the community. It was a lot of work to recover these values, but we have made progress and regained a large part of this collective spirit. Our program’s soundness has been fundamental in allowing this to return.”
ways to speak to someone. The way to ensure this at school, and today we see it through our practice, was to include a special weekly time slot for this subject, with solid planning and using the same language in all classes. It started with the Elementary School, quickly moved on to Early Childhood and then was brought in to the High School.”
The steps along the way
Expectations regarding students’ development also vary across different stages of socio-emotional learning. In the Early Childhood Educational Center (ECEC), positive results are expected in terms of socialization; in Elementary School (ES), the focus is on building shared values and, in High School
(Middle and High School MS/ HS), the work is on developing identity. So, although the language and methodology share the same premises, content activity differs. The names of the programs also vary: for the little ones in Pre-II and Kinder, it is CARING AND SHARING, for students in 1st to 5th grade, it is CARES, for 6th grade, it is CARES FOR LIFE and, in High School, it is ADVISORY.
Ms. Emanoelli do Valle and Ms. Carla Winkelmann, ECEC coordinators, tell us a little about the dynamics in the age groups they work with. “The activities start in Pre-II, that is, with four-year-olds. In the first half of the year, they work with their class teacher, who sets the program according to the group’s challenges,” says Ms. Valle. In the second semester, the little ones take off and, in addition to interacting with other Kinder classes, step out of the classroom. “This process of gaining independence takes place in trios or pairs so they may interact with each other and with other Kinder
classes. It’s a beautiful process to watch, when they work on socioemotional skills with their own group and when they step out of their comfort zone - we notice how much they grow,” she says. “There is always an adult guiding the processes that take place among students. Children need to feel safe and welcomed so they can open up to learning,” adds Ms. Winkelmann.
Ms. Brandespim explains that, in the Elementary School, one of the great advantages is working in mixed groups, that is, with students of different ages. During the weekly classes, groups from 2nd to 5th grade work on activities together, collaborating, while older children often lead the class, do the readings, and pass the slides. This strengthens the bonds of friendship and makes the space become familiar - when you walk down the hallway you know who are the 3rd or 4th graders. “Right in the beginning of first grade, students only work with each other and with their own teachers. In the second semester, they start to get into mixed groups,” she says.
Ms. Ferreira adds that there is a differentiation for a specific year: 6th grade. Pre-teen issues start in this transition period and must be addressed with care and attention, which means doubling up on listening and taking into
account the topics that might interest them, such as the changes the body experiences during puberty.
As for Advisory, the program aimed at high school students, Mr. Sean Quinn, director of the school division, highlights some points that are important for the program’s success. “We work with only 11 or 12 students and up to two teachers, which helps the dynamics. Teacher training is also crucial, no matter what subject they teach. In the program, and across Chapel’s philosophy, the role of teachers comes first; they are here to take care of the children’s emotions, not just to provide content,” he explains.
Another interesting issue is the relationship between a safe environment and the development of creativity: “If you feel safe, you can take on risks. Because to be creative, you need to take risks. If you don’t feel supported by your environment, risk is associated with a fear of failure, which decreases the amount of learning. You need to fail a few times in order to learn, which is only possible in a safe environment,” he says.
Ms. Renata Pannunzio, who also works with this age group, adds that Advisory has helped students grow closer to their teachers: “Before, we only had contact with more serious problems. Now, the students
bring up issues children or young people in the 21st century have in everyday life: ‘Oh, I need help getting organized, to write’. There’s one additional dimension of closeness to the school.”
Regardless of the area being worked on, what everyone agrees on is that the socio-emotional program is a milestone, a field of knowledge that brings scientifically tested techniques and methods that provide children and young people with greater self-knowledge. This is in fact incredibly helpful when making decisions about the future.
Young students, big emotions
Ms. Cristiana Cavalcanti is also part of the team that develops lessons for Elementary. Like everyone on the team involved in the children’s day-to-day, she encourages dialog and interaction between students and teachers. One day, a young child looking for help walked into her office. She asked, “Is this where the
emotions teacher is?” The teacher’s response was immediately: “Yes, yes, come in!”
Ms. Brandespim recalls another case that shows how socio-emotional learning helps students identify emotions and thus, acquire tools to address them. On one occasion, an activitiy developed by Yale University that links colors to certain emotions was being carried out when one of the first-grade students chose red, which meant anger. She was asked about the reason for this emotion, and her answer was very clear. Her friend had run to the activity, and so they had not arrived together, hand in hand, as expected. She felt alone. It sounds prosaic, but many of the foundations of the work that is conducted can be seen in this. In addition to identifying her emotion, the child was able to describe and talk about it in a welcoming and open environment.
Another basic characteristic of the socio-emotional approach at Chapel is the collective construction. For example, the rules for the meetings
SECURED SLOT
The inclusion of the socio-emotional program in all curricula, from Kindergarten to High School, has been an achievement for Chapel over the years. For the coordinators, having it officially on the schedule helps plan and continuously improve. For teachers, it shows how much the school values this area of knowledge. For students, it is an opportunity to continue their individual process with the assurance that they will always be strongly supported.
are set at the beginning of the year together with the students. It is the program’s first official activity in the ES. What the students’ dreams are, what they want to learn at school, how they are going to achieve these goals, how they intend to behave with their classmates and teachers. This is all discussed. Once the rules for a class have been determined, representatives are chosen, and all of the content is brought together. This is how ES rules are determined. They tend not to change much from one year to the next in terms of concepts and the kinds of desired behaviors; what is most important is this reflective development process.
A world that opens up
What about the older students? Are they also able to be vulnerable? Mr. Quinn and Ms. Brandespim agree that teenagers tend to be less willing to open up in public, but they are still willing to engage in activities, such as saying a word that defines their mood that day, or what their goals for that week in school are. They are well-spoken and have rich reflections.
In this age group, other concerns come into play, including the issue of developing one’s own identity and autonomy. Mr. Quinn explains that there are many ready-made curricula that can be adapted, but that Chapel’s choice was to have something tailor-made, that was constructed collectively. “We use
references, but we do it our way. Because there isn’t that much material available, statistically speaking, for this age. Most of it mentions academic performance but not students’ well-being.”
There is also the challenge of balancing expectations regarding the future of these young people about to enter adulthood and also the job market. “When they’re young, we ask them what their parents want for their children, and they say: ‘we want them to be happy’. When they are teenagers, the scenario changes and what is expected of them is much more complex,” adds Mr. Quinn.
Finally, there is another challenge when dealing with this age group: time management. In addition to the academic curriculum, those who are in the IB and CAS programs already have a lot of activities. How can time be found for the socio-emotional program? What helped in this regard was having Advisory every day with 20 minutes a day dedicated to issues that might be crucial for making the most of their time left at school, and even for studying at home. “They need to handle exams and assignments, as well as all activities. It’s very stressful. So organizing and managing their emotions helps them keep up with the curriculum,” says Ms. Pannunzio. Ms. Brandespim recalls that this format required a lot of thought. “We thought it couldn’t be something free flowing. To make it
WE
STRONGLY BELIEVE IN THE IMPORTANCE OF BUILDING A COMMUNITY AND A STRONG SENSE OF BELONGING. THIS ENSURES THAT CHILDREN ARE IN A SAFE ENVIRONMENT WHERE THEY FEEL COMFORTABLE AND CAN DEVELOP THEIR SOCIO-EMOTIONAL REPERTOIRE. MORE THAN JUST GRADES, ATTENDANCE, AND OTHER TRADITIONAL CRITERIA, THERE IS A SOLID RELATIONSHIP THAT ENSURES THAT EACH STUDENT IS WELCOMED AND SUPPORTED IN ALL SPHERES OF THEIR DEVELOPMENT.
Ms. Juliana Menezes
meaningful, we had to make room for their voices, for conversations, to make it receptive. It’s harder to build a sense of community in high school, they understand the context more and might build some resistance internally; they develop the awareness that they are being observed and they control how open and spontaneous they are,” she explains.
The good news is, it seems, that what was created has been well received by students and parents. In a survey carried out by the High School division, 200 responses were obtained about the program with an incredible 92% approval rate. In the testimonials (see below), many show that the objectives are being met, and that the path towards well-being and autonomy has been given extra support.
Socio-emotional learning has a special place at Chapel, but it is not watertight. In Ms. Menezes’ words, “It’s a curriculum that will never be entirely finished, because it’s a process that is continually evolving according to the needs of the students. We observe what is happening with the children, analyze the demands that counselors receive, and we adjust the content to meet the needs at that moment. Many elements are reused from one year to the next, but just as many are adapted. It’s a living, constantly evolving path”.
In terms of emotions and social interactions, this makes perfect sense.
By Maurício Oliveira
Personal archives
“ALL OF THE OTHER PILLARS ARE BASED ON IT (SLEEP),” SAYS NEUROSCIENTIST ANDREI MAYER, ONE OF BRAZIL’S MOST ACTIVE PROPONENTS OF GOOD SLEEP.
SLEEP IS THE BASIS FOR A HEALTHY LIFE
Sleep is a topic that, in principle, holds no secrets.
Ideally, the day’s 24 hours should be divided equally between being productive, enjoying oneself, and sleeping.
“Being productive” means working and studying.
“Enjoying” encompasses all other activities: leisure, hobbies, outings, meals, spending time with family, and exercising. “Sleeping” is simply laying your head on the pillow, closing your eyes, and waking up refreshed on the following day.
The question is: who can follow this simple formula “to a T” these days? Data and our everyday experience show that hardly anyone is doing so. According to the Brazilian Sleep Association (ABS), two out of every three Brazilians experience difficulties in terms of this basic need.
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Numerous obligations, the appeal of staying up late with leisure activities, the disruptiveness of screens, and the anxiety characteristic of today’s society, all contribute to the boycott of full nights of restorative sleep, which is crucial to maintaining physical and mental health.
Lack of sleep affects memory, motivation, mood, libido, reflexes, learning, cardiovascular health, in short, it has a negative impact on all body and brain functions. “To a large extent, science has proven that many problems arise when a person doesn’t sleep properly. It’s unfortunate that, even it being so, society does not pay enough attention to such an important issue,” says Andrei Mayer, a neuroscientist who provides information to the public through channels such as the Culpa do Cérebro podcast.
Insomniac Brazil
Faced with the feeling that all that needs to be done cannot fit in a day, people tend to make concessions precisely with the time they spend in bed. This is a major mistake - because as popular wisdom has it, sleep is sacred. “People should deduce the opposite. The first thing people need to ensure is quality sleep and then make the required adjustments to the remaining time ,” says Mayer.
He points out that adults need at least seven hours of sleep per night, while for teenagers the minimum required is eight hours. “There is a scientific consensus on these references, and they come from various studies that have identified several kinds of adverse effects when these levels are not met.” It should be noted that time spent getting ready for bed (brushing teeth, etc.), in addition to time spent in bed before falling asleep, cannot be counted as sleep time - that’s seven hours of actual sleep for adults, which justifies setting aside eight hours for the entire process. A range of six to eight hours is acceptable, depending on personal characteristics and the circumstances around the stage of life. Those with young children, for example, tend to have poor sleep - this is normal and to be expected.
What is the impact of not getting enough sleep?
