Maya Connections Issue 22 December by Colegio Maya

Director's Letter Greetings from the leadership team at Colegio Maya, We are excited to usher in the end of the semester and ready to celebrate the learning that has taken place over the first 5 months of the school year. It was heart warming and reaffirming to hear the high school students present their service projects from this semester in terms of what they are working on, where the challenges lie, and what comes next. From robotics to up cycling, to clean burning stoves and turtle preservation our students really do make a difference in the local and global arenas. The learning is vast and the impact far and wide as students tackle some of the most complex issues in the country and beyond. Middle school students are digging into amazing passion projects and finding out a lot about themselves as they are challenged with an overnight and reflecting upon who they wish to be moving forward. Elementary students dig into deep inquiry whether it be about equality, adaptations, or what it means to

build community. Across the board we couldnâ&#x20AC;&#x2122;t be more proud of the learning and the depth to which students explore concepts, build competencies and grow in character. A very big thank you to our PTSA for the time and effort put into many community events this time of year including the potluck, holiday celebrations, the bazar and coming events for early 2018. Thank you to all parents who have been attending the assessment sessions in secondary and we look forward to pushing forward in ensuring assessment is not merely an afterthought, but a key part of the learning process in partnership with families. What an amazing community to belong to and we wish you all a wonderful holiday and new year celebration! See you in 2018!

See you in 2018!

Michael Johnston PhD. Director - Colegio Maya 2 Disigned by Kevin Zhou

Table Of Contents Front Cover

Director's Message + Contents designed by Kevin Zhou

Calendar

International Potluck

Itâ&#x20AC;&#x2122;s elementary

Elementary Library

Tech at Maya

ECC Mini Olympics

Grade 1 Good Citizens

Grade 4 Interviews

Itâ&#x20AC;&#x2122;s secondary

Secondary Library

MUN

Service Learning

The Hour of Code

Spanish

Sports

Looking for Learning

School Musical

Back Cover

3 Deisgned By Kevin Zhou

December 2017 S

Book Christmas Tree Lightning Elementary Library Annual Book Tree Lighting Secondary

5 Drama AASCA rehearsals

11 Drama AASCA rehearsals

12 Drama AASCA rehearsals Board Meeting

Holiday - no school - Winter break

Holiday - no school - Winter break 4 Design by: Song eui lee

6 Elementary ASA Ends First Semester Hour of Code

C DAY

HS STUCO Midyear Farewell Christmas appreciation for faculty and staff

Peace to all

7 Elementary Holiday Concert Christmas Lighting

S 1

Canastas NavideĂąas 7th grade Culminating Project on Utopia End of Elementary After School Activities Middle School STUCO Catch the Spirit

Christmas Convivio Workers

Holiday - no school - Winter break

30 31

Holiday - no school - Winter break 5 Design by: Song eui lee

otluck

6 Designed by Yun Sang Lee

otluck

7 Designed by Yun Sang Lee

IT'S ELEMENTARY

Welcome

Elementary Happenings in December

We have a new Music Teacher starting in ECC-3rd Grade next semester. His name is Mr. Frantz. He is an expert in percussion and will be using his special skills and abilities to share with our students. We are continuing to work on RESILIENCE during the month of December. Here is a good article I ran across: http://www.heysigmund.com/buildingresilience-children/

Resilience and the brain. Here’s what you need to know. During times of stress or adversity, the body goes through a number of changes designed to make us faster, stronger, more alert, more capable versions of ourselves. Our heart rate increases, blood pressure goes up, and adrenaline and cortisol (the stress hormone) surge through the body. In the short-term, this is brilliant, but the changes were only ever mean to be for the short-term. Here’s what happens … The stress response is initiated by the amygdala, the part of the brain responsible for our instinctive, impulsive responses. From there, messages are sent to the brain to release its chemical cocktail (including adrenaline and cortisol) to help the body deal with the stress.

When the stress is ongoing, the physiological changes stay switched on. Over an extended period of time, they can weaken the immune system (which is why students often get sick during exams), the body and the brain. Stress can also cause the prefrontal cortex at the front of the brain to temporarily shut down. The prefrontal cortex is the control tower of the brain. It is involved in attention, problem-solving, impulse control, and regulating emotion. These are known as ‘executive functions’. Sometimes not having too much involvement from the pre-frontal cortex can be a good thing – there are times we just need to get the job done without pausing to reflect, plan or contemplate (such as crying out in pain to bring help fast or powering through an all-nighter). Then there are the other times. Resilience is related to the capacity to activate the prefrontal cortex and calm the amygdala. When this happens, the physiological changes that are activated by stress start to reverse, expanding the capacity to recovering from, adapt to, or find a solution to stress, challenge or adversity.

Inspired by Oded Ezer

Thanks to all parents as you have made time to meet with teachers 1. Resilience needs relationships, for conferences in October. Consistent communication is so vital How does resilience affect in making a functioning team!not Weuncompromising encourage you all to contact the behaviour? independence. teacher, myself, or Mr. Johnston with any questions or concerns Children will have different levels of resilience and Research tellsfor us the thatcontinued it’s not rugged self-reliance, you may have. We are all here success of all of different ways of responding to and recovering from determination or inner strength that leads kids stressful times. They will also have different ways of our students! through adversity, but the reliable presence of at

showing when the demands that are being put upon them outweigh their capacity to cope. They might become emotional, they might withdraw, or they might become defiant, angry or resentful. Of course, even the most resilient of warriors have days where it all gets too much, but low resilience will likely drive certain patterns of behaviour more often.

