Connect: A Magazine for the Eton Community Vol. 7 No 2

Connect A Magazine for the Eton School Community

Peace Education

“The child is both a hope and a promise for mankind.”

—Maria Montessori, Education and Peace

Maria Montessori firmly believed that children were the key to a better future for all humanity. Her notion of peace as a fundamental part of a child’s development permeates every aspect of the Montessori method. At Eton, we obviously embrace that belief in our Montessori program, but we also extend it to the Upper Elementary and Middle School grades. Putting that belief into practice entails understanding the concept of peace in all its various meanings and manifestations.

The articles in this edition of Connect focus on how those different ideas of peace are woven into the Eton School program throughout the various grade levels. Whether it is defined as the absence of conflict or as the presence of serenity or quietness, the teaching of peace to children is fundamental to the development of a new generation better attuned to the concept of peace. Perhaps Maria Montessori put it best, “We cannot achieve world harmony simply by attempting to unite all these adult people who are so different, but we can achieve it if we begin with the child who is not born with national and racial prejudices.” (Quoted in Maria Montessori, Her Life and Work by E.M. Standing)

I hope you enjoy the insight this edition provides into the ways that peace education is woven into the Eton School program. It is an important and vital part of what makes Eton School special.

Russell Smith, Head of School

2

5

6

8

Kris Meyer Gaskins

What is Peace Education?

by Kris Meyer Gaskins Assistant Head of School

“Peace will come only when people’s hearts are imbued with respect for the earth, for nature, for all other human beings, and when they can transcend personal gain to work cooperatively for universal good.”

~ Aline Wolf, Nurturing the Spirit

What is peace education?

What does a peace curriculum look like?

How can one teach that peace is an entity in itself and not linked to violence?

Why is it so important for our systems of education to look closely at this topic?

Our world exposes children to violent images in magazines, television, video games, movies, radio, schools, and homes. Violence is pervasive throughout all societies. The violence, however, is not always graphic and obvious. Children who go to bed hungry or can’t thrive in their environment experience structural violence, the violence inherent in the system in which they live.

Structural violence occurs on many different levels within each social structure. It is as visible as the inequities, bias and racism that we see throughout our world and as hidden as a child with an undiagnosed learning difficulty having trouble at school. Every day, across the globe, people have to deal with some sort of structural or societal violence.

In looking at the concept of peace education, it is essential to look at the word “peace.” Webster’s Seventh New Collegiate Dictionary gives four definitions of peace:

1. A state of tranquility or quiet

2. Freedom from disquieting or oppressive thoughts or emotions

3. Harmony in personal relations

4. A state or period of mutual concord between governments

Peace comes from the Latin word “pacisci,” which means “to agree.”

There are two views of peace that are important to consider. Negative peace focuses on maintaining the peace that existed before an outbreak of violence. For example, the message provided or taught focuses on not being physically violent, restoring peace or order, and being a peacekeeper. Positive peace focuses on peacebuilding, eliminating structural violence, and establishing harmonious, not exploitive structures (Louise Bogart, “Peace: The Next Frontier”).

“To attain true peace, we must create a different sort of man in order to have a different sort of society.” (Montessori, Education, and Peace).

So what is peace education, and how is the concept of positive peace addressed at Eton school?

Peacebuilding includes being, or learning to be compassionate, cooperating, practicing conflict resolution, and learning about the interdependence of all things in our world. Through compassion, one learns to respect others. Through cooperation, social awareness grows along with the ability to solve conflicts. Learning about the interdependence of all things on earth leads to caring for the world as a whole.

Structural violence is less likely to occur in a classroom where children feel safe, listened to, and where they can learn according to their own needs and styles. Current educational research is now supporting Montessori’s teaching. Rachel Kessler, Nell Nodding, Parker Palmer, and Robert Evans are just a few educators writing today about the importance of creating classrooms where children feel they can thrive and learn. They write about

the importance of multi‑age classrooms, peer learning, having teachers for more than just one year to form a trusting relationship to grow, and offering integrated curricula that enables children to better understand the natural, physical, and political world.

