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A CLEVELAND JEWISH NEWS SPECIAL SECTION
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Dress codes create sense of belonging, promote focused learning BECKY RASPE | SPECIAL SECTIONS STAFF REPORTER @BeckyRaspeCJN braspe@cjn.org |
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hildren can get stressed out when it comes to school, especially when it comes to what to wear. Attending a school that requires students to wear uniforms could create one less thing to worry about. According to two local educators, wearing uniforms at school lessens the stress of getting ready Horgan each day and allows students to focus. Brian Horgan, assistant head of school and director of the upper school at Gilmour Academy in Gates Mills, and Leslie Segal, director of the middle school at the Laurel School Segal in Shaker Heights, said because students wear uniforms, they aren’t worried about who is
wearing what and can concentrate more on studies. “So many things go into a good learning environment and so many things go into helping kids stay focused,” Horgan said. “We think that by requiring uniforms, (students) have one less thing to worry about in the morning. There is something about the uniform that takes away the pressure of having to put together a wardrobe for school. They aren’t worried about what they or their friends are wearing – it’s the same.” Horgan and Segal said by requiring a uniform, it also gives students a purpose and reasoning in their day and actions. “The crux of it is that (uniforms) take the focus off of what the (students) look like,” Segal said. “There is such a focus on what we should look like and what we are wearing. It allows us as a community to focus on what we deem more important for the students and as people.” Horgan said, “It suggests that you’re there for a common purpose.
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of sleep,” she said. “But in order to get nine hours of sleep, the uniforms help shorten the morning process, allowing them to sleep more. Not only am I the director, but I also have daughters that go to school here as well. We have them sleep in their PE clothes and then they just can throw their uniforms on top in the morning.” Whether other schools should consider a implementing a school dress code, Horgan said it should be approached on a school-by-school basis. Each school has its own environment and culture, and if a school is looking to make this change, the school has to understand how a uniform could impact students. “I would certainly encourage schools to look into different ways to ease distractions and anxiety within the student body,” Horgan said. “Maybe a uniform is that – but schools are all unique and should look at their own culture settings in order to help students more successfully get through their school day.”
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It sets a tone for the day and everyone is there for that exact purpose. It also helps students be less distracted in the classroom as they are already distracted by many other things.” Not only do the uniforms help students focus in the classroom and allow them not to worry about what to wear, Segal said the uniforms at Laurel, an all-girls school, helps instill the school’s values into the students as well, and curbs competition between students. “We like that (uniforms) don’t promote any overt status,” she said. “There is no competition from brands between girls. These uniforms say that these girls belong to a group. There is an unspoken agreement as well – that not only are they promising to wear the uniform, but they also promise to uphold the values and expectations of the community. The uniform is a symbol of what we stand for here.” Segal also said because students don’t have to spend time picking out clothes to wear, they can get more sleep. “The LCRG (Laurel Center for Research on Girls), our research arm of the school, wants girls to get nine hours
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shland University will hold a ribbon-cutting ceremony at noon Aug. 26 to dedicate its new building in Independence that will house the university’s new oneyear international Master of Business Administration program. The Cleveland MBA Center is at 6393 Oak Tree Blvd. Mayor Anthony Granot Togliatti is expected to attend the ribbon cutting. “This event will celebrate Ashland University breaking new territory – offering a one-year MBA degree in the Cleveland market for the first time,” said Elad Granot, dean of the Dauch College of Business and Economics at Ashland University. “The initial cohort for the MBA program will hold its first class from 8 a.m. to noon and break for lunch and the ribbon cutting, before going back to class from 1 to 5 p.m.”