Andrei Mayer: Hundreds of scientific studies have already linked sleep duration to well-being, memory, and other aspects, including mortality. Epidemiological studies of thousands of people who were followed for many years show that people who sleep less are more likely to die, regardless of the cause – whether by accident, heart attack, infection, or cancer. Sleep is important for repairing micro-defects in the DNA that appear during the day. But there is also an inverse relationship between over-sleeping and mortality, because sleeping too much can be a symptom that something is wrong. For all these reasons, seven hours of sleep is considered the right amount for adults, with six to eight hours being acceptable, depending on people’s characteristics and their circumstances at a certain time in life. People who have young children, for example, tend to sleep poorly - this is normal and expected.
Aside from the reference in terms of hours of sleep, how can we know if we’re sleeping well?
THE FIRST THING PEOPLE NEED TO ENSURE IS QUALITY SLEEP AND THEN MAKE THE REQUIRED ADJUSTMENTS TO THE REMAINING TIME.
The undeniable fact is that, as a society, we are not complying with these recommendations. Proof of this is the fact that Brazil is only 32nd out of 50 countries in the most time spent sleeping ranking recently published by the World Population Review. According to the survey, Brazilians sleep an average of 6 hours and 40 minutes per night. The two extremes are New Zealand, with an average of 7 hours and 27 minutes, and Japan, with 5 hours and 52 minutes. The main difference between the three countries is not really the average waking-up time, which is always between 7 am and 7.30 am, but the bedtime: on average, New Zealanders fall asleep at 11.29 pm, compared to 0.32 am for the Brazilians and 0.49 am for the Japanese.
Andrei Mayer spoke to Inside Chapel to clear up doubts and highlight the importance of sleep.
AM: Lack of sleep in terms of quantity and quality leaves signs. Anyone who is paying attention to their own functioning will start to notice this relationship clearly. If you’re feeling unfocused, unmotivated, anxious, irritable, and have difficulty concentrating and memory failures, all this could be a symptom of sleep deprivation. But there are other, more specific signs: do you often feel sleepy late in the morning or at various times throughout the day? If so, there’s a good chance you’re not sleeping well.
What are the guidelines for drinking coffee?
AM: Ideally you should avoid consuming any food or drink that contains caffeine from early afternoon onwards, because even if you seem to be able to sleep soundly and for many hours after drinking coffee in the late afternoon or evening, the quality of sleep will not be the same. It takes
five to seven hours for our bodies to get rid of half of the caffeine we ingest, and caffeine is a stimulant that makes it harder to reach the deepest sleep stages. These recommendations also apply to those who sleep well. For those who have already realized that they are having difficulty sleeping, they have to cut out coffee completely. This can be a difficult decision for many people, but it is necessary in these cases. In fact, there’s an interesting test that everyone should do to find out if coffee is masking the need for sleep: stop drinking it for a day and see how you feel. If you feel sleepier and find it difficult to concentrate, it’s a sign that you’re sleeping badly, and that coffee is covering this up.
Many people are using technological devices, such as watches, rings, or Apps to assess the quality of their sleep. Are these reliable references?
THE HOURS DEDICATED TO SLEEP ARE AN INVESTMENT IN MAKING THE MOST OF THE REST OF
THE DAY.
AM: What I can say about these devices, in the light of science, is that they can be useful to record the times and duration of sleep, as well as the regularity of the routines involved in this process, but not so much to assess the quality of sleep. These devices measure body movements and heart rate, but they do not record changes in the brain. For this reason, I recommend using them with caution. As I mentioned earlier, observing oneself is much more relevant.
Aside from the number of hours, is the regularity of sleep important for our bodies? Does sleeping five hours today and nine hours tomorrow have the same practical result as two nights with seven hours of sleep? AM: It would be much easier to manage, but unfortunately it doesn’t work that way. Lack of sleep causes losses that are not recoverable.
Every day that we sleep less than what we need, we are increasing this shortage. Those who are so exhausted on Friday that all they can do is sleep might even make up the hours they haven’t slept, but not the losses they’ve already incurred. A good practical example of this is children’s learning in school - what is not learned on a given day can never be recovered. Sleeping badly is similar to not changing the oil in your car at the right time. The damage to the gears may not be noticeable immediately, but it will show up later on.
Is it important to always sleep at the same time?
AM: Yes, ideally one should stick to a routine bedtime and wake-up time. There are, however, many demands that prevent us from respecting our bedtime. That’s why it’s so important to have discipline. For example, in my case, people already know that I very rarely have any evening appointments. Only on very special occasions, which are exceptions really, because my health is my number one priority. But this was a learning experience directly related to my studies. I already had a phase when I didn’t respect my sleep much, and I know how hard it is to change one’s habits.
How should parents deal with their children’s busy social schedules?
AM: This is undoubtedly a point that requires attention. Too many social commitments is one of the factors that most undermines children’s and teenagers’ sleep. For this reason, it’s important to set limits on the time and frequency of social activities. If you leave it up to your children, almost every day there will be a birthday party or another event that they will want to go to. The only way is to be choosy, and make agreements as well as set limits.
LACK OF SLEEP CAUSES LOSSES THAT ARE NOT RECOVERABLE.
EVERY DAY THAT WE SLEEP LESS THAN WHAT WE NEED, WE ARE INCREASING THIS SHORTAGE.
What happens to our bodies during a good night’s sleep?
AM: A lot happens since the body and brain do not turn off. During our sleep, we go through four phases in repeating cycles: drowsiness, light sleep, deep sleep, and REM (Rapid Eye Movement) sleep. Quality sleep means going through all these sleep phases with the right amount of time for each one, and this involves specific processes. For example: when we go to sleep, our heart rate decreases and continues dropping until we reach deep sleep but goes back up again when we get to REM sleep. In REM sleep, the phase in which our dreams are most vivid, our body is immobilized so that we don’t act out everything we’re dreaming. Another interesting detail is that it’s normal to wake up several times throughout the night, as we’re expected to spend around 50% of the time in the light sleep stage. We just don’t remember most of the times when we wake up.
Sleep difficulties, which used to be associated with adults and the elderly, now affect all age groups, including children and teenagers. What should you do when you have to get up early to study?
AM: What one must do is use math, there’s no other way. If a teenager has to wake up at six and we know that this age group requires eight hours of sleep, he/ she has to go to bed at ten. To be able to sleep at ten, he/she should decrease their activities starting at nine, stay away from screens and do something relaxing, such as take a hot bath, drink tea, read a book, or listen to music. It may seem like a major effort for those who have a hectic routine, but our
brain learns the routines we adopt. But we shouldn’t confuse relaxation with entertainment. Online games, for example, can be fun, but they generally activate the body and mind in the opposite way to the relaxation needed for sleep. As children and teenagers have a lower capacity for self-control than adults, they need to be closely monitored.
We often hear about humanity’s geniuses such as Leonardo Da Vinci and Thomas Edison, who were very productive because, aside from their talent, they spent few hours sleeping. Did this really happen? AM: These tales are hard to prove. We must be careful with false information or information that glamorizes lack of sleep. What I can’t
say for sure is that if these geniuses of humanity really did produce so much on little sleep, they certainly would have produced more and lived healthier lives, had they had the right amount, quality and regularity of sleep. The hours dedicated to sleep are an investment in making the most of the rest of the day, with maximum physical and mental performance.
HOW TO IMPROVE YOUR SLEEP
The book Outlive - The Science and Art of Longevity by doctor Peter Attia (with journalist Bill Gifford), includes a chapter on sleep, which the authors call “the best medicine for the brain”. An oncologist who boasted in his youth that he “functioned well” on just a few hours’ sleep, Attia began to change his mind 12 years ago after an insightful remark from a friend: “If sleep is so unimportant, then why didn’t evolution get rid of it?
Don’t you think that natural selection would have eliminated the need for sleep hundreds of millions
of years ago, unless it was absolutely essential?”
Today, after delving further into quality-of-life studies, Attia has become a great advocate of sleep.
“Since I made sleep a priority in my life, I reap the benefits every day. There’s no more powerful feeling than waking up after having slept really, really well.
My brain is bursting with new ideas, I’m super excited to train and I’m genuinely a better person to those around me,” he describes. Here are ten guidelines that the book presents for improving the quality of your sleep:
Don’t drink alcohol, which is probably the factor that we are most in control of and that most affects sleep quality. If you must, limit yourself to one drink before six in the evening. The drowsiness that comes from alcohol is not synonymous with quality sleep.
Eat the last meal of the day at least three hours before bedtime.
Don’t use stimulating electronic devices two hours before bedtime. If you have trouble falling asleep, stay away from any type of screen during this time.
In the last hour before bed, avoid doing anything that causes anxiety, such as reading work emails or logging on to social media. These are activities that activate parts of the brain that are prone to worry.
A warm bath before bed helps signal to the brain that it’s time to go to sleep, due to the decreased body temperature when lying in a cold bed.
The ideal bedroom temperature is around 18 degrees.
Leave the room completely dark - preferably to the point where you can’t see your hand from an inch away. Another option would be to wear an eye mask.
Give yourself the time you need to fall asleep - don’t go to bed at the exact time you would need to fall asleep to achieve the required amount of sleep.
Whenever possible, wake up at the same time, even on weekends. This means maintaining the same routine when it comes to bedtime.
Don’t obsess over your sleep, especially if you’re having trouble falling asleep. If you need an alarm clock, don’t leave it facing you at night, because this increases your anxiety about not being able to rest.
What should you do when you’re having trouble sleeping? What kind of help can be sought?
AM: There are doctors and psychologists who specialize in sleep, but before seeking the support of drugs or supplements, people need to assess their lifestyle and consider whether there is a need to change habits. Medicine-induced sleep is not as restorative as natural sleep, and may also cause dependency. It’s important to act on a series of practical aspects connected to so-called “sleep hygiene”, such as light, noise, mattresses, and pillows. And one must never forget that a good night’s sleep is also built all day long. Exposure to natural light, for example, is essential, especially in the early morning and at the end of the day. I chose an apartment with a balcony precisely because one of the factors that affects sleep is the ticking of our biological clock, which needs to be adjusted every day - and the most important stimulus for this is natural light. Fifteen minutes of light can make a big difference to getting to sleep at the right time.
Aside from sleep quality, what are the main tips for a person to have a good quality of life and high performance?
AM: An imbalance in sleep is a strong indication that the aspects that make up a healthy life, such as diet, physical activity, family life, stress and anxiety control, are being disrupted. It can be said that sleep is the great foundation that supports all these pillars - if this foundation isn’t solid enough, everything else tends to crumble. That’s why taking care of our sleep should be seen as an essential step towards a healthy life and good performance in our various activities. This topic shouldn’t be so complicated, because we were designed to sleep. That’s our natural state.
SCIENCE HAS PROVEN THAT MANY PROBLEMS ARISE WHEN A PERSON DOESN’T SLEEP PROPERLY.
CONSEQUENCES FROM LACK OF SLEEP
Andrei Mayer directs parents’ attention toward the consequences that come from children and teenagers not getting enough sleep during their weekly routine: “It’s difficult to keep up with classes, retain content, and interact with classmates and teachers. If several students are sleeping badly, as is often the case, the entire class is affected, as the pace of learning slows down and lesson plans need to be adjusted.” The neuroscientist provides details on the impact of lack of sleep for each age group below:
Children ages 3 to 5
In this age group, children need approximately 10 to 13 hours of sleep per day, which includes the occasional nap. As they tend to be more “morning people”, at this age it is recommended that bedtime be between 7pm and 9pm, and that uninterrupted quality sleep is ensured throughout the night. A consistent sleep routine, with regular bedtimes and wake-up times, is essential for consolidating circadian rhythm and healthy brain development - an important factor for this stage. It also helps to have quality rest, which is key for growth, cognitive development, and emotional regulation.