If positive peace is practiced and taught, children are more likely to develop a strong sense of self, feel that they belong, and have a purpose. They gain an understanding that humans throughout the world have common needs. Respect for self, others, their community, the environment, and their global family will grow. They will learn that they can make a difference by involving themselves in social action towards social justice. Children are better able to learn and become peaceful citizens of the world when their learning environment actively teaches the necessary skills to be ambassadors of peace. “If you want peace, educate for peace.” (Motto of the UN University for Peace in Costa Rica). ❧

Promoting Peace with Your Child

Understand Your Own Peace

What do you do when things are out of control or you face conflict with someone else? How do you see and achieve inner peace? Take time to reflect on how you function and handle conflicts in your life. Make a mental or written list of what actions you take to bring calmness and peaceful feelings back into your life when it seems upside down. Do you take in slow breaths, take a walk, or play music and sing? Knowing what works for you builds your own toolbox of peace skills and you take care of yourself, which you must do in order to then help your child.

Lead by Example: You are the Role Model

When in your presence, your child observes and learns by watching everything you do. Be aware of this fact and consider your actions, words, and the example you are setting. Be compassionate, forgiving, and understanding when dealing with and talking about other people in front of your child. Show grace and courtesy and recognize/ acknowledge it in others. For example, when someone holds open a door for you, thank them not for just their actions but also their virtue. For instance, you could say, “Thank you for holding the door. I appreciate your kindness.” Model the behavior you want your child to emulate, have, and show.

Talk and Read About Peace with Your Child

What does your child know and think about peace? The best way to find out is to begin a conversation with them about it. Ask them, “What does Peace mean to you?” Once you have an idea of what your child knows and thinks about peace, you can help nurture their understanding through discussion. Peace to them can be as simple as time in a quiet space or on a grander scale of wanting conflict in the world to end. A great starting point for such conversations is to read books about peace and talking about them.

Teach and Practice Conflict Resolution Skills

Conflict happens in everyone’s life and when it does, help your child learn skills in handling it. First, acknowledge their feelings and help guide them in finding a way to resolve the conflict. For example, if two children both want the same toy, help them talk with each other to come up with a solution that meets both of their needs, such as setting a time limit for each to play with the toy. By creating an open dialogue with your child, you facilitate their development of healthy coping mechanisms for dealing with conflict—an essential skill they will be able to use for the rest of their lives.

Acknowledge Your Child’s Peacemaking Skills

When your child resolves a conflict, solves a problem, or clearly communicates an emotion, acknowledge and label it. By acknowledging and labeling, you help your child recognize and value their own capacities and skills for making and building peace.

Provide a Place of Quiet and Peace in Your Home

When children are upset, having a quiet place of their own can assist them in developing their own inner peace. For younger children, you may have to assist them in going to their special quiet place to reflect and calm down. Eventually, they come to know what quietness and inner peace feel like and choose to go on their own when they are upset or have conflict. ❧

Peace Education: The Developmental Journey

“...the Montessori Method is peace education, guiding children and adolescents (and their teachers) within beautiful classroom environments to become more curious, caring, thoughtful, and responsible.”

~Marta Donahoe, “Montessori’s Plan for the More Beautiful World Our Hearts Know is Possible”

Montessori Life, Winter 2019

First Plane

Development of Absorbent Mind and Individual Personality

Grades P3 (Age 3) -K (Age 6)

“The child has a type of mind that absorbs knowledge and constructs himself.”

~Maria Montessori, The Absorbent Mind

InnerPeacetoOuterPeace

contributingmemberofacommunity.

Cosmic Education

Foster respect for all life and develop a sense of gratitude. Learning to recognize and appreciate the importance that all living things play in existence.

Sensorial Explorers

Studying every aspect of their environment, language, and culture.

Learning

Concrete hands-on learning.

Social Development

Evolving understanding of self and others while cultivating responsibility, caring and helping.

Second Plane

Elaboration of Reasoning Mind and Personality

Grades 1 (Age 6)-5 (Age 11)

“All things are part of the universe and connected with each other to form one whole unity. “

UnityofInnerPersonalPeaceWithOthers

Third Plane Development of Sensitive Period and Social Policy

Grades 6 (Age 11)-8 (Age 15)

“All our handling of the child will bear fruit, not only at the moment, but in the adult they are destined to become. “ ~Maria Montessori

~Maria Montessori, To Educate the Human Potential Agent of Change or of Peace

Makingsenseoftheirworldand exploringbeyondfamilyandfriends. Interestedinmorality,right/wrong,and socialinteractions.

Cosmic Education

Learning about the universe and one’s place in it. Developing an appreciation of the interdependence of all living and non-living things.

Conceptual Explorers

Developing powers of abstraction and imagination. Applying their knowledge to further discover and expand their world.

Learning

Shifts from concrete to concept-based and abstract thinking.

Social Development

Exploring the voicing of one’s own opinion and reflecting on the ideas of others.

Exploration and evolution of knowledge on how to be useful, helpful to mankind, expanding a social reality with responsibilities to one’s community and the greater world.