Granot said Ashland University offers MBA degree programs in Westlake and Medina. The program allows students to graduate in less than a year while giving them the opportunity to see the world on two international study tours. The cohort beginning in August will visit Vietnam and Hong Kong in November and the Czech Republic and Spain in May 2018. “The global perspective students receive on these tours will give them a unique toolset that is highly sought after,” Granot said. “The first international tour is meant to raise awareness of global business operations, with students touring leading multinational companies, participating in case studies and speaking directly with world-class CEOs. “Toward the end of the one-year program, it is time for the student’s second tour. This time, they’re already seasoned
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Schools have zero tolerance for bullying of students MONTESSORI MORNINGS: FALL 2017 Learn about the benefits of an authentic Montessori education. Meet our Montessori Program Director. Observe a Montessori classroom in action. Register here: www.theratnerschool.org/admissions/admission-events or call Ginny Wagh, Director of Admission: 216-464-0033 x1120 NOW ENROLLING TODDLERS THROUGH KINDERGARTEN
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ullying, or unwanted aggressive behavior, isn’t anything new in schools. However, its reach and effects have continued to grow as time has gone on. According to stopbullying.gov, 28 percent of U.S. students in grades six through 12 have experienced bullying and about 30 percent Chestnut of young people admit to bullying others as well. Almost 71 percent of young people said they have witnessed bullying at least two times per month. Mike Griffith, head of school at The Lillian and Betty Griffith Ratner School in Pepper Pike, and Sam Chestnut, head of school at The Lippman School in Akron, said their schools have no tolerance for bullying. If it does happen, they use those situations to teach their students to speak up and out in support of the victims, they said. “I would say that we have a zero tolerance for bullying and that fact is widely known within the school,” Griffith said. “It’s unacceptable and we will not let (that situation) go without some type of action taking place. We want our school to be a safe place and we want to make sure the potential victim of the bullying feels safe.” Griffith said that upon learning about a bullying situation, not only does the bully get reprimanded, but also they use the situation as a teachable moment so both parties understand. “We want to try and find out what the challenge and problem is so we can allow the bully to grow,” he said. “If not, that behavior is more likely to repeat. We want to take care of the person who is being bullied, but we also want to work to change the bully’s actions.” Chestnut said that The Lippman School works in the same way. He said the first negative interaction is approached as a learning experience, while repeat offenses call for more severe consequences. He said that the best defense for students is to understand how bullying happens and how to respond.
“Students need to understand how to respond to negative behaviors between students,” he said. “Ultimately, building empathy and explaining how a negative action can be felt, is the best way to help kids understand how to treat others with respect.” Chestnut said that it’s important to have the students truly understand how situations differ. Students shouldn’t feel discouraged to talk to someone or stand up for their friends, but shouldn’t be quick to label someone a bully. “All kids make mistakes and everyone has hurt someone’s feelings at some point,” he said. “To get to the level of a bully, this is something that goes well beyond the normal social dynamics. Those are much more unique cases than the normal.” The Ratner School is rooted in Jewish and Montessori values, and Griffith said the staff and students have a focus on peace, respecting others and being careful with language. Since the school doesn’t have a conflict mediation program, he said the school’s curriculum focuses on topics like bullying. “Even within the classroom, the actual curriculum itself and in the language arts in particular, (teachers) are very mindful of selecting pieces of literature where these topics would often arise,” he said. “There is a lot of discussion that takes place even within the curricular part of the classroom. We have small group discussions around dialogues and characters where those sensitive topics could arise. In the context of the curriculum, it’s a natural place where the conversation can take place. That way, those discussions aren’t contrived.” Both Griffith and Chestnut said their schools work with parents to have these lessons taught at home as well. Chestnut said he encourages students to talk to a trusted adult if they feel like someone is being bullied and they don’t think they can work through it themselves. “We then encourage the parents to tell the school,” he said. “So, if there is a challenge that is too big to handle peer to peer, they will have to help negotiate the challenge. Most often, we can resolve it in school and keep parents informed on how the resolution takes place and how to approach those situations in the future.”