Children ages 6 to 11
For school-aged children, it is recommended that they get between 9 and 12 hours of sleep per night. Because they are generally morning people, it is ideal that they go to bed between 8pm and 9pm, especially since they need to get up early for school. At this stage, maintaining a regular sleep pattern is essential, because the brain is still developing quickly and sleep plays a key role in this process.
Teenagers
ages 12 to 18
The current guidelines for teenagers recommend sleeping between 8 and 10 hours a night. However, natural changes in the circadian rhythm mean that they develop more of an afternoon profile, with an inclination towards sleeping and waking up later. This shift in the biological clock can end up decreasing the total amount of sleep if wake-up times are not adjusted accordingly, which would negatively impact cognition, mood, and performance in school. Therefore, in addition to maintaining a consistent routine, it is essential that teenagers adopt habits that promote good sleep hygiene. Some of these include limiting exposure to electronic devices and bright light in the hours that precede bedtime, contributing to adequate and restorative rest.
By Paula Veneroso
“RESPECTING DIFFERENCES AND HOLDING SPACE.
THAT IS WHAT CHAPEL HAS GIVEN ME”
PEDIATRIC NEUROSURGEON HAMZAH YOUSSEF SMAILI FOLLOWS IN HIS OWN LIFE THE TEACHINGS HE RECEIVED AT CHAPEL, PRINCIPLES THAT HAVE ALWAYS BEEN IN LINE WITH HIS FAMILY’S PURPOSE: HONESTY, INCLUSION, AND RESPECT. A GRADUATE OF THE CLASS OF 2010, HE TALKS ABOUT SOME OF HIS MEMORIES FROM SCHOOL, WHERE SMALL ROUTINES MADE ALL THE DIFFERENCE.
Like his mother and uncles, cousins and siblings, Hamzah went to Chapel from Kindergarten to his last year of high school. He says it all started with his maternal grandfather, a Lebanese man who worked as a peddler upon his arrival in Brazil and built his life and family here: “When he started having a higher standard of living, and really valued his children’s education, he searched for the best schools for them.” He chose Chapel because, as it is a Christian school, it held the same principles as those of his religion, Islam. “They share similar principles, which prioritize honesty and non-aggression towards others, in an environment where respect for differences prevails,” says Hamzah. Because of this, his parents and uncles continued the tradition – like him and his four siblings, most of his cousins studied or are still studying at Chapel. Two of his siblings, Lamis and Yassmin, have already graduated, and now twins Abdul and Mahamad, who are in the 11th grade, will be the next ones to graduate from Chapel.
Photos: Reinaldo Borges
Family atmosphere
For Hamzah, school is for life, it provides more than an academic education, and the most important thing is the “family atmosphere”. “Regardless of the grade, people were very, very close, and we had a very strong connection,” he explains, adding that ”in my class in particular, there were Koreans, Chinese, Japanese, Mexicans, Colombians, Spaniards, Lebanese, Italians. Look at how many people from different places, right? And we respected each other a lot. My class was very nice, because all the teachers said it was really different.”
The development of socioemotional skills and intelligence, as described by Hamzah, was decisive for his trajectory. “It was very important for all of us, and not just at school, but for the future, because we learned to interact with people in college and then, in the job market, knowing how to behave. All this was
wonderful for me, because when I would meet and interact with various types of people, everything worked out, nothing was strange. Everything and everyone is different, and that’s just fine,” he says.
Clubs and volunteering
An essential factor in the development of relationships at school was his participation in clubs; Hamzah was a member of the main ones: he started with StuCo (Student Council), and went on to join the NHS (National Honor Society) and MUN (Model United Nations). “I participated at different times, as a test, and I was able to join the most important ones,” he says, recalling that the volunteer work marked him, both the work through the clubs as well as in the CAS (Creativity, Activity, Service) project of the IB (International Baccalaureate). “During my last two years, we built a library in a school on the outskirts of São Paulo.
CHAPEL WAS A VERY POSITIVE EXPERIENCE FOR ME. PEOPLE WHO DON’T FEEL THAT WELCOME IN OTHER ENVIRONMENTS ARE WELCOMED THERE.
REGARDLESS OF THE GRADE, PEOPLE WERE VERY, VERY CLOSE, AND WE HAD A VERY STRONG CONNECTION.
We collected books and construction material, went there, and built the library,” he tells. In partnership with an NGO, they built and adapted a space, collected books, and set up a library for kids who participated in a charity project. “Chapel provided us with this kind of learning,” he says. Aside from the clubs, his most significant involvement in school was in sports, especially basketball, a sport he played during his entire academic life: “Oh, I never stopped playing basketball, I played every year, in every team.”
Small routines
Of his day-to-day life at school, the best memories come from the small routines. “I remember a lot of good things, and they’re the little things. Sometimes sitting in the library after school and waiting for our parents to arrive was the best part of the day, you know? Interacting with teachers, lunchtime, and those ball games we played after lunch. And the jokes, which
MEETING DIFFERENT PEOPLE AND KNOWING HOW TO DEAL WITH THEM, HOW TO WELCOME DIVERSITY, AND SPEAK IN PUBLIC MADE ALL THE DIFFERENCE.
everyone took as good fun, there was no offense, nothing. It was always just friendly banter. That’s what I miss,” he recalls.
After high school, the pleasant atmosphere at school made way for the hostilities of adult life, which was when Hamzah resorted to the internalized “intelligences” to face adversity from the college preparatory course, to medical school, and then during his residency. “Chapel was home for me. And then I went to that college preparatory course environment, where everyone just wanted to ‘eat’ the other. I remember that well, and I almost gave up on medicine,” he says. He says that, despite having applied and been approved for colleges outside Brazil, he chose to stay here to be close to his family: “It was very important for my mother that I stay here, near her, because we are very close.”
The good news was that he was accepted at Santa Marcelina College in the capital. “I was accepted in
other cities too, but I ended up trying again in São Paulo and I got in. Wow, a really cool college, with that same atmosphere, that familiar Chapel atmosphere! It was all really very similar. I did very well in college,” he says, revealing that “at Chapel I did more or less well. In college, I did really well. I passed the IB, it was all good. But in college, my grades were above nine, lots of tens, and at Chapel there were sevens, eights,” he laughs.
Personal growth
It was in college that Hamzah was really able to notice how Chapel influenced his academic life. Aside from the proficiency in English, which made his foray into the field of neurosurgery smoother, his oral communication skills in public speaking stood out: “I’m a shy person, but Chapel inspired me to improve in that aspect. In
college, I realized that people had a hard time, while I gave good presentations. In fact, meeting different people and knowing how to deal with them, how to welcome diversity, and speak in public made all the difference,” he sums up.
Today, the pediatric neurosurgeon, who specializes in brain, spinal cord, and nerve conditions in children and also operates on adults, has a routine with weekly surgeries, sees patients in his own office, and is ready for emergencies. Even though he works in four hospitals in the capital, he is able to remain calm and have a peaceful routine, or a strategic one, which he explains: “Thursdays are my surgery days. Wednesdays, I’m in the office and, on Fridays, I’m on call for emergencies. Mondays and Tuesdays are my wildcard days, since I sometimes do surgeries outside of São Paulo. I chose to have a calm
routine, I don’t think it’s good to tire myself out by being on call if I can offer excellent care in emergencies and scheduled surgeries.” When it comes to leisure time, family is his main choice: “I stay home with my siblings, we go to the mosque, we go out for dinner, we have lunch, we’re homebodies.”
His impressions of Chapel are very positive. “In my class, in my grade, it helped everyone grow as a person. That’s very important,” he states, and goes further ”I think Chapel students are better prepared than students elsewhere. Because this school teaches us different ways of thinking. Of course there are above-average people everywhere, but Chapel students can see the bigger picture, solve problems, understand situations, and manage people. And all of these are intelligences. Among all schools, Chapel continues to be unique.”
CHAPEL TEACHES US DIFFERENT WAYS OF THINKING, OF SOLVING PROBLEMS. AND THESE ARE ALL INTELLIGENCES.
By Vanessa Barbara
THE PAJAMA MANIFESTO
There are people who binge watch silly series, listen to true crime podcasts and have reached stage 17,090 in Candy Crush. My secret hobby is reading business self-help tips, with practical examples from the routine of great entrepreneurs.
Take, for example, the routine of this fictitious CEO: he wakes up at five in the morning and drinks a large glass of warm lemon water. He goes for a run at sunrise and jogs five kilometers in the park. Then he comes home, takes a cold shower, eats an avocado toast with eggs (Greek yogurt on Fridays) and before seven, he is at his computer for the first meeting of the day.
I have a lot of fun with these stories, which I usually read in my pajamas. And I keep wondering: how many hours a night do these guys sleep?
The answer lies in the stories themselves: Twitter’s Jack Dorsey boasts that he only needs four to six hours of sleep a night. Gucci’s Tom Ford says he only needs three. The President of the United States, Donald Trump, has also stated that he only sleeps three to four hours.
And yet, neuroscientist Matthew Walker, the author of Why We Sleep, is adamant: almost no one can function well on just a few hours of sleep. You may even believe you are fine, but the damage is significant and even irreversible. He quotes his colleague Dr. Thomas Roth, who is also a sleep
Photos: Personal archives
expert1: “The number of people who can survive on five hours of sleep or less without any impairment, expressed as a percentage of the population and rounded up to a whole number, is zero.”
Sleeping less than six or seven hours a night wears down a person’s immune system, doubling the risk of cancer. It also increases one’s chances of developing Alzheimer’s, diabetes, cardiovascular disease, heart attacks, and all kinds of psychiatric disorders. Furthermore, according to Walker, the less you sleep, the shorter your lifespan.
I, in particular, need nine to eleven hours of sleep to function well. Throughout my life, I have been diagnosed with a number of parasomnias, or sleep disorders: idiopathic hypersomnia, phase delay, sleepwalking, sleep paralysis, night terrors, enuresis, REM sleep behavior disorder, and recurring nightmares. I have been seen dozing off at a lecture on narcolepsy, which seemed appropriate. I also continued sleeping in the face of a deafening fire alarm in a hotel in England - luckily, it was only a false alarm.
Thus, I also consider myself a sleep specialist. I have credentials on my CV and a lot of experience. And, like my colleagues who are indeed experts, I try to preach to anyone who is willing to listen: few things are more important in life than respecting your sleep schedule and needs.
In a world where it is common to hear successful people say they do not sleep much, admitting to my love of pajamas is no easy task.
This is even truer for those who suffer from a disorder and cannot adapt to what is considered normal. In my case, I have a disorder in my circadian rhythm, which is the variation in the body’s biological functions over the course of 24
hours. For some reason no one has been able to properly explain yet, people with delayed sleep phase syndrome (DSPS) do not respond well to environmental stimuli (sunlight, for example) and can’t regulate their sleep-wake cycle in a way that is, let’s say, normal. The causes might be genetic.
Experts also call SAFS social jet lag: we are talking about that person who can only fall asleep very late at night and is unable to wake up early. Or they wake up early with great difficulty and spend the whole day sleep deprived. And then the night comes, and that person is very excited and cannot get to sleep early, no matter how strong the need to sleep is.
And then there are two things that are different: one is the chronotype, which is innate, but can be somewhat changeable, that is, individuals have a preference for morning or afternoon but are able to function outside their natural schedules without harming the body much. And another thing is the disorder, the dysfunction - in some countries, SAFS is even treated as a disability - which are the very extreme chronotypes that do not respond to attempts to adjust.
In more severe cases, like mine, the body does not naturally fall asleep until six or seven in the morning. To make matters worse, I also have idiopathic hypersomnia, so I wake up every day in the afternoon with an alarm clock.