Cosmic Education

Making connections and understanding of community and the greater world. Developing a sense of responsibility towards natural resources.

Humanistic Explorers

Seeking to understand their place in society and their opportunity to contribute to it.

Learning

Takes place via meaningful experiences in social life with connections to their studies. Focus on personal reflection and growth.

Social Development

Seeking to understand themselves, their place in society and their opportunities to contribute to it. ❧

Pre-elementary: Inner Peace to Outer Peace

“Children acquire knowledge through experience in the environment.”

~ Maria Montessori, The 1946 London Lectures

Students in Pre elementary (age 3 Kindergarten) are in the first plane of development, which Montessori termed “an absorbent mind.” They consciously absorb through their senses the information and sensations of their environment. Characteristics during this plane include acquisition of language and movement along with a sense of order. These young students have periods of tremendous sensitivity to specific learning, motivating them to high levels of concentration and repetition to meet the internal need for self construction. Social and emotional development occurs as responsibility, helping, and caring evolve.

A Community Space for Action-Oriented Peacemaking

During their three Pre elementary years, the classroom as a prepared environment fosters the students’ quest to construct their learning while nourishing their evolution of self peace (inner peace) to peace with others (outer peace) around them. Before our students step into the classroom, their teacher prepares the classroom environment to welcome them. Upon entering, they find an orderly and visually appealing classroom waiting for them to begin working and learning. Materials are carefully selected, aesthetically arranged, and presented sequentially to help the young students choose their work and assist in putting it away when finished. During the day, the teacher models and

sets the tone by using a gentle voice. The students follow this lead and keep their voices down as well. The prepared classroom environment brings comfort and security, friends and community, and challenges and success. The teachers set up guidelines so students can follow their natural desire for movement to take on action oriented peacemaking.

Community Participation Plants Seeds for Peace

Engaging in Practical Life exercises builds the skills needed to be a participating member of a community. Doing the simple table sweeping activity during September lends itself to cleaning the classroom up after lunch for the rest of the year. The students can clean up after themselves and move beyond their own ego through opportunities to clean up after each other. To be a meaningful part of a community, especially a community made of one’s peers, is a basic human need. By providing the students with tools for this community participation, we are planting the seeds for peace.

The Development of Problem-Solving Skills That Guide Peacemakers

The sensorial area offers endless possibilities for the students to work on problem solving. After initial presentations with the materials, the students are encouraged to create original patterns and designs using the various pieces of equipment. Through these

explorations, the students become purposeful, and the activity takes on meaning. If a pattern does not work out, the failure can drive a force that keeps them going, and another possibility is created. The students develop a vision; they want to make a mark, which are skills that guide a lifelong peacemaker.

Acknowledging Feelings: Knowing Peace Within Self Language in the Pre elementary classroom is rich, clear, and truthful. The teacher speaks with the students in respectful age appropriate ways, and they are expected to speak to one another in the same manner. Showing the students respect guides them to respect themselves, which empowers them to learn the importance of confronting their own feelings. Acknowledging one’s feelings then opens the door to acknowledging and empathizing with others’ feelings, which are essential in peacemaking.

Experiencing and Understanding How Peace Feels

Getting to know oneself takes quiet. The students have places in the classroom environment to settle into this quiet. A Calming Basket filled with items such as a squeeze ball, a changing sand picture, a tube filled with oil and water can be taken to the rug and quietly manipulated by a student as they settle into a peaceful state. In the Silence Game, the students become the work, and they get to sit in the Lotus position on the rug and experience a station of absolute stillness. Experiencing a quiet, peaceful state builds an understanding of how peace feels.

Action Oriented Peacemaking: Reaching Out To Others

The classroom environment provides a variety of experiences to help students identify and acknowledge their feelings. As they move to a more socially aware

developmental stage, four year old students begin to understand the meaning of feeling lonely. Five year old students love putting meaning to the word frustrated. Acting out specific emotions extends the student’s awareness beyond just happy and sad. During role playing, the students love to create situations that could remedy their negative feelings. Asking for help instead of complaining that something is too hard may alleviate some frustration, and maybe the act of just standing next to someone may help with loneliness, at least for a little while. These games and activities scaffold upon each other as students are guided from just taking care of themselves to reaching out to others. Although a classmate cannot help a friend’s mother magically reappear 15 minutes into the school day, the student can gently provide a tissue to wipe the tears and offer words of comfort. These experiences lay the foundation of peacemaking being action oriented.