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AUGUST 18, 2017
WHAT’S IN YOUR LUNCHBOX? Dietitians offer advice to parents for packing healthy lunches for their children ROMAN MACHARONI
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ith a new school year upcoming, one dilemma many parents encounter is deciding what to pack for their children’s lunches. For picky eaters, finding healthy options can be difficult. However, dietitians have found that simple solutions are essential to ensuring children enjoy a lunch that is healthy, tasty and keeps them energized throughout the day. For Meghan Daw, a registered dietitian for Fresh Thyme Farmers Market in Mayfield Heights, variety is key. She suggests selecting and rotating three different fruits and vegetables for lunches throughout the week. She also recommends going through your pantry and refrigerator and using what you already have, and says that pairing those fruits and vegetables with meals of different textures will keep a lunch schedule from becoming monotonous. Abraham Nabors, director of education and standards at Mustard Seed Market in Solon, said he is fortunate that people are more conscious than ever when it comes to food labels and ensuring their children eat healthier, as well as set an example for healthy eating throughout their lives. “I would say in general, more and more people have been paying attention to clean eating,” Nabors said. “The consciousness for the average person has been increasing as far as what is in their food and what they want to put in their body.” In terms of clean eating, Nabors refers to diets such as the Paleo diet and the plant-based diet, both of which are making a splash in schools, as diet-restrictive protein bars offer a “healthy snack solution” rather than offering candy in vending machines in schools. For these plant-based protein bars, Nabors encourages soy-free products, as soy contains phytoestrogen, which mimics estrogen and reduces natural testosterone efficiency. Daw advises parents to approach packing lunches with an open mind and a simple plan, and to ensure that lunches are going to be eaten when they are freshest. “Planning and prepping meals can be daunting but it doesn’t need to be,” she said. “As you start to think about your week, think about what activities, work/school responsibilities or any other outside events that might keep you or your kids from eating your planned meals. Shop only for the days that you know you and your kids will need to pack a lunch or won’t eat out for lunch.” When it comes to choosing drinks, “functional beverages” are often a first choice for students, especially those active in school sports. Nabors said traditional energy drinks can be harmful and contain a lot of added sugars, but added that healthy alternatives such as plant-based caffeinated teas like yerba mate and coconut water, which he refers to as “nature’s Gatorade,” offer children a more efficient way to receive needed energy. When selecting snacks and other foods to pack in your child’s lunchbox, Nabors discourages using products that contain added sugars. He warns that unchecked usage of foods with added sugars can lead to health problems later in life, from weight gain to high blood sugar. “I think sugar addiction (is) probably some of the main culprits when it comes to food struggles and (making) healthy food choices,” Nabors said. For younger children, meals that give children an interactive experience will encourage them to eat healthy foods, as it incorporates fun into lunchtime.
Daw said letting children choose fruits and vegetables they want is a first step to getting them involved. To incorporate more vegetables into lunches, she recommends packaging Mason jar salads that can be prepared in advance. Starting with dressing on the bottom and then layering crisp vegetables, proteins and leafy greens into the jar ensures variety and allows for experimenting with different combinations. For younger children, introducing vegetables into lunch can be difficult, but Daw assures that it can be easier than one may think, and that it’s best to take baby steps. “Find a veggie that you and your kids will like whether
it be carrots, red potatoes or cauliflower (and) experiment with your favorite veggie,” Daw said. “Use herbs and spices that you like to flavor your veggies, (or) be bold and try an infused olive oil to flavor your veggies. Pair your veggies with your favorite side or lean protein to make the meal memorable and tasty.” To finish the meal, Nabors recommends complementing a healthy meal with a fruit as dessert. “Fruit is what I like to call ‘nature’s candy,’” Nabors said.
Roman Macharoni is the former Irving I. Stone Editorial Intern at the Cleveland Jewish News.