I have spent years trying to start my schedule earlier, but I have never been able to adapt. In fact, my room to maneuver seems to be only two or three hours. Treatment includes phototherapy upon waking up (with the sun or a specific kind of lamp), reducing night-time exposure to artificial light, taking melatonin (low
doses at the exact time set by the doctor) and taking medication to fall asleep earlier. This protocol needs to be followed to the T. Sleep hygiene is a piece of cake for those with a serious sleep disorder - we have memorized everything, what to do, what not to do, but it is not enough.
I used to take a sleeping pill at two in the morning, wake up at eleven and spend the rest of the day on stimulants. Medication to sleep, medication to wake up. And even then, I felt exhausted and depressed - what you usually get when you try to force yourself to be different from who you are.
Over the years, I realized that the best thing I could do was adjust my work routine and give up certain things (the first to go was the appearance of normality). And it worked. Fortunately, my profession allows me to have a very flexible schedule: I am a journalist, a translator, and a writer with eleven published books, several awards on my shelf, and a significant international career. By the way, here’s a tip: when you work with people who live in different time zones, no one is surprised by your sleep idiosyncrasies.
I have written all my books at dawn. Several of them deal with the subject, such as the 2013 novel Noites de alface (Lettuce Nights), which has an insomniac protagonist. My latest book, Três camadas de noite (Three Layers of Night), released in May by Fósforo publishing, is about the relationship between sleep and mental disorders, particularly for those who have just had a baby. In the book I mention that the Czech writer Franz Kafka was a night owl and wrote wonderfully well in the early hours of the morning. Literature has many examples of writers with a
1 “The number of people who can survive on five hours of sleep or less without any impairment, expressed as a percent of the population, and rounded to a whole number, is zero.”
Matthew Walker: “During puberty, the timing of the suprachiasmatic nucleus is shifted progressively forward: a change that is common across all adolescents, irrespective of culture or geography. So far forward, in fact, it passes even the timing of their adult parents.
different chronotype to the standard: Victor Hugo, Baudelaire, Maupassant, Flaubert, and Proust.
But you do not have to be a tormented artist to have serious disagreements with the outside world’s working hours: it has already been scientifically proven2 that during puberty there is a natural delay in the sleep phases, i.e. that adolescents can only sleep later. This is regardless of cultural and geographical variables: it is physiological, i.e. involuntary. Contrary to what many people think, it has nothing to do with social media and laziness.
So much so that, in recent years, there has been an international movement by medical specialists to delay school entry time for teenagers. Since 2014, the American Academy of Pediatrics has advocated3 that schools in the final years of primary and secondary education adopt later entry times. In 2019, the state of California was a pioneer in passing a law that obligates educational establishments to delay school start times: no high school class can start before 8:30 am there. Removing sleep from the realm of morality and returning it to its rightful place - that of a physiological need - is a great start. Instead of admiring seemingly suicidal entrepreneurs with espresso machines, we can applaud the brave professionals who don’t give up a good night’s sleep. Only then can we do our work more carefully and responsibly.
2 As a nine-year-old, the circadian rhythm would have the child asleep by around nine p.m., driven in part by the rising tide of melatonin at this time in children. By the time that same individual has reached sixteen years of age, their circadian rhythm has undergone a dramatic shift forward in its cycling phase. The rising tide of melatonin, and the instruction of darkness and sleep, is many hours away. As a consequence, the sixteen-year-old will usually have no interest in sleeping at nine p.m. Instead, peak wakefulness is usually still in play at that hour. By the time the parents are getting tired, as their circadian rhythms take a downturn and melatonin release instructs sleep—perhaps around ten or eleven p.m., their teenager can still be wide awake. A few more hours must pass before the circadian rhythm of a teenage brain begins to shut down alertness and allow for easy, sound sleep to begin. […]
If this remains perplexing to parents, a different way to frame and perhaps appreciate the mismatch is this: asking your teenage son or daughter to go to bed and fall asleep at ten p.m. is the circadian equivalent of asking you, their parent, to go to sleep at seven or eight p.m. No matter how loud you enunciate the order, no matter how much that teenager truly wishes to obey your instruction, and no matter what amount of willed effort is applied by either of the two parties, the circadian rhythm of a teenager will not be miraculously coaxed into a change. Furthermore, asking that same teenager to wake up at seven the next morning and function with intellect, grace, and good mood is the equivalent of asking you, their parent, to do the same at four or five a.m.
Sadly, neither society nor our parental attitudes are well designed to appreciate or accept that teenagers need more sleep than adults, and that they are biologically wired to obtain that sleep at a different time from their parents. It’s very understandable for parents to feel frustrated in this way, since they believe that their teenager’s sleep patterns reflect a conscious choice and not a biological edict. But non-volitional, non-negotiable, and strongly biological they are. We parents would be wise to accept this fact, and to embrace it, encourage it, and praise it, lest we wish our own children to suffer developmental brain abnormalities or force a raised risk of mental illness upon them.
It will not always be this way for the teenager. As they age into young and middle adulthood, their circadian schedule will gradually slide back in time.
3 The American Academy of Pediatrics lends its strong support to school districts contemplating delaying school start times as a means of optimizing sleep and alertness in the learning environment and encourages all school administrators and other stakeholders in communities around the country to review the scientific evidence regarding school start times, to initiate discussions on this issue, and to systematically evaluate the community-wide impact of these changes (eg, on academic performance, school budget, traffic patterns, teacher retention).
“THE GIVING TREE”: BOOK BRINGS TOGETHER ECEC,ES, AND
AHS IN FASCINATING INTERDISCIPLINARY PROJECT
few of the many possibilities for reading, interpreting, and representing literary work were experienced by students from all three Chapel divisions in an interdisciplinary project that included reading (English and Portuguese), music, and the arts. The book selected for this project was the classic “The Giving Tree” by Shel Silverstein. The book is filled with challenging metaphors, presented with cutting simplicity which at once unsettles and provokes reflection about the actions of humans. The result of this important project was enjoyed by the school community at an exhibition last November.
ECEC - Active Methodology
For ECEC (Pre II and Kinder), the project began with an activity to stir children’s curiosity about the main character in the books - a tree - to be read in class over the following months. In Kindergarten, Portuguese teacher Daniela Hayashida read the book to the class and the students were encouraged to draw a picture of the part of the book they liked best. Then, they presented their drawings to the 2nd grade classes and explained their choices. This approach, which is based on Active Methodologies, involves making
thoughts visible through illustrations, piquing children’s curiosity to introduce curriculum concepts such as narrative sequence, characters, and setting. To expand the students’ repertoire, eight additional books about trees were presented and read. This sparked children’s curiosity and led to new drawings which showed the introduction, development, and conclusion of the stories.
The narrative sequence was also addressed in the Pre II classes, which actively participated in the activities. According to the ECEC’s Portuguese teacher, the initiative was very much appreciated by parents who praised the integration of the ECEC, Elementary, and High School: “At the parents’ meeting, many were able to report on their child’s engagement in the project, since they talked about the topic at home, which was very important, as real learning transcends the classroom. Additionally, the project made working with the BNCC’s five areas of experience possible: The self, others, and us; The body, gestures, and movements; Strokes, sounds, colors and shapes; Listening, speaking, thinking and imagination; Space, time, quantities, relationships, and transformations,” she explains.
In the art classes, in connection with Portuguese classes, Kindergarteners chose three tree species - Willow, Pine, and Coconut - whose trunks and leaves were drawn on a banner. The next step was decorating the trees using various kinds of materials and presenting them at the exhibition.
ES - Curriculum Development
The 1st grade classes began the project by listening to and discussing the book. Then they wrote about the part of the book that they liked the most on a sheet of paper and placed it inside an envelope, as part of the Story Envelope Project. After reading the book, the 2nd grade classes played “tug-of-war”, in which one side represented the tree and the other represented man. Students were also encouraged to write a poem that would convey the feelings the story evoked in each of them. “This exercise of making thoughts visible gave us the opportunity to talk about feelings and other socio-emotional aspects.
More than the socio-emotional impact of talking about feelings and what moves people, these activities had an important academic impact,” explains Paula Busso, ES’s English Language Support Teacher: “Through this reading, we were able to develop various aspects of the curriculum, such as the use of adjectives to describe characters’ feelings, as well as the setting and the narrative sequence, and we even got to discuss the main issue of the story and the outcome.”
The Kindergarteners’ drawings were sent to the 2nd grade classes which, under the guidance of art teacher Cristina El Dib, were transformed into three-dimensional sculptures made with white clay. After being painted, the sculptures were gifted to the ECEC authors. The Giving Tree project also engaged members of the Art Club, which includes students from 4th to 6th grades. Ms. El Dib told them the story of the book and presented them with a musical version of the work
to encourage them to reflect on its meaning. “Afterwards, each individual reflection was represented in an image, which was engraved on wood, as well as a sentence, which was written on a sheet of recycled paper donated by members of the Giving Project club,” says the art teacher as she highlights the importance of the project: ‘We noticed the impact of the project at the parents’ meeting, as it enabled families to have deep conversations both at school and at home.”
HS - Reflection and Social Criticism
The interdisciplinary project involved music in the 8th grade classes through
teacher Caio Oliveira. Phrases from ES students’ reflections were recorded on video as testimonies and served as inspiration for HS students, who used their creativity in pairs to write songs related to the theme. According to the teacher, 8th graders also read the book to complement their repertoire and “reflect on the issue and be able to develop social criticism and apply what they observe in the book and see in society.”
The songs, part of the “Protest Songs” unit of the school’s music curriculum,
were recorded and made available as a digital file, and can be heard by accessing the QR Code at the project’s exhibition.
AND SPEAKING OF ART... INSECTS TAKE OVER THE ES ART ROOM
The invasion started slowly and began in August, but it was not until the end of September that everyone was able to climb onto the tables to appreciate the great artwork in the ES art room, whose floor was covered with realistic drawings of insects and other bug species which all relate to each other in a colorful and harmonious environment.
The artwork on the floor of the room, an annual project coordinated by art teacher Cristina El Dib, was made by the 6th graders as a kind of Elementary School graduation in art. “After having classes with me for so many years, 6th graders say goodbye with this production, which has a different theme each year,” explains the teacher who is both pleased and already nostalgic for her young artists who are preparing to start High School. Themes that have already made an appearance on the classroom’s floor range from the rainforest to the bottom of the sea. This year’s choice was “Bugs and Insects”.
As soon as the school year begins, students start drawing small pictures using references presented by the teacher. They practice realistic observation drawings
on the white board table, and when they get better at scaling, lines, texture, and shapes, they move on to drawing on A4 paper with 4B and 6B pencils to practice proportion in volume and color, so-called shading. Then they gradually expand their drawing, practicing on the table or on paper. Next, everyone chooses a spot on the floor for their production.
And then painting begins as they draw with chalk and paint with gouache. Once the individual drawings are finished, they begin to get connected to each other to produce the background. At the end of the process, the school staff applies a sealant to protect the work.
“We start in August and finish at the end of September, and in the end, students climb on the tables to look at it from above. It’s very rewarding, because after the process students feel very pleased with the final product, and parents come to take pictures. It’s exciting to see students’ high self-esteem,” says the teacher. But that is not all, the project is truly an art experience, with a real artistic atmosphere and music during the production, “which goes well beyond the development of an artistic technique,” says Ms. El Dib.