Learning and Practicing Peaceful Conflict Resolution Skills

Once the language is shared, then peaceful conflict resolution can evolve. The classroom environments offer different ways to approach this valuable lesson. There

is a peace table in every classroom, which provides a neutral spot for the students to share their feelings, hopes, and plans for future interactions with each other. During chats at this table, the students use either a talking stick or a peace rose (flower) to ensures that each person can calmly speak without interruption. Often, a student’s simple act of placing their hand gently atop a friend’s hand while explaining their position diffuses an angry situation. As the stick or rose passes between the students, they describe their feelings and how they want things to go in the future. Both students may quietly ring a special bell or chime after they have reached some resolution. The teacher is an advocate for both students, yet the teacher knows that for authentic communication to happen, the students themselves must interact as independently as possible.

Pre elementary teachers present all the above lessons repeatedly. Everyone is constantly learning about the importance of peacemaking. Knowing oneself leads to loving and being at peace with oneself. One cannot love and be at peace with another until one unconditionally loves and has peace with oneself. The experiences that Maria Montessori sought for students over 100 years ago are still relevant today as we work to make this world a better place. ❧

Lower Elementary: Making Connections and Contributions

“This is the hope we have—a hope in a new humanity that will come from this new education, an education that is collaboration of man and the universe….”

~ Maria Montessori, The Theosophist

Lower Elementary (grades 1 3) students are in the first part of the Second Plane of Development which Montessori termed, “a reasoning mind.” Characteristics during this plane include being curious, interested in research, explorative, and social. Their learning advances from absorption of their environment to great work that moves from concrete to abstract, spurred by the development of their imagination. They seek to answer questions of why, how, and what of relationships between things in their world. They become concerned with fairness, ethics, and values as they make connections and strive to be a member of society.

While in Pre elementary and the First Plane of Development, students learned to identify, understand, and communicate their feelings. They experienced what inner peace felt like and began learning and practicing conflict resolution as they shared their feelings with their classmates. Upon entering Lower Elementary and the Second Plane of Development, they are ready to move from, “I feel…” to seeking long term solutions to conflict and becoming peacemakers within and outside of the classroom.

During their three years, Lower Elementary students experience Montessori’s Five Great Lessons (The Coming of: The Universe, Life, Humans, Language, and Math), which integrates into all areas of

curriculum, demonstrates the interrelatedness of knowledge, and provides a framework for greater understanding. The students gain an awareness and an appreciation of the interdependence of all living and non living things. They come to understand that they are an important part of the universe’s order and participants in the universe’s ongoing cycle of life.

With the First Great Lesson, the Coming of The Universe, the students begin to understand differing viewpoints and cultures through the study of creation stories from around the world. By reading and discussing these stories, students recognize that not everyone thinks and believes the same way they do. They may even struggle with their own thoughts and beliefs as they start to discover the cultures and viewpoints of others. Recognizing and understanding that there are many diverse cultures and beliefs plants the seeds of acceptance, respect, and appreciation which are essential in creating and maintaining peace.

As the students progress through their studies to The Coming of Life, they start seeing the interconnectedness of their world. They notice how living and nonliving things need and rely on one another and how when something happens, its reach and effects may continue long afterwards. They start to see how their decisions and emotions may impact and influence their world

and environment. Spending time as stewards of the school’s garden and wildlife habitat reinforces and continues to develop their understanding of the power and interconnectivity that they have in the natural world around them. Recognizing one’s impact and influence plants the seeds of responsibility and ownership in making changes. All are essential characters in developing peace with and for nature.

The Coming of Humans weaves together the first two lessons of differing viewpoints of culture, and the relationships between living and nonliving, with society. As they study early people, they learn of humans coming together to build communities and the necessity of each individual member. They come to understand that it took someone to build the first fire, create tools to help with their work, and to work together cooperatively. They start to look at themselves as a contributing member and the roles they play in the classroom, with a group of friends, and in their daily life. The concept of being a contributing member of society is reinforced each year during their Hidden Hero study. Each student chooses, researches, and presents a hidden hero. During their research, they come to see the valuable contribution of their selected person and the impact the person had on the greater community. Then as students present their hidden hero to their classmates, the value and impact of

each person’s contribution are shared and promoted. Being able to recognize one’s own role and the role of others fosters an understanding that community and individuality are not mutually exclusive and are essential components in promoting peace.