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or high school student-athletes, preparing for college can be different than for typical students. In addition to selecting classes and touring schools, there is the recruitment process, which can start before high school. Craig Bennett, assistant athletic director for academic services at Miami University in Oxford, Ohio, said high school students who want to be recruited should have a strong Bennett relationship with academic and athletic advisers. “Guidance counselors in schools are there to guide the student-athlete into what they want to do,” he said. “The NCAA has these core courses that student-athletes have to complete in order to qualify. For example, if a student just takes one math class in high school, they wouldn’t be a qualifier because they didn’t complete the requirements. I have found that, because of that, guidance counselors play a huge role in making sure a student can qualify.” In terms of trying to stand out in a sea of student-athletes, Bennett said it comes down to a student’s academic background, which needs to be strong and well rounded. “The more prepared (a student is), the less coaches and schools have to worry about them becoming ineligible in college,” Bennett said. “At Miami, we have something called an ‘academic read score.’ We look at the student’s transcript and compare it to what their high school offered. If the student took the minimum in classes, it shows that the student will have a harder time getting into Miami and succeeding. “If they took more difficult classes, it shows coaches that the student may be prepared. Student-athletes should prepare themselves in terms of courses so that it isn’t a shock when they come
to college and aren’t ready for it. The more they push themselves, the better they will do in college. Their (high school) coaches should reach out to students and push them as well.” Along with being prepared academically, Bennett said student athletes should also continue to hone their talents athletically. If a student is truly talented in the sport, coaches will find them or already may know about them. “If you’re good, coaches are going to find you,” he said. “Our football coaches spend 60 percent of their time recruiting. They are trying to score the best athletes. Their coaches will help sell (the student) if they are doing well academically and on the field. You can only help yourself by taking care of everything in your life – academically and athletically.” Bennett said many student-athletes think that once they are recruited, it’s a done deal, but that’s when they may need to work harder. One mistake high school student-athletes make after recruitment is slipping academically and having a scholarship rescinded. “I always say ‘never take your foot off the gas,’” Bennett said. “If you were recruited, continually show the coaches that they made a good move in recruiting you. We had a student once that was a higher risk academically to recruit, but when our admissions office saw that he failed two classes in his last semester, they called the coaches and said they didn’t think he would do well at Miami.” Bennett said when students succeed in high school, they are giving honor to the school that prepared them for college. “You need to finish strong to start strong and stay strong,” he said. “My point is, that I recognize that there are people so passionate about their sport and would love to get a scholarship. With the same worth ethic they go about their sport with, they should tackle their academics the same way.”
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AUGUST 18, 2017
Choosing a major about personal exploration BECKY RASPE | SPECIAL SECTIONS STAFF REPORTER @BeckyRaspeCJN braspe@cjn.org |
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ttending college is a big step in many students’ lives. Then comes the task of selecting a major. Patty Saddle, owner of The College Planning Center in South Euclid, and Susan Henschel, regional manager of The College Review in Beachwood, both said students should consider their interests and experiences. It’s better for a student to select a major that he or she has experience in or at least has an idea of. Saddle said there are assessments and questionnaires to help students learn about majors. “I tell students that it would help them to do some investigation and research on the major (they are interested in),” Saddle said. “A student can also meet with a career person at their high school and ask about the outside opportunities that may be available. When they get these handson experiences, they can get a clearer idea.”
Henschel
Saddle
According to Saddle, interests can change pretty frequently, so if a student previously was interested in a course of study, it’s best to evaluate again before committing to a major. “There are a lot of resources out there,” she said. “Most people change their minds when it comes to majors because their interests were different when applying to colleges at 17 as opposed to when they are actually in college.” Henschel said students should consider internships in various fields
to get a feel for what a specific major represents. She said it’s a good idea for students to take various classes as well. “A key component of choosing a major is having experience within that major,” she said. “I think that exploration period is an important part of growth. I don’t think students should deny themselves that opportunity. Having a major selected gives a student a clear-cut goal. But, undecided students give themselves to the opportunity to explore other possibilities.” Prior to choosing a major, Saddle said it’s important for students to research what a university offers in terms of that area of study, how easy it is to change a major at that school and how easily credits can be transferred to different programs. “You want to look and make sure you’re still interested in that program and what the schools’ requirements are,” Saddle said. “You have to reach out and visit the school and be willing
to take the time to do this research. Students should start this research as soon as they know college is their goal.” Henschel agreed with Saddle about starting out the major selection process as soon as possible. According to Henschel, a student should seek college help earlier on in their high school career so places like The College Review can map out an academic path for them. She went back to the option of internship opportunities and real life opportunities and said those are a large part of that plan. “I think beginning in the early high schools years, it can start molding them in the right direction,” Henschel said. “A lot of high schools also offer senior experiences that can give their students opportunities in the field. These can help them think about what they really want to do.”