THOUGHTLESS BEHAVIOR AND ITS CONSEQUENCES: HS PARENTS AND STUDENTS LECTURES GO OVER RISKS OF ONLINE EXPOSURE
The inevitable consequences of unsafe online behavior were the main theme of the lecture given to high school students last August by Patricia Peck, a lawyer specializing in digital security. The exhibition, which is connected to the Digital Citizenship program that has been at Chapel for many years, updated students on legislation issues and brought back attention to the risks associated with digital exposure. “Basically, we continue to explain to young people that their actions in the online world have consequences, and that they should act responsibly, not only in the physical world,” explains teacher Javier Rebagliati, Chapel’s Technology Coordinator.
For parents, who had the chance to listen to the talk by the same specialist months before their children, this type of guidance is always relevant because they themselves belong to a generation that did not grow up with the Internet, so “they may not be fully aware of the risks in the online environment. An account naively opened for one’s child on an App like TikTok, for example, can lead to interaction with strangers and, consequently, expose children and young people to unpredictable situations with violence,” says Erika Ferreira, Chapel’s guidance counselor from 4th to 8th grades. Thus, the role of the family as an extension of what is done at school is essential to monitor children’s online activities, since risks only tend to increase. The negative impact that thoughtless behavior on social networks can have on their lives was highlighted
for students. Through digital traces and footprints, Dr. Peck gave examples of activities that may not necessarily have criminal consequences, but can have an impact socially, such as students who lost their college placement because of online jokes interpreted by admission officers as racist or as undue exposure of others. “In Digital Citizenship classes, we address these issues from different points of view, including ethical and legal ones, but we are educators and not legal experts. So, to hear straight from a lawyer, who has authority, that behavior that’s often childish could be a crime is important to raise students’ awareness,” says Ms. Ferreira.
According to Mr. Rebagliati, the greatest impact of activities such as this is developing awareness about the seriousness of one’s actions in the online world. “Students become more concerned with protecting themselves, and I believe it makes them think, for example, about the importance of not sharing passwords or using names in irresponsible behavior,” he says. This joint effort between the school and parents to educate students on the weight of their actions and, consequently, on using online resources safely is the result of the Digital Citizenship program, which includes lectures, weekly classes, an agreement signed by students and families, classes in the Advisory Program, as well as teacher training.
THE GIVING PROJECT CLUB HOLDS CHARITY EVENT USING RECYCLED PAPER
They are between 7 and 10 years old, in Elementary School (ES), and know all the stages of producing recycled paper well. Who are they? The Giving Project, a Chapel club whose goal is to use creativity and autonomy to run a charity event. “The club is always full so there’s a waiting list,” says Cristiana Cavalcanti, the counselor for Kindergarten to 3rd grades. The club operates through projects, and the current one is making recycled paper, which is used to make personalized notepads sold at the Book Fair and the Christmas Bazaar. The sheets of recycled paper are used to make a limited production of these notepads, whose covers have been personalized by members of the High School Art Club.
The money raised from sales is used to buy equipment for Santo Eugênio, Chapel’s social school. Each term, a purchase requirement is determined for the social institution: “Last term, a ball pit and a basketball hoop were requested. Students from the club delivered the equipment as well as toys to the school’s children,” she says. For all this to happen, club members collect used paper at the school and recycle it. “I’m
always impressed by the ability of such young children to explain the club’s process, they know exactly how to recycle paper, and they do it all. In a world filled with technology, this is an extremely interesting skill, that goes beyond sustainability, because we are recycling, giving new purpose to materials,” says Ms. Cavalcanti.
“Students do everything, they really get involved and see that this project has an impact that is beyond them, that its purpose goes beyond paper production. That’s one of the reasons why the students like the club so much,” says Christopher Govier, a religion teacher for grades 4th to 6th in the ES, adding that in regard to integration between the schools: ”It’s a very rich exchange between the students of both schools, there’s the usual childhood interaction, which is open to new friendships and connections.” On the day of the presentation, Chapel and Escola Santo Eugênio students get to know each other and play together: “This is a very special day. The club students look forward to going to the school to give them out,” says Ms. Cavalcanti, who adds, ”We are planting the seeds of community work.”
NEW IB SUBJECT ENGAGES STUDENTS IN 21ST CENTURY ENVIRONMENTAL CHALLENGES
Beginning this academic year, the new subject in Chapel’s International Baccalaureate curriculum - Environmental Systems and Societies (ESS)offers an interdisciplinary study of environmental systems including sustainability issues in social, cultural, economic, political, and ethical spheres. The subject is part of the IB Science group and, like Biology, Chemistry, and Physics, is offered at the Standard Level and Higher Level. “ESS is a course that has drawn the attention of many students, and 27 are already enrolled in the first year,” reveals the IB Coordinator, Donald Campbell. Donald says that “the new subject introduces a scientific approach that is aligned with more fields of knowledge and includes social and legal aspects, as well as public policy.” For Flavia Thomsen, the HS College Counselor, it is important to note that ESS is not easier than other subjects in the same group, since the IB program is characterized by academic rigor and an in-depth approach: “It’s a complex subject, that requires critical thinking, analytical skills, and high-level discussions. It’s not a pure science course like the
other ones, but it uses science to look at society and the environment,” she explains.
Chapel was the first institution in Brazil to adopt the IB curriculum and, over the years, it has become recognized not only for the quality of its courses, but also for offering an IB “for all” system, in which all students have access to classes with IB content. Additionally, “course offerings at Chapel have grown. In recent years, three new subjects have been added: Mathematics Analysis and Interpretation Higher Level, Computer Sciences and, more recently, Environmental Systems and Societies,” states Mr. Campbell, adding that: “Students here have the option of choosing their path, this goes for those who are going to continue their studies in Brazil as well as for those who are going to other countries,” celebrates the coordinator.
STUDENTS FROM EARLY GRADUATING CLASSES REVISIT CHAPEL AFTER 50 YEARS
It was a day charged with emotion and good memories that filled the hearts of the group of former students who met at Chapel for the first time since graduating over 50 years ago.
Thirteen alumni from the classes of 1969 to 1972 and three of their companions visited the campus on October 21st and interacted with students, teachers, and staff. Accompanied by the Head of Public Relations and Admissions, Adriana Marques, the alumni were welcomed with a snack and, starting with the auditorium, toured the spaces they frequented as students. Although several areas have been built and remodeled over the years, such as the cafeteria, the Early Childhood Education building, the gym, the libraries, the Elementary and High School hallways, the teachers’ and the principal’s offices, Chapel’s cozy building is still the same one as when they studied there.
“For me, Chapel was a huge part of my life. I made friends here that I still meet everywhere, so I see them as brothers and sisters,” says Silvia Macedo, from class of 1970 and one of the meeting’s organizers. Dentist Joaquin Ferreras, from class of 1972, agrees
with his colleague: “Chapel changed my life. You get a family here, you build a family. That’s why visiting Chapel is wonderful,” he says, adding that several groups of alumni hold reunions almost every year and meet up in various places around the world. This time, the reunion took place in Guarujá, and the visit to Chapel was part of the program.
Maureen Lewis, a Chapel student from Kindergarten onwards and a 1969 graduate, marveled at the experience. “My heart is full because my memories from school are incredible. This school helped me see the world in a different way, and I’m very happy to be here after so many years,” she says emotionally. For Ms. Marques, who was responsible for welcoming the alumni, “It’s always very special to welcome our former students. They have the same essence and show us that Chapel’s pillars remain unchanged and are passed down from generation to generation. I always welcome students and follow their development. I was able to relive the emotions with this class and have the conviction that initiatives like this one should happen more often to continually maintain the strong legacy that Chapel has built.”
SIXTH GRADE CHILDREN’S CELEBRATION HOLDS COLLABORATIVE GAMES
The anxiously awaited Chapel’s Children’s Day celebration was celebrated on October 9th and included activities and games for 1st to 6th grade classes. The celebration was organized through a partnership between the classroom teachers, Elementary School Physical Education teachers, and the 6th graders. Every year, it brings new ideas from the ES graduates that make it even more fun for children.
Planning begins a month earlier, with 6th graders holding a meeting and making a list of the activities they would like to propose to the younger children, with an emphasis on collaborative games. “Students are included in the organization because they are responsible for developing the activities on the day of the celebration and teaching the rules to participants. To this end, organizers run through all the activities before doing them with the children,” explains Physical Education (PE) teacher Carolina Hernandez. This year, six activities were proposed, including basketball, volleyball, and soccer games; water balloon throwing, and water and scooter races. “The event was divided into two different stages. In the first one,
1st graders took part in three activities in their CARES groups (three groups in total) with 6th graders playing with them and no score counting. In the second one, 2nd to 5th graders were split into six groups and took part in six activities led by the 6th graders with score counting,” explains PE teacher Camila Lacerda, who adds that all the games are supervised by teachers.
“This year was very different from last year, with new activities and changes to other activities to make them more fun,” says 6th grader Martina Barua, who also adds that “it was cool and at the same time a lot of work, because there was a lot to organize, but in the end it all worked out.” For Gustavo Rocha, a 6th grader who also helped with the organizing, the event was very important, especially because of the responsibility of creating new activities and interacting with the youngest children. “By explaining the rules to little children, I practiced being patient and spoke to them very calmly,” he says and adds that ”in the end, I felt relieved, because everything worked out, and I was really happy to see the kids having fun.”
TALENTS & PASSIONS
In this edition, this section features the talents, hobbies, and activities of seven students and two teachers. Science teacher Leonardo Silveira, who has two postdoctoral degrees in chemistry, talks about how his career path led him from the chemical industry to teaching, while English teacher Paula Busso reminisces about her journey as a professional athlete and her passion for a wide range of sports. Among the students, a vocation for sports - swimming, tennis, soccer, basketball, and boxing -, literature, and music stand out, as well as other skills honed through Chapel clubs such as the student union, drama, debating, and the arts in general.
HIS VOCATION IS TEACHING
TEACHING IS VERY NATURAL FOR ME. IT IS MY GREATEST JOY WHEN A STUDENT SAYS THEY’VE LEARNED SOMETHING I TAUGHT THEM, OR WHEN I MEET SOME WHO TELL ME HOW MEANINGFUL MY CLASSES WERE.
Given his resourcefulness in the classroom and his way with students, no one who observes high school science teacher Leonardo Silveira would ever guess that he had a career other than teaching. Shortly before graduating with a chemistry degree, he had already taken the first step in his career and was working in São Paulo as a chemical analyst. Leonardo was in the last year of his degree when a teacher recommended him for a postgraduate course at the University of São Paulo (USP), and that was when his life changed. As soon as he got his master’s degree at the Chemistry Institute, he was accepted for a doctorate at the same institute, with a project on the use of nanotechnology in improving people’s day-to-day lives. He started teaching at the end of his doctorate in 2012. A year later, he was already working at the Federal University of São Paulo (Unifesp) on his first postdoctorate in the same field of research, but this time around, studying the use of nanotechnology in sustainability. And his research did not stop there: he soon went on to his second postdoc at USP, also researching nanotechnology, but in terms of its industrial applications.
At the time, he was teaching chemistry and English in São Paulo schools while also studying. “I fell into academics and couldn’t get out,” he jokes, adding “But this is where I found myself, and I don’t know if I would have been as satisfied if I had stayed in the chemical industry,” he reveals. Five years ago, the opportunity to teach at Chapel arose, and Mr. Silveira was able to combine his knowledge and experience in scientific research to work with students on scientific writing, an essential skill to prepare them for the IB (International Baccalaureate). “I see how students evolve, so we work to get them used to scientific thinking before they start the IB,” he says. Not surprisingly, he points out that the school’s science fair is a very important event: “Working on projects is key. We apply science to examples from everyday life and, on my end, I can explain things to students in the way that I would have liked to have learned,” he explains. Leonardo could not see himself speaking in public before, but now loves ‘talking to the students and engaging them when explaining content.’