As the lessons move on to the Coming of Language and Math, students come to recognize the importance of language and problem solving. Through lessons, they see how the creation of words served as the foundation for language and improved communication. As they work in the classroom with their classmates, they practice and nourish their speaking and listening skills. Cooperation and collaboration are also cultivated and as students work and problem solve together, they explore the balance between being a leader, a contributor, a listener, and a follower. They navigate communicating and problem solving in a productive way which promotes positive peace.

Through the Great Lessons, the students learn to appreciate and understand the world around them. Furthermore, they gain a deeper understanding and acceptance of others while also learning that each person has a voice and can make a difference. This discovery helps them realize that they, too, can make contributions to the world and be positive peacemakers. ❧

A Year with Frog and Toad

Performed by Grades 1-3

Cosmic Fair Grades 1-3

During Lower Elementary’s Cosmic Fair, attendees are invited to take a journey through the creation of the universe, the first forms of life, early humans, how language and math came to be, and much more. Everyone is encouraged to explore each Great Lesson and delve deep into the research and activities the students put together.

Montessori Moments Grades P3-K and 1-3

Each Pre elementary and Lower Elementary classroom hosts a Montessori Moment, which is a time when the parent/guardian can become the student. At both levels, the children love to show some of their favorite work and how they learn. These moments are a wonderful opportunity to observe active work time in the classroom.

Upper Elementary: Developing a Voice and Defining One’s Place

“When we cultivate critical thinking and human heartedness in the souls of our students, we are helping them understand the inherent beauty of the world. By doing that, we nurture the only seeds we have in this world for lasting peace.”

~Marta Donahoe, “Lasting Peace—The Work of Education”

Upper Elementary serves as a bridge between Lower Elementary and Middle School. Students at this level are in the latter half of the Second Plane of Development, and they continue to make sense of their world. Their interest in morality and society’s definitions of right and wrong increase, and socialization and collaboration expand even further as they venture to develop and voice their opinions, reflect on the ideas of others, and define their place in class and the greater community.

As part of finding their place and voice in the Upper Elementary, the students participate in four days of outdoor education at IslandWood on Bainbridge Island. During their stay, they learn about nature, the environment, and team building. For example, at mealtime, the students take turns setting the tables, and then as a group, they must work together to try to have as little food waste as possible as they weigh the waste after every meal. In addition, the students participate in team challenge courses where they must listen to the voice and opinions of their classmates and balance it with their own voices and ideas to complete the course. They also participate in hikes and lessons as nature serves as their classroom. As a result, they come to understand the importance of being a steward for the environment, which furthers their sense of responsibility. At the end of their stay, they discuss

what goals they accomplished during the visit, share successes with getting to know each other, and celebrate overcoming challenges to complete team building tasks. Learning to be an active team builder who speaks, listens, and collaborates for the greater good of others is essential for peacebuilding.

In the classroom, the students shift from having a Montessori teacher who guides them through their work plan to scheduled subject lessons and learning. In class, the students are active participants who work alongside classmates as contributors to the larger community. The subject areas focus on key content and experiences to assist students in building an understanding of themselves, their community, and the humanity of their world.

In Language Arts, the students read and explore literature. As they study and get to know multiple characters within the literature, discussion about the characters evolves, and various perspectives about a character may be shared. As a result, the students begin to question how you get to know a person and how your understanding of a person can change when given another’s point of view. Also, when writing, they practice taking time to reflect and edit their own work and providing as well as accepting constructive feedback.

Through their work, they discover, develop, and practice the skill of pausing before judging because there may be other perspectives that they have not considered. This skill serves as a key in promoting peace.

The concept of multiple perspectives continues during Social Studies as they study the human journey at a time when they are exploring their own journey. While they were in the earlier stages of this Second Plane of Development, they explored the contributions of others and saw themselves as contributors. Now in this second half of the same plane of development, the students look beyond just contributions and begin examining the lasting impact of a person’s actions and choices, both positive and negative, on the world they live in and on their own journey. Understanding that one’s actions, decisions, and choices impact others long after a choice is made assists the students in looking inward regarding their own role in the creation and development of peace.

When students leave Lower Elementary, they take with them the foundation of recognizing math as a tool for understanding the universe. Their studies in Math provided them with inherent order and universal principles. Now, as they venture along the latter part of the Second Plane of Development, their mathematical world expands as complex problems that stimulate abstract thinking are provided across a broad range of learning styles, including spatial, logical, numerical, and kinesthetic. The students acquire an appreciation for the breadth and depth of mathematical thinking as they use inductive and deductive reasoning and logic to solve problems. Part of this mathematical journey is recognizing that although others came up with the same answer to a problem, the way they arrived there may be very different from their own. As they realize that multiple approaches may be used, they see the diversity of thinking, explore the logic of the processes, and then evaluate whether to change or continue their methodology the next time a similar problem comes

about. Recognizing that each person may think and solve problems differently and employing this knowledge to solve problems is an important skill of a peacemaker.