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AP courses may be worth their weight in gold BECKY RASPE | SPECIAL SECTIONS STAFF REPORTER braspe@cjn.org | @BeckyRaspeCJN
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dvanced Placement courses can help high school students get a head start on their college curriculum and save them money. AP classes mirror college courses and finish with an exam that determines whether or not the student can receive college credit for the class. Patrick Gallagher, upper school codirector at University School in Hunting Valley, and Meghann Sullivan, school counselor at Beachwood High School in Beachwood, said AP courses can benefit many students. “AP courses are college level courses, so they give students the opportunity to learn how to be successful in college coursework while still have the supports available to high school students,” Sullivan said. “In addition, during the college application process, many admissions officers look favorably on AP course work because it lets them know that a student is capable of being successful in college-level work and are therefore more likely to persist in college and ultimately graduate.” Gallagher said University School is a college prep high school where 100 percent of its students attend a four-year university. “I teach an AP literature and composition elective where the teachers teach to their own strengths,” he said. “Students are able to choose these courses and learn more about what they like and also prepare for their (AP) exams. It’s not a one-size fits all program by any means.” Sullivan said when students arrive at college, AP classes could help them graduate early, earn a double major, minor or study abroad because of the extra time the credits have allotted them. “However, it’s important to note that colleges differ in how they accept AP credits from high school,” she said. “Many grant credit based on a score of a 3 or higher (on the exam), while some only accept a 4 or 5, and others will not accept (the scores) at all but may use it for placement purposes into higher level courses.” Sullivan and Gallagher noted a few differences among AP classes, regular
ASHLAND | 42 global travelers and have the ability to take what they’ve learned in class and see it applied in the real world.” The program launched in January 2017 at the university’s Columbus center with 20 students. According to Granot, the students found that the Saturday-only class schedule is helpful when balancing full-time jobs and school. Granot said the program was
Gallagher
Sullivan
classes and honors classes. They are the course load, the number of exams and overall teacher expectations, they said. Gallagher noted AP courses have a more standardized plan for the academic program while Sullivan said AP courses also are designed to give students “the necessary background to be successful” and that there are many ways for students to get involved in this curriculum. “(Counselors) also rely heavily on current teacher recommendations when we help students choose a schedule for the following year since those teachers are the most familiar with their student’s academic capabilities and strengths,” Sullivan said. “In addition, the College Board publishes ‘AP potential’ data annually, which essentially predicts which students are likely to score a 3 or higher or AP exams in certain subject areas based on their performance on the PSAT or SAT. “While none of these are perfect predictors, they help us to identify students that may be more ready than they realize for this type of challenge.” Gallagher and Sullivan noted their schools offer an array of AP classes for students and they hope students will explore them. Gallagher said University School has a program where students have an academic sponsor that helps them plan for their learning endeavors. “We work with our students to build academic programs that are unique to them,” he said. “By the time students graduate, no two transcripts are the same because everyone eventually branches out. We work with students and their families to help (students) find a path where they can be most successful.”
created with the full-time professional in mind, with students taking what they learn each Saturday and applying it to the real world on Monday. Ashland University is a private university of 6,000 undergraduate and graduate students in Ashland. Publisher’s Note: Elad Granot is a member of the Cleveland Jewish Publication Company Board of Directors.