MAKING DREAMS COME TRUE
Paula Busso, an athlete from a very young age, played professional basketball until she was injured at 17 and decided it was time to stop. Before that, however, at one of the games, Paula got to know Chapel and fell in love with it: “My dream was to study at an American school like the ones I saw in the movies,” reveals the Elementary School English Language Support Teacher. The desire to teach English started in her teens. To gain financial independence, she started teaching informal courses to practice the language she had always been fascinated by. It was love at first sight: “The moment I stepped into the language course classroom, I fell in love! I loved communicating, learning, and teaching students who were much older than me,” she recalls nostalgically.
Paula then decided to pursue a teaching career and trained as a translator and interpreter at the now defunct Ibero-American University Center. As soon as she finished her course, she moved to Canada where she lived and worked for four years. After returning to Brazil, she pursued another two degrees - Language Arts and Education - and her passion for sports made a full-fledged comeback. “I discovered that I wanted to be a teacher, I did my degrees and started practicing weightlifting and CrossFit. In 2015, I was the Brazilian champion in deadlift, in the beginner category, and I’m still into sports like muay thai, hot yoga, cycling, and am very passionate about hiking in the mountains,” she says. Her passion for hiking has taken her on breathtaking adventures to beautiful and inhospitable places: “I walked for five days from Cuzco to Macchu Picchu, I climbed the Siete Colores Mountain, and the following year I did the entire Cordillera Blanca, on the other side of Peru,” she reveals with much satisfaction, which is evidenced by landscape photos so wonderful that they look fake, as she herself says.
In 2020, after teaching at international schools for fifteen years, she joined Chapel and fulfilled her dream of attending the school she had seen in movies by enrolling her four-year-old twins, Pedro and Gael, who are in Pre I.
I’VE WORKED IN SEVERAL INTERNATIONAL SCHOOLS IN SÃO PAULO, AND NOW I’M FULFILLING MY DREAM BY HAVING MY CHILDREN STUDY AT CHAPEL, THE SCHOOL I WOULD ALWAYS SEE IN THE MOVIES.
HAMILTON A PASSION FOR BOOKS
I LOVE READING, ESPECIALLY FANTASY AND ADVENTURE, AND I’VE LOST COUNT OF HOW MANY BOOKS I’VE READ.
Audrey Hamilton was born in O’ahu, the island in the Hawaiian archipelago where the capital, Honolulu, is located. She lived in several countries before moving to Brazil four years ago. Because of her parents’ careers, she has lived in Mexico, Colombia, Kuwait, and the USA. She is now 11 years old and in the last year of Elementary School. She joined Chapel in the 2nd grade and is certain that she will leave the school with rich experiences provided by the school community’s cultural diversity and by the activities in the various clubs she participates in.
The Art Club was the first one she joined; then, in 5th grade, she joined the Drama Club: “We did acting, improvisation, theater games, mimes, and other cool activities,” says the student, who also loves the food served at Chapel, including stroganoff, her favorite dish, and, let us not forget, strawberry pie. She is currently a member of the chess, choir, cooking, and art clubs. “I love everything related to the arts, and I really like this club because we can create what we want and use our creativity,” says Audrey who likes to paint abstract pictures in vibrant colors “that seem to move.”
Her greatest passion, however, is undoubtedly literature. An avid reader, she has lost count of the number of books she has read. “I love reading. I read in English. I really like books about fantasy, adventure, and magic. I’m always reading, I read three to four books a week,” reveals the Chapel library regular. Her love of literature encouraged her to take part in the school’s last Encontro Literário, when she won a prize in the competition - whose theme was “Interdependence” - with a fiction piece on Hawaiian mythology. “I’m participating again this year,” says the young Harry Potter fan whose favorite work is the collection Keeper of the Lost Cities, by Shannon Messenger.
INTERACTIVITY IN THE SCHOOL COMMUNITY
Just as studying at Chapel has become a tradition for the Choo family, so is participating in StuCo - the student council - a legacy. At Chapel since Pre I, Tony Choo, now in the 7th grade, says that both his brother, a 9th grader, and his father, who graduated in the 1990s, were also members. “I think it’s a very cool and creative organization, especially for me, since I like to interact with and help the school community,” he says. For him, StuCo is the ideal group to put into practice projects that have an impact on the school community.
Just this school year, Tony has already organized several events, including the Book Fair’s second-hand book sale, in which he helped collect, organize, and sell close to four thousand books. Halloween was the time to plan horror stories and organize the “Haunted House”, one of students’ most eagerly awaited attractions . “We have weekly meetings, but when we have big events, we need to meet several times to organize everything,” says the 13-year-old.
Sports, though, are Tony’s greatest passion. He is a member of the Junior Varsity basketball team. He has also played volleyball and soccer for the Young Trojans program since he was a kid: “It’s my favorite sport, I play both on the field and indoors, but I prefer the field, where I’m more mobile,” says Tony. He has played as a defensive midfielder, midfielder, and right back on Chapel’s JV team, and competed in the Little 10 and São Paulo High School League tournaments. Besides playing soccer at school, he also plays for the Palmeiras club and on the court in the building where he lives.
When asked what he most likes about Chapel, Tony briefly reflects: “The food and the way teachers are willing to share their knowledge with us are very important, but another thing is that we spend a lot of time here and since there aren’t that many students, we get to know everyone well, it’s a really welcoming school,” he says as he recalls that he and his best friends have been together since Pre I.
Aside from sports and academic activities, Tony also plays the guitar, an instrument he studied for a year. “I’m not shy, but I’m a bit embarrassed to play in public,” he says, revealing that he wants to learn how to play another instrument, the piano.
MY FAVORITE THING TO DO IS PLAY SOCCER, WHICH I’VE BEEN DOING SINCE I WAS A KID.
CLARA ANTONELI FROM PLAYING AROUND TO COMMITMENT
SWIMMING IS THE BEST PART OF MY DAY. I DO IT BECAUSE OF MY FRIENDS AND MY COACH TOO, BUT MAINLY BECAUSE I LOVE SWIMMING.
Maria Clara Antoneli is 14 years old and started swimming 13 years ago when her parents enrolled her in swimming lessons. She started competing at a high level at the age of 11, and then her life changed: “What was fun turned into a commitment,” says the 8th grader. Maria Clara currently trains at Esporte Clube Pinheiros every day of the week, except Sundays, which is when she takes a hard-earned break. “When I’m not swimming, I sleep,” she says, smiling. She has been at Pinheiros for a year but has already competed for various other clubs. She competed at Clube Ipê, in the Ibirapuera neighborhood of São Paulo, for a year when she was only six years old. At 11, in search of new categories to compete in, she joined the competition team at Clube Paineiras do Morumby, where she stayed until she joined the current club. During this time, she took part in various championships, including the São Paulo championship and other competitions in Southeastern states. “Now I’m trying to be ranked for the Brazilian championship,” she reveals.
Despite her busy training routine, Maria Clara never misses practice: from Monday to Thursday, she starts weight training at 4pm and then swims from 6pm to 8pm. On Friday, she doubles up, practicing before school from 4.50am to 6.15am, and then going back to the club in the afternoon. On Saturday, she has the same routine. For her, practice is the best part of the day: “I love swimming, and I also love my friends and my coach. I’ll keep going for as long as I can,” she says.
Maria Clara has been at Chapel since 5th grade; she started attending the school because she was looking for an international education that would allow her to go to college abroad. She has not yet decided what degree to pursue, but she knows she will study and graduate in the United States. The classes and teachers will certainly be her best memories of Chapel, together with the time spent with her friends: “I love the friends I have here, and I like the way the teachers give class, they’re great. Also, Chapel helps me keep up with my activities,” she says.
COMMITTED TO BECOMING A BETTER PERSON
Tomaz Reis, a 9th grader, has been studying at Chapel since Pre I. He found himself drawn to boxing four years ago, after a school friend who practiced it encouraged him to try this sport. Tomaz loves martial arts in general; he started taking boxing lessons after watching a lot of movies and playing games. Then, he stopped playing soccer, which he had done since 7th grade, and focused on boxing. He now trains with a coach four times a week and on his own on weekends. “I like it a lot and I think I’m doing well,” says the 15-year-old, who had his first fight in public last October. “I plan to start competing, because ever since I started it’s been on my mind that I would do that. I’m not just doing it to stay fit, but also because of the opportunity to compete in amateur sport,” he says.
For him, one of the greatest joys of this modality of fighting is getting an adrenaline rush, besides appreciating the beauty of the sport, even though common sense will often consider it very violent: “Although some people think it’s violent, it requires a lot of technique. It’s a sport that requires a lot of effort to overcome the challenges, and I like putting effort into something I’m passionate about,” he says.
What Tomaz appreciates the most about Chapel is the community and, undoubtedly, his friends. “I lived in Los Angeles for a semester, and I was quite shy at school there. When I came back, in Kindergarten, I made friends here, and now I feel really good, I have a group of friends,” says the young man who enjoys traveling, skiing, and his routine of studying, training, and relaxing. In terms of academics, he says he has dedicated himself to studying to get good grades and is seeing results. When he was in 8th grade, Tomaz grew closer to Catholicism, which helped him become less anxious as he delved deeper into teachings about forgiveness and other virtues. “Growing closer to religion has made me a better person, and I try to reflect and look for ways to improve myself more and more,” he says.
BOXING REQUIRES A LOT OF TECHNIQUE, AND IT’S A SPORT THAT REQUIRES A LOT OF EFFORT TO OVERCOME CHALLENGES, AND I LIKE TO PUT EFFORT INTO THAT WHICH I’M PASSIONATE ABOUT.
TALONIA
I HAD NEVER WRITTEN WITH THE INTENTION OF SHOWING IT TO ANYONE. SO I WAS SURPRISED THAT MY POETRY WAS AWARDED A PRIZE IN THE LITERARY COMPETITION.
Fernanda Talonia was born and lived in Mexico for some time, but because of her father’s work, also lived in Japan. She has now been in Brazil for the last five years. She enrolled at Chapel as soon as she moved here, and since then, she has already absorbed a lot of Brazilian culture, especially the Portuguese language. “When I arrived, I didn’t speak a word of Portuguese, so I set myself the goal of learning to speak it without private lessons,” says the 15-year-old, currently in 10th grade. The challenge was met so successfully that Fernanda is now taking Spanish classes at school to practice her native language: “I don’t even speak Spanish at home anymore, I talk to my parents in ‘portunhol’,” she laughs. Aside from Portuguese, Geography and History are her favorite classes at Chapel, because they make it easier for her to grasp Brazil’s cultural and social aspects. “I also really like the people at school and, even though most of them are Brazilian, there are several cultures, and everyone is different,” she says.
One of her favorite activities is writing, and poetry is the genre she most identifies with. “I’ve had this habit for many years. In Japan I used to write poems, which was a way of expressing myself. When I was sad, for example, one way I would calm down was to put what I was feeling on paper,” says Fernanda, whose poem was awarded a prize at Chapel’s last Literary Event. “At the time, I was writing a poem for myself, and I ended up submitting it to the competition. I didn’t send it with the intention of winning, so it was a surprise,” she says, stating that she never writes with the intention of showing her writing to anyone, but that a few people who have read her poems have gotten teary-eyed. Fernanda is used to hearing questions like: how can such a young girl express such deep feelings? She believes that the answer has to do with the fact that she is very observant, and that she can describe her own feelings and emotions in detail. “I love metaphors and figures of speech because they help me express what I want,” says the young woman, who also enjoys sports and dance: she plays volleyball at school and beach volleyball at the fitness center. She has also had jazz and ballet classes and is currently a member of Chapel’s cheerleading team.