Science provides a means for classifying and understanding their world and developing a picture of their place in it. During science, they advance their reasoning skills and make the connection between humans, technology, nature, and the environment. Hands on experiments and research serve as a path where they begin to question and understand the impact of human actions, including their own. Not only do they build a picture of their place in the world, but they feel empowered to offer solutions and to make changes, which are essential skills for advancing peace.

The arts, both performing and visual, provide an avenue of understanding and expressing one’s self. As they draw, paint, sing, practice lines, and explore

roles, they explore their creativity, learn from their mistakes, and nurture their artistic expression and voice. Furthermore, as work is shared and performed, the supportive and safe environment around them allows them to experience positive risk taking, which nourishes their confidence and feeling valued. Knowing one’s self and having the confidence to take risks serve as building blocks in developing peace in self and others.

The subjects mentioned above represent only some of the ways peace education is integrated into their learning. During their journey through Upper Elementary, the students’ socialization and collaboration have expanded. They have learned to develop and voice their opinions and reflect the ideas of others and define their place in class and the greater community. All are necessary skills and qualities for understanding, developing, and promoting positive peace. ❧

Middle School: Time of Change and Discovery of Roles

“During the school years, the face of the child’s activity changes, expressing itself in increased intellectual industry, competence, social and moral interest, and self‑sufficiency. In early adolescence, the self becomes peer oriented, ideological, and conversational, finding special nurturance in a cooperative community of peers.

~Annette Haines, “Optimal Developmental Outcomes: The Social, Moral, Cognitive,

and Emotional Dimensions of a Montessori Education”

Middle School is a time of change. Learning shifts from one teacher who teaches all subjects to a homeroom and subject specific teachers. Along with a change in their grade level, the students shift into the Third Plane of Development, which Montessori termed a “Sensitive Period and Social Policy.” Students are seeking to understand themselves, their place in society, and opportunities to contribute to it. They are testing values, questioning authority, developing a significant number of interests, and defining their identity, all while experiencing a substantial range of emotions and periods of intense academic rigor.

Dr. Montessori called her Middle School program Erdkinder (the children of the land). Her model was a small farm based boarding school where students did meaningful work to experience and develop psychological and economic independence. Although our program is neither farm based nor a boarding school, we are small and implement the underlying principles of authentic, purposeful, and joyful work through which students view themselves as independent individuals who respectfully and compassionately collaborate with others—essential characteristics for positive peacebuilding.

Middle School’s healthy small class environment supports and provides equal opportunity for input in decisions and discussions. Students learn to express themselves effectively as individuals. The ability to contribute is an ongoing endeavor for the whole class, but the struggle is individual. Some students need a supportive and respectful environment to develop the comfort level necessary to speak out easily. Others, who are willingly outspoken, must work to find the grace not to saturate the classroom

with their ideas, thereby gaining the chance to broaden their perspectives by listening to others. This equal opportunity recognition and growth applies to classroom discussions, collaborative projects, and beyond. It serves as stepping stones in developing and constructing peace.

During Middle School, students become aware of how different they are from their classmates, and they each want to be accepted and valued for who they are, yet they want to be part of a group at the same time. Conflicts arise when students realize that they may have different ideals than their classmates, and so they must be guided to a level of neutral respect and learn to share frustrations without blame. It can be challenging for students to realize that they can respect another’s view without agreeing with them. As they struggle with human to human relationships, analogies drawn from lessons help guide them. For instance, in seventh and eighth grade, they examine justice and courage while reading Farewell to Manzanar. As part of this study, they analyze common themes from the novel and apply lessons learned from the story to their own lives and experiences. Then they explore this even further by going to Bainbridge Island to learn about the local connections to the Japanese Exclusion. They begin at the Bainbridge Island Historical Museum and then tour the Japanese American Exclusion Memorial. As part of the trip, the students have the privilege of meeting and talking with Bainbridge Island residents who had been incarcerated. As the speakers share their stories, the students ask questions to grasp what the speakers endured. The students always share how grateful they are to hear the first hand accounts and how they will never forget them. Through literature and trips, students develop empathy, learn to pause to listen before making

a judgment, see the reality of other’s lives beyond their own lens, and recognize that truth has multiple perspectives. These lessons and skills are an essential part of developing peace.