AFTER SCHOOL ACTIVITIES
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Extracurricular activities make students well rounded BECKY RASPE | SPECIAL SECTIONS STAFF REPORTER @BeckyRaspeCJN braspe@cjn.org |
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n high school, students tend to focus on academic studies to enter the work force or to prepare for further education. Many students attempt to take as many relevant classes as possible. But, Leah Kozlowski, assistant head of school at Montessori High School in Cleveland, and Evan Daiber, founder of 2 Tone Boxing Club in Beachwood, both said students also should understand the importance of becoming involved in activities beyond of the classroom. “I think nonacademic activities Daiber are important,” Kozlowski said. “For the sake of just contributing to the school community as well as the outside community, nonacademic activities provide an array of opportunities that (students) may not get within the classroom.” Kozlowski said the programs could keep students open to different possibilities, help Kozlowski boost self-confidence and build professional skills that classes may not be able to offer. “A public speaking club could help students gain speaking skills, for example,” she said. “With any extracurricular activity, it helps them hone in their time management skills. It’s enough to balance course work with eight classes a day, but if they are adding in a club for entertainment, it helps them find time and manage that time to be able to do that.” Kozlowski said sports could teach students resilience and how to maintain patience. Daiber said sports can show that students can do things on their own and don’t need a guiding hand all the time. Also, by participating in school-sanctioned sports and outside activities, students can enforce learned skills in an environment separate from school, he said. “A lot of the work we do (at 2 Tone Boxing) relates to other similar sports that kids are already doing,” Daiber said. “You’re still learning the discipline, coordination and speed that you’d be doing in other sports.” He said when students participate in sports, not only can they learn about staying healthy, but the activity can help them focus better in school because they are expelling the extra energy. “We do a class for people with Parkinson’s disease because (physical activity) releases dopamine in the brain and helps coordination and functions work better,” he said. “For kids with ADD (attention deficit disorder), boxing and physical activity can help release those hormones and help them focus better as well.” Kozlowski and Daiber said the activities also could help students explore their identities as well and realize how complex a person can be. “I think that it really creates a sense of independence,” Kozlowski said. “These clubs provide
a foundation for a healthy and balanced life. I think of myself – I’m not just an assistant head of school. I’m also a mom and a friend. So, it helps set the groundwork for what a healthy and balanced life should be.” Daiber noted that when a student is preparing for college, he or she should find time to participate in an extracurricular activity. He said the activity can promote time management skills and encourage budgeting time for things he or she likes to do – not just because it would look good on a college entrance application. “It does show that these kids can do things on their own and don’t need a constant guiding hand,” he said.
“It helps bridge the gap. When you’re going to college, you’re focusing on academics, but if you want to stay in shape, an extracurricular activity would be for you, instead of joining a sports team that would take up all of your time.” Kozlowski said it’s important not to forget colleges like students to be involved in different activities. “The more unique opportunities the students have to acquire new skills, they’re going to look more attractive to colleges,” she said. “Every school has the typical sports, so exploring different types of sports or even different clubs altogether, could broaden their horizons.”
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50 | CLEVELAND JEWISH NEWS | CJN.ORG
AUGUST 18, 2017
AFTER SCHOOL ACTIVITIES
Shinshinim attend JECC board meeting
Cleveland-area teens join the Jewish Education Center of Cleveland shinshinim, or Israeli emissaries, at a board of trustees meeting July 27. From left, Ryan Madis, shinshin Orel Regev, shinshin Ziv Birenzwige, Mika Cronin, shinshin Michal Katzman, Jen Stovsky, shinshin Itamar Meromi, Kayla Socolof and Noah Horowitz. | Photo / JECC
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Studio J Academy of Dance in Beachwood showcases dancers of all ages and abilities through musical theater, combo classes, ballet, jazz, hip-hop and several other classes. | Photo / Jennifer Kups After-school activity photos provided by advertisers