LEONARDO MOVIES, MUSIC, AND TENNIS
Leonardo Waquil, who claims to be “all about humanities”, has been passionate about movies since he was quite young. He was so into them that it took him a while to realize the extent of his interest: “It was my family who realized that I loved it, because I have always gone to the movies a lot. A few years ago, I decided to delve deeper into it, and started to do research, write about cinema and share lists of films, as well as collect and organize what I watch,” says the 17-year-old. To absorb as much information about a movie as possible, he reads, listens to and watches film reviews assiduously. “My favorite genre is science fiction, and my favorite director is Dennis Villeneuve,” says Leonardo, referring to the award-winning Canadian filmmaker known for Dune, Prisoners, and Arrival, his favorite film. The young man, currently in the 11th grade, plans to major in film even if it is still too early to decide in which college: “I’m talking a lot to Ms. Flavia Thomsen, the guidance counselor, and I still don’t know if I’ll study in the US or stay in Brazil, but the goal is to go abroad,” he says.
Another art form that Leonardo enjoys is music - he has dedicated himself to the guitar over the last six years, taking lessons at Intermezzo music school in Itaim Bibi. Every semester, he performs in auditions organized by the school which take place in bars and theaters around the city. “I really enjoy improvising with my teacher,” he says.
A sport enthusiast, Leonardo has played tennis for a decade. “I only stopped during the pandemic,” he recalls, talking about his weekly training routine at the Monte Líbano Athletic Club and the doubles classes at his uncle’s condominium’s courts. Though he has taken part in various championships and achieved good results, he is not inclined to rivalry: “I’ve never practiced a sport to compete; I play, as my uncle says, because it’s mental therapy,” says the student, who also used to play soccer. “Soccer has always been my ‘primary’ sport, and I like watching it as much as I like playing it, even as a hobby. As for tennis, I train to improve my performance,” explains Leo, who also enjoys playing with his dog, spending time with his family, and chatting with the friends he really gets along with.
I HAVE NEVER PLAYED TENNIS TO COMPETE; I PLAY, AS MY UNCLE SAYS, BECAUSE IT’S THERAPY FOR MY MIND AND ALSO TO IMPROVE MY PERFORMANCE.
REAL CONNECTIONS
THE CLUBS AT CHAPEL HAVE GIVEN ME THE OPPORTUNITY TO MEET NEW PEOPLE AND MAKE INCREDIBLE CONNECTIONS.
As she says goodbye to Chapel, where she has studied for the last four years, senior Laura Santiago says she will miss interacting with the school community on campus most of all. “I fell in love with this school when I joined the after-school clubs and had the opportunity to connect with people, both younger and of my age as well as with the teachers, because knowing people makes a big difference,” explains the 18-year-old, who has lived longer in Brazil than in her native United States. To build these bonds that inspire her so much, Laura joined various clubs offered by the school.
Laura’s passion for singing led her to join the Glee Club when she was still in 9th grade. She participated for two years precisely because she felt she was in a safe space: “For me, singing was an activity and an emotional place, and I identified with the members, who were people like me, with interests in common,” says the young woman who was also a student at the School of Rock, in São Paulo, where she performed at concerts and auditions as a band’s lead singer.
As a member of the school’s Cheerleading team, she received a prize at one of the Big 8 editions with the Sportsmanship Awards. “I like presenting; I like being part of a team, and I received an outstanding award for supporting my team and getting along with the other teams. I was a good player,” she sums up. Laura actively participates in the production of the class yearbook and believes in the importance of this activity to represent her journey at school. For this reason, she is also involved in the club that produces the yearbook. And finally, she decided to join the MUN (Model United Nations) last semester. “I’ve always been interested in politics and took the Political Science elective, after all, I’ve always enjoyed debating and practicing the art of persuasion, as well as public speaking techniques,” explains Laura, who plans to study International Relations or Law, with a focus on Human Rights, in Europe. In this sense, Chapel’s IB program was decisive both for her enrollment in the school as well as for her next steps academically. “What I like the most are the opportunities the school provides in various areas, the many clubs, the close connection with teachers, an environment where I can express my interests, be supported and encouraged to pursue what I like,” she says nostalgically.
GALLERY
Seventh grade Fun Night welcoming High School students; Book Fair activities celebrating the magic of poetry; Induction ceremonies for NHS and NJHS members; friendly games of the Young Trojans festival, and fun Halloween activities were some of the special moments that marked the past semester at Chapel. On the next pages, checkout the records of these festive, sport, and cultural events which brought the school community together.
7TH GRADE FUN NIGHT
Fotos: Arquivo Chapel
Photos: Chapel Archives
01 - Organizada pelo StuCo, a 7th grade Fun Night aconteceu em agosto para dar as boas-vindas aos alunos no High School.
01 - High School students were welcomed in August with the 7th grade Fun Night StuCo organized.
02 - Os amigos Nuno Tavares (11º ano) e Leonardo Kiyose (12º ano) se preparando para a festa.
02 - Friends Nuno Tavares (11th grade) and Leonardo Kiyose (12th grade) getting ready for the party.
03 - DJ do evento, Lucca Karam (8º ano) configurou luz e som.
03 - Lucca Karam (8th grade) the event’s DJ worked the lights and sounds.
04 - Gabriel Son (7º ano) se divertiu na festa de boasvindas.
04 - Gabriel Son (7th grade) had fun at the welcome party.
05 - Mel Arantes (11º ano) e Leonardo Montenegro (12º ano) curtiram a Limbo Dance.
05 - Mel Arantes (11th grade) and Leonardo Montenegro (12th grade) enjoyed the Limbo Dance.
06 - Theo Daher, Pedro Ribas e Tony Choo (7º ano) arrasaram no desfile de pijamas.
06 - Theo Daher, Pedro Ribas, and Tony Choo (7th grade) were a hit in the pajama parade.
07 - Carolina Andrade e Isabella El Etter (7º ano) se destacaram na passarela.
07 - Carolina Andrade and Isabella El Etter (7th grade) stood out on the runway.
08 - Gabriela Garcia e Rafaela Mariano (7º ano), com colares iluminados, fizeram sucesso.
08 - Gabriela Garcia and Rafaela Mariano (7th grade), were a hit wearing light necklaces.
09 - Lucas Campana (7º ano), Rafael Kato (9º ano) e Gabriel Boulos (7º ano) participaram do desfile de pijamas.
09 - Lucas Campana (7th grade), Rafael Kato (9th grade), and Gabriel Boulos (7th grade) took part in the pajama parade.
FEIRA DE LIVROS BOOK FAIR
Fotos: Arquivo Chapel
Photos: Chapel Archives
01 - Mr. Bricio Salles, Ms. Camila Costa, Ms. Cristina El Dib, Ms. Fernanda Caires, Ms. Sylvia Almeida. Mr. Javier Rebagliati, Ms. Maíra Namura, Mr. Caio Gragnani e Mr. Igor Lisboa organizaram as oficinas da Feira de Livros, que aconteceu em setembro e teve como tema: “Celebrando a Magia da Poesia”.
01 - Mr. Bricio Salles, Ms. Camila Costa, Ms. Cristina El Dib, Ms. Fernanda Caires, Ms. Sylvia Almeida. Mr. Javier Rebagliati, Ms. Maíra Namura, Mr. Caio Gragnani, and Mr. Igor Lisboa organized the workshops for the Book Fair, which took place in September under the theme: “Celebrating the Magic of Poetry”.
02 - No workshop de poesia: Poemas na Garrafa, Julieta Gaspar (Pre II B) e sua irmã colocam seus poemas na garrafa com Ms. Maíra Namura.
02 - In the poetry workshop called Poems in a Bottle, Julieta Gaspar (Pre II B) and her sister placed their poems in a bottle with Ms. Maíra Namura.
03 - Eric Zambelli (Pre I) experimentou escrever à máquina no workshop de Exposição de Tecnologia de Escrita.
03 - Eric Zambelli (Pre I) tried typing on a typewriter at the Writing Technology Exhibition workshop.
04 - Elisa Furlong (1º ano) e sua amiga Federica também adoraram a experiência de datilografar uma carta.
04 - Elisa Furlong (1st grade) and her friend Federica also enjoyed typing up a letter.
05 - Enzo Terni (2º ano) e seu pai, Flávio, participaram do workshop de artes: Poesia com Cores e Palavras.
05 - Enzo Terni (2nd grade) and his father, Flávio, took part in the art workshop: Poetry with Colors and Words.
06 - Os alunos do 11º ano Lara Cavalcanti, Julia Bavaresco, Gabriel Menezes, Maria Claro Ermel, Daniel Agapito e Alice Abud foram os criadores do jogo de Caça ao Tesouro, sob orientação do Mr. Caio Gragnani.
06 - Students in the 11th grade Lara Cavalcanti, Julia Bavaresco, Gabriel Menezes, Maria Claro Ermel, Daniel Agapito, and Alice Abud created the Treasure Hunt game under the guidance of Mr. Caio Gragnani.
07 - Presença constante na Feira de livros, o autor Jonas Ribeiro contou histórias aos alunos.
07 - A regular Book Fair participant, author Jonas Ribeiro told students stories.
08 - Valentim Pereira (Pre II) se divertiu na sessão de contação de histórias.
08 - Valentim Pereira (Pre II) had fun at storytelling.
09 - Federico Borda (3º ano) e Jonas Ribeiro.
09 - Federico Borda (3rd grade) and Jonas Ribeiro.
10 - Andi Rubinstein contando histórias emocionantes e divertidas aos alunos.
10 - Andi Rubinstein telling students exciting and fun stories.
11 - Letícia Pacífico (3º ano) escolhendo livros na feira.
11 - Letícia Pacífico (3rd grade) choosing books at the fair.
12 - Matheus Hoshino (Kinder) apreciou vários títulos.
12 - Matheus Hoshino (Kinder) looked at several books.
13 - Juan Fabios (7º ano), Mr. Leonardo Silveira, Bernardo Dagnoni (10º ano) e Lucca Karam (8º ano) folheando livros no estande.
13 - Juan Fabios (7th grade), Mr. Leonardo Silveira, Bernardo Dagnoni (10th grade) and Lucca Karam (8th grade) flipping through books on the stand.
14 - Equipe responsável pelas bibliotecas da Chapel: Ana Lucia Oliveira, Meire Silva, Fernanda Caires e Solange da Silva.
14 - The team responsible for Chapel ‘s libraries: Ana Lucia Oliveira, Meire Silva, Fernanda Caires, and Solange da Silva.
15 - Membros do StuCo e professores responsáveis pelo sebo da Feira de Livros: Lucca Karam, Rafael Kato, Leonardo Montenegro, Bernardo Aymore, Mr. Leonardo Silveira, Barbara Monte Alto, Nuno Tavares, Ana Luisa Nagano, Mr. Marcio Kuroiwa e Leonardo Kuroiwa.
15 - StuCo members and advisors in charge of the used books sales at the Book Fair: Lucca Karam, Rafael Kato, Leonardo Montenegro, Bernardo Aymore, Mr. Leonardo Silveira, Barbara Monte Alto, Nuno Tavares, Ana Luisa Nagano, Mr. Marcio Kuroiwa, and Leonardo Kuroiwa.