As they look to society and seek to find their place, middle school students become advocates, and they see themselves as a social voice of change. Local and worldwide events come up, and the middle school teachers listen, support, and help guide student driven discussion about them. For example, after hearing of the landslide in Oso, Washington, the students brought it up as a discussion in class. They wanted to do something to help and decided to raise money for the Oso community. At the time, they were amid their spring play rehearsal and chose to hold a raffle at the performance to raise money. With the support of the teachers, they planned, marketed, and carried out the raffle and then sent the

funds to the Oso community. Another time a buzz amongst the students developed around the school shooting in Parkland, Florida. As the discussion regarding the incident went on, the students discovered that the National School Walk Out event was planned in memory of the 17 teenagers who died. After a guided, caring discussion, the students requested and were supported in participating in the walkout. Seeing one’s place in the world, recognizing one’s voice, and seeing ways to use one’s influence for change are important in seeing and creating positive peace.

During their three years in Middle School, students develop relationships with their teachers and peers. They are joyful when they work together to achieve the greater good. This united experience in Middle School exemplifies the tried and true aphorism, “Peace begins with me.” ❧

“We shall walk together on this path of life, for all things are part of the universe and are connected with each other to form one whole unity.”

~ Maria Montessori, To Educate the Human Potential

Salish Sea: 8th Grade Trip

Celebrating Our Graduates

Eton School’s Class of 2023

“An education capable of saving humanity is no small undertaking; it involves the spiritual development of man, the enhancement of his value as an individual, and the preparation of young people to understand the times in which they live.”

~Maria Montessori, Education and Peace

Aaditya

8th Grade Project: The Partition of British India in 1947 (Specifically, how it happened, why it happened, and how it could have been avoided.)

My favorite Eton memory was playing (and winning) the Quiet Game with a friend during Mt. Rainier camp in 2022. I won by thirteen hours of silence.

Mr. Eckard, our Language Arts and Social Studies

Teacher is the person who has inspired me at Eton. He’s helped me a lot with my own goals to be a novelist, and I can’t even count all the things he taught me in that field.

Ciaran

8th Grade Project: Handedness

My favorite Eton memories are the random conversation chains that we have sometimes in class, jumping from topic to topic.

The teacher who most inspired me was Ms. Moore, for finally convincing me after many years that math might be sufferable after all.

Elsa

8th grade project: Rockets

Going to Mount Rainier Institute was my favorite Eton memory because it helped me become closer with friends and make new ones.

Mrs. Butler inspired me with her well known saying “fake it until you make it” and that will always stick with me.

Felix

8th Grade Project: Drag and Gender Expression

My favorite memories were going on the overnight trips (Mount Rainier Institute and Salish Seas on the sailboat) and getting to learn about the outdoors with all my friends.

I appreciate all the Eton staff and what they’ve done for me. If I had to single out a few teachers that really inspired me, I would have to say Mrs. Moore, Ms. Eleanor, and Ms. Amelia. I was inspired by them all to be authentically myself and inspire others to do the same.

Kathleen

8th Grade Project: Sales and Marketing, A.K. A. Girl Scout Cookies

I remember hanging out at Summer Clubhouse in the summer of 2016 and I was the only one who was there most of the day, so Ms. Rae Ann made me an Eton Staff lanyard that I still have.

Three teachers have inspired me while I’ve been at Eton. Mrs. Baccelieri who was my first teacher at Eton when I was in kindergarten. Mrs. Sauvage who was my teacher for first through third grade, and Ms. RaeAnn who was the Clubhouse Supervisor and let me help out a lot.

Max

8th Grade Project: ADCs, DACs, and More (How ADCs send information to a CPU and how you hear analog sounds if computers can’t use analog signals, but only digital files.)

My favorite memory from Eton School was the first time I came to Veladare and played the escape room that Mr. Kashevarof made.

My favorite teacher was Ms. Moore because she always made me laugh with her “teacher jokes” and her funny personality.

Michael

8th Grade Project: Protecting the Ocean

My favorite memory is Field Day in sixth grade. Ms. Kessack, our School Counselor, is someone who has really inspired me at Eton School.

Nia

8th Grade Project: The Mental and Physical Aspects of Dance and How Those can Affect You

One of my favorite Eton memories was when we were on the sailboat with the Salish Sea Expeditions, and Tanaya, Mrs. Zender and I took selfies when the waves were really rough.

The person who inspired me at Eton is Ms. Wali, my Pre elementary Teacher who still checks in on me even ten years later.