16 - A equipe de JV Cheerleaders apresentou-se no evento literário.
16 - The JV Cheerleaders team performed during the literary event.
17 - No alto, Pietra Abreu (7º ano) e Leah Kim (8º ano), da equipe Cheerleaders.
17 - On top, Pietra Abreu (7th grade) and Leah Kim (8th grade) from the Cheerleaders’ team.
HALLOWEEN
Fotos: Arquivo Chapel Photos: Chapel Archives
01 - Na tradicional comemoração do Halloween, Matteo Villi, Vitor Tavares e Pietra Chohfi, do Pre II, desfilaram suas fantasias.
01 - At the traditional Halloween party, Matteo Villi, Vitor Tavares, and Pietra Chohfi, from Pre II, paraded in their costumes.
02 - Divertindo-se na passarela, os alunos do Pre II Martina Cardoso, Lorena Luna e Luiz Claudio.
02 - Pre II students Martina Cardoso, Lorena Luna, and Luiz Claudio have fun on the runway.
03 - Leonardo Sodré (Pre I) mostra seus brindes.
03 - Leonardo Sodré (Pre I) shows his treats.
04 - Thomas Barua, do 3º ano, com seu uniforme de Hogwarts.
04 - Thomas Barua, from the 3rd grade, in his Hogwarts’ uniform.
05 - Sofia Tchilian (3º ano) fez sucesso com sua fantasia.
05 - Sofia Tchilian (3rd grade) was a hit with her costume.
06 - Ms. Cris El Dib entregando gostosuras a Tomás Guerrero (2º ano).
06 - Ms. Cris El Dib handing out treats to Tomás Guerrero (2nd grade).
CERIMÔNIA DE POSSE
DO NATIONAL HONOR
Fotos: Arquivo Chapel Photos: Chapel Archives
01 - Em novembro, tomaram posse os novos membros do NHS, em cerimônia que contou com a presença de Mr. Sean Quinn, Ms. Juliana Menezes e Mr. Christopher Abbs.
01 - In November, the new NHS members were inducted in a ceremony that Mr. Sean Quinn, Ms. Juliana Menezes, and Mr. Christopher Abbs attended.
02 - Maria Mertens (10º ano) com sua mãe, Maithê, e seu pai, Marcos.
02 - Maria Mertens (10th grade) with her mother, Maithê, and her father, Marcos.
03 - Vibha Komala (10º ano) com sua mãe, Swetha.
03 - Vibha Komala (10th grade) with her mother, Swetha.
04 - Maya Guimarães (10º ano) com sua mãe, Simone.
04 - Maya Guimarães (10th grade) with her mother, Simone.
05 - Valentina Villarroel (10º ano) com sua mãe, Patricia. 05 - Valentina Villarroel (10th grade) with her mother, Patricia.
06 - Paula Lins (10º ano) com sua mãe, Maria Isela, e seu pai, Marcio Antonio.
06 - Paula Lins (10th grade) with her mother, Maria Isela, and her father, Marcio Antonio.
07- Mia Roy (10º ano) com sua mãe, Heidi Nanette.
07- Mia Roy (10th grade) with her mother, Heidi Nanette.
08 - Roberta Miguel (10º ano) com sua mãe, Regina. 08 - Roberta Miguel (10th grade) with her mother, Regina.
09 - As novas integrantes do NHS: Maria Mertens, Paula Lins, Vibha Komala, Valentina Villarroel, Maya Guimarães, Mia Roy e Roberta Miguel.
09 - The new NHS members: Maria Mertens, Paula Lins, Vibha Komala, Valentina Villarroel, Maya Guimarães, Mia Roy, and Roberta Miguel.
CERIMÔNIA DE POSSE
DO NATIONAL JUNIOR
HONOR SOCIETY
NATIONAL JUNIOR HONORY SOCIETY INDUCTION CEREMONY
01 - Os novos membros do NJHS tomaram posse em novembro, em cerimônia com a presença de, Mr. Sean Quinn, Mr. Érico Padilha e Ms. Juliana Menezes.
01 - The new NJHS were inducted in November, in a ceremony with the attendance of Mr. Sean Quinn, Mr. Érico Padilha, and Ms. Juliana Menezes.
02 - Ana Luisa Nagano (8º ano) com sua mãe, Priscila, seu pai, Fernando, e Mr. Sean Quinn.
02 - Ana Luisa Nagano (8th grade) with her mother, Priscila, her father, Fernando, and Mr. Sean Quinn.
03 - Anna Beatriz Lima (8º ano) com sua madrinha, Alessandra Aragon Hajjar, seu irmão, Guilherme Lima, e Ms. Juliana Menezes.
03 - Anna Beatriz Lima (8th grade) and her Godmother, Alessandra Aragon Hajjar, her brother, Guilherme Lima, and Ms. Juliana Menezes.
Fotos: Arquivo Chapel Photos: Chapel Archives
04 - Leah Kim (8º ano) com sua mãe, Estelle, e Mr. Sean Quinn.
04 - Leah Kim (8th grade) with her mother, Estelle, and Mr. Sean Quinn.
05 - Leticia Perrelli (7º ano) com seu pai, Fernando, sua mãe, Lais, e Ms. Juliana Menezes.
05 - Leticia Perrelli (7th grade) and her father, Fernando, her mother, Lais, and Ms. Juliana Menezes.
06 - Luisa Maesano (7º ano) com sua mãe, Cristina, e Mr. Sean Quinn.
06 - Luisa Maesano (7th grade) with her mother, Cristina, and Mr. Sean Quinn.
07 - Manuela Pedreira (8º ano) com seu pai, Vitor, sua mãe, Monica, e Ms. Juliana Menezes.
07 - Manuela Pedreira (8th grade) with her father, Vitor, her mother, Monica, and Ms. Juliana Menezes.
08 - Maria Luisa Rego (7º ano) com seu pai, Vinicius, sua mãe, Diana, sua irmã, Catarina, e Mr. Sean Quinn.
08 - Maria Luisa Rego (7th grade) with her father, Vinicius, her mother, Diana, her sister, Catarina, and Mr. Sean Quinn.
09 - Pedro Ribas (7º ano) com sua mãe, Claudia, seu pai, Alexandre, e Ms. Juliana Menezes.
09 - Pedro Ribas (7th grade) with her mother, Claudia, her father, Alexandre, and Ms. Juliana Menezes.
10 - Rafael Kato (9º ano) com seu irmão, Eduardo, sua mãe, Tarsila, seu pai, Maurício, e Mr. Sean Quinn.
10 - Rafael Kato (9th grade) with his brother, Eduardo, his mother, Tarsila, his father, Maurício, and Mr. Sean Quinn.
11 - Sofia Toro (7º ano) com sua irmã, Marina, seu pai, Carlos Eduardo, e Ms. Juliana Menezes.
11 - Sofia Toro (7th grade) with her sister, Marina, her father, Carlos Eduardo, and Ms. Juliana Menezes.
YOUNG TROJANS FESTIVAL
Fotos: Arquivo Chapel
Photos: Chapel Archives
01 e 02 - No Young Trojans Festival, no final de novembro, a equipe JV de Cheerleaders se apresentou para a comunidade escolar.
01 and 02 - At the Young Trojans Festival, at the end of November, the JV Cheerleaders carried out a presentation for the school community.
03 - Com maestria, o time colocou no alto Stella Lamounier (3º ano), Valentina Perrotti (1º ano) e Maria Luiza Boesel (2º ano).
03 - The team placed Stella Lamounier (3rd grade), Valentina Perrotti (1st grade), and Maria Luiza Boesel (2nd grade) on top with mastery.
04 - Os times de futebol feminino dos 3º e 4º anos com a treinadora.
04 - The girls’ 3rd and 4th grade soccer teams with their coach.
05 - Em campo, Antonia Gurgel e Isabela Haddad, do 3º ano, mostraram suas habilidades.
05 - Antonia Gurgel and Isabela Haddad, from the 3rd grade, show their skills on the field.
06 - A torcida acompanhando Felipe Almeida (3º ano).
06 - The crowd watching Felipe Almeida (3rd grade).
07 - Theodoro Lichtenberger e João Prado integraram o time de futebol de campo do 3º ano.
07 - Theodoro Lichtenberger and João Prado were part of the 3rd grade soccer team.
08 - Do 3º ano, Federico Borda domina a bola, sob olhares de Theo Serio e Gustavo Serpa.
08 - Federico Borda, from the 3rd grade, controls the ball as Theo Serio and Gustavo Serpa look on.
09 - Lucas Guglielmetti (4º ano) lança bola na lateral em partida de futebol masculino.
09 - Lucas Guglielmetti (4th grade) throws the ball from the side at a boys’ soccer match.
10 - No futebol de campo, Lucas Barbosa (5º ano) domina a bola observado por Jonathan Chen (5º ano).
10 - In soccer, Lucas Barbosa (5th grade) controls the ball as Jonathan Chen (5th grade) looks on.
11 - No futebol de campo feminino, Valentina Figueiredo (5º ano) guarda o gol.
11 - Valentina Figueiredo (5th grade) guards the goal in girls’ soccer.
12 - Na torcida pelo time do 3º ano, Denise (mãe da Chloe Kang), Mariana (mãe da Valentina Toledo), Laura (mãe da M. Antonia Nobre) e Beatriz (mãe da Stella Lamounier).
12 -Cheering for the 3rd grade team, Denise (Chloe Kang’s mother), Mariana (Valentina Toledo’s mother), Laura (M. Antonia Nobre’s mother), and Beatriz (Stella Lamounier’s mother).
13 - No basquete, as alunas do 5º ano Sofia Zanata e Catherine Smith disputam a bola.
13 - In basketball, 5th grade students Sofia Zanata and Catherine Smith go for the ball.
14 - Marina Benicio (5º ano) mostrando habilidade no basquete.
14 - Marina Benicio (5th grade) shows she has basketball skills.
15 - Victoria Santos (4º ano) e Alice Noto (5º ano) em partida de basquete feminino.
15 - Victoria Santos (4th grade) and Alice Noto (5th grade) during a girls’ basketball game.
16 - Equipe do basquete masculino com os treinadores.
16 - The boys’ basketball team with their coaches.
17 - Ian Ferrari e Rafael Pollastrini, do 4º ano, jogaram pela equipe masculina de basquete.
17 - Ian Ferrari and Rafael Pollastrini, from 4th grade, played for the boys’ basketball team.
18 - Os amigos Henrique Linguanotto, Lucas Guglielmetti e Lucas Ribas (4º ano) comemorando depois do jogo.
18 - Friends Henrique Linguanotto, Lucas Guglielmetti, and Lucas Ribas (4th grade) celebrate after the game.
19 - Lucas Ribas (4º ano) domina a bola no basquete masculino.
19 - Lucas Ribas (4th grade) controls the ball in boys’ basketball.
20 - No basquete masculino, Gabriel Andrade e Nicolas Hernandez, do 5º ano, partem para o ataque.
20 - In boys’ basketball, Gabriel Andrade and Nicolas Hernandez, from the 5th grade, are off to attack.
21 - Alunas da ginástica olímpica antes da apresentação.
21 - Gymnastics students before the presentation.
22 - Apresentação de Alice Noto (5º ano) na ginástica olímpica.
22 - Alice Noto’s (5th grade) gymnastics presentation.
23 - Alice Schvartzer (5º ano) apresentando-se na modalidade ginástica olímpica.
23 - Alice Schvartzer (5th grade) presenting in gymnastics.