Saanvi

8th Grade Project: Eyesight and Myopia

Salish Sea expedition was my favorite Eton memory, because I learned how to sail. I loved being out on the Pacific Ocean. I also loved the impromptu dance party that we had at the Mount Rainier Institute when I was in seventh grade.

Mr. Crotty inspired me by teaching me to respect the outdoors. Ms. Moore also inspired me by helping me with math and bringing doughnuts in seventh grade!

Samuel

8th Grade Project: Redstone and Its Real Life Comparison

My favorite memory is when my Lower Elementary Teacher, Miss Kim, turned in to a robot during class.

Miss Kim, (Teacher for first through third grade), Ms. Moore, Mr. Eckard, and my other Middle School teachers are the people who inspired me while at Eton School.

Shira

8th Grade Project: Fear vs. Phobia

I have quite a few favorite memories. I especially remember the day I came to visit in first grade. We had P.E. with Ms. Butler and played a parachute game. I also experienced Eton’s way of teaching, which was a lot different from my old school and I loved it! I really enjoyed all the events that Eton had over the years, like the school dance, the plays and musicals, and the Cultural Fair.

A staff member who really inspired me was Mrs. Tadeja who taught me from first through third grade. She has been an important person in my life throughout all the years I’ve been at Eton.

Siena

8th Grade Project: History of American Fashion

My favorite Eton memories are the holiday parties that we had in Middle School!

Ms. Amelia is my all time favorite teacher. I have asked her opinion on so many things and she has helped me through my hardest times.

Tanaya

8th Grade Project: Fat Phobia

My favorite memory is when we went to Mount Rainier Institute in grades seven and eight.

I have been at Eton School for eight years and one teacher who has inspired me is Mr. Music, my first through third grade Teacher.

Wae

8th Grade Project: Formula 1 Car Engines

My favorite memory at Eton was going on the sailboat for the Salish Seas expedition.

The teacher who inspired me was Ms. Moore.

Zayd

8th Grade Project: Designing and Publishing Board Games (I chose it because I like board games and am considering designing them for my career.)

My favorite Eton memory was when we went to Mount Rainier Institute in seventh grade. I especially enjoyed when we sat and talked around the campfire.

Ms. Shamsuddin was someone at Eton who inspired me. She was my Pre elementary Teacher . I don’t remember a lot but I do remember having a great time in her class and overall she was an excellent teacher. We

Beauty and the Beast Performed by Grades 4-6

Circus Olympus Performed by Grades

7-8

All-School Ice Skating

Spring Fling

Retiring

Susan Baccellieri, Teacher

Susan has been a part of the Eton school community since she started teaching in the Pre elementary program in August 1988. Reflecting on her retirement and the years at Eton School, she noted, “I have been in Mezzo C longer than in any home I have ever lived.” She will be deeply missed by faculty, staff, administration, and those she has touched as a teacher. We wish her all the best on her new journey.

Jackie Rauch, Registrar

Jackie’s journey at Eton School takes place in two parts. She started as a parent when she enrolled her daughters. Then she returned to Eton School in February 2009 as Receptionist before becoming Registrar. We wish Jackie all the best in her retirement and the new adventures that it brings.

Judi Hoskins, Board Member

This June, the Eton School Foundation Board will bid farewell to one of our longest serving Trustees, when our colleague and dear friend, Judi Hoskins, retires from the Board. While a parent at Eton, Judi participated on parent committees for many events, including the Annual Fund efforts, Eton galas, Spring Flings, and the Cultural Fair.

Later, in her 9 years as an Eton Trustee, Judi has been a valued collaborator who’s served Eton in key Committee roles that the Board Chair has asked her to take on: Advancement Chair, Finance Chair, and Advancement Chair again! During each of her Trustee roles, Eton has benefitted from Judi’s knowledge and experience as a business owner and Eton parent. Please join the Board in thanking Judi for her contributions to Eton School. We are going to miss working with her.

As with all growing schools, staff changes are inevitable. At the end of this school year, we say goodbye to some Eton School faculty and staff that we have come to know and treasure. Although they are leaving, a part of them will always remain in the many lives they have touched and the memories made here at Eton School. We wish them all the best on their personal and professional journeys.

Milestones

Celebrating 15 Year at Eton School

Celebrating 5 Year at Eton School

Angela Kim Lower Elementary Teacher

Natasha Baldyuk Support Staff

Audra Sevigney Support Staff Coordinator

Susie Walden Controller

Myla Spektor Support Staff

Konnor Clark Latin Teacher

Julie Sauvage Lower Elementary Teacher

Poppy Louthan Library Teacher