Can resilience be changed? Yes. Yes. Yes. Absolutely resilience can be changed. Resilience is not for the genetically blessed and can be strengthened at any age. One of the most exciting findings in the last decade or so is that we can change the wiring of the brain through the experiences we expose it to. The right experiences can shape the individual, intrinsic characteristics of a child in a way that will build their resilience.

Now for the how. Building resilience in children. Building small humans into healthy, thriving big ones isn’t about clearing adversity out of their way. Of course, if we could scoop them up and lift them over the things that would cause them to stumble, that would be a wonderful thing, but it wouldn’t necessarily be doing them any favours. A little bit of stress is life-giving and helps them to develop the skills they need to flourish. Strengthening them towards healthy living is about nurturing within them the strategies to deal with that adversity. Here’s how.

least one supportive relationship. In the context of a loving relationship with a caring adult, children have the opportunity to develop vital coping skills. The presence of a responsive adult can also help to reverse the physiological changes that are activated by stress. This will ensure that the developing brain, body and immune system are protected from the damaging effects of these physiological changes. Anyone in the life of a child can make a difference – family, teachers, coaches – anyone.

2.Increase their exposure to people who care about them.

Social support is associated with higher positive emotions, a sense of personal control and predictability, self-esteem, motivation, optimism, a resilience. Kids won’t always notice the people who are in their corner cheering them on, so when you can, let them know about the people in their fan club. Anything you can do to build their connection with the people who love them will strengthen them. ‘I told Grandma how brave you were. She’s so proud of you.’

3.Let them know that it’s okay to ask for help. Children will often have the idea that being brave is about dealing with things by themselves. Let them know that being brave and strong means knowing when to ask for help. If there is anything they can do themselves, guide them towards that but resist carrying them there.

5.Encourage a regular mindfulness practice. Mindfulness creates structural and functional changes in the brain that support a healthy response to stress. It strengthens the calming, rational prefrontal cortex and reduces activity in the instinctive, impulsive amygdala. It also strengthens the connections between the prefrontal cortex and the amygdala. When this connection is strong, the calming prefrontal cortex will have more of a hand in decisions and behaviour. See here for fun ways that children can practice mindfulness.

4.Build their executive functioning. Strengthening their executive functioning will strengthen the prefrontal cortex. This will help them manage their own behaviour and feelings, and increase their capacity to develop coping strategies. Some powerful ways to build their executive functioning are: • establishing routines; • modelling healthy social behaviour; • creating and maintaining supportive reliable relationships around them; • providing opportunities for their own social connections; • creative play; • board games (good for impulse control (taking turns), planning, working memory, and mental flexibility (the ability to shift thoughts to an alternative, better pattern of thought if the situation requires); • games that involve memory (e.g. the shopping game – ‘I went shopping and I bought a [puppy]’; the next person says, ‘I went shopping and I bought a [puppy and a bike for my t-rex]’; next person … ‘I went shopping and I bought [a puppy, a bike for my t-rex and a hot air balloon] – the winner is the last one standing who doesn’t forget something on the shopping list; • exercise; • giving them opportunities to think and act independently (if they disagree with you and tell you why you’re wrong, there’s a plus side – their executive functioning is flourishing!); • providing opportunities for them to make their own decisions.

6.Exercise

8.Nurture optimism.

Exercise strengthens and reorganises the brain to make it more resilient to stress. One of the ways it does this is by increasing the neurochemicals that can calm the brain in times of stress. Anything that gets kids moving is stellar, but of course, if you can make it fun that pretty much grants you hero status. Here are some ideas, but get them thinking and they’ll have plenty of their own: • throw a frisbee; • kick a ball; • give a hula-hoop a spin; • dance stars; • walk the dog; • superhero tag (the tagged one stands in the middle of a circle on the ground, a superhero saves them by using their superhero powers to fly with running feet through the circle); • detective (in the park or backyard … first one to find five things that are green; or five things starting with ‘s’; or seven things that could be used for dress-ups; or ten things that smell gorgeous – ready, set, go!).

Optimism has been found to be one of the key characteristics of resilient people. The brain can be rewired to be more optimistic through the experiences it is exposed to. If you have a small human who tends to look at the glass as being half empty, show them a different view. This doesn’t mean invalidating how they feel. Acknowledge their view of the world, and introduce them to a different one. (See here for more ways to nurture optimism in children.) ‘It’s disappointing when it rains on a sports day isn’t it. Let’s make the most of this. What’s something we can do on a rainy day that we probably wouldn’t do if it was sunny?’ The idea is to focus on what is left, rather than what has been lost.

7.Build feelings of competence and a sense of mastery. Nurture that feeling in them – that one that reminds them they can do hard things. You’ll be doing this every time you acknowledge their strengths, the brave things they do, their effort when they do something difficult; and when you encourage them to make their own decisions. When they have a sense of mastery, they are less likely to be reactive to future stress and more likely to handle future challenges. You’re a superstar when it comes to trying hard things. You’ve got what it takes. Keep going. You’ll get there.’

9.Teach them how to reframe.

10. Model resiliency.

The ability to reframe challenges in ways that feel less threatening is linked to resilience. Reframing is such a valuable skill to have. In times of difficulty or disappointment, it will help them to focus on what they have, rather than what they’ve lost. To build this skill, acknowledge their disappointment, then gently steer them away from looking at what the problem has cost them, towards the opportunities it might have brought them. For example, if a rainy day has meant sport has been cancelled, ‘I understand how disappointed you are about not playing today. I’d be disappointed too. What can we do because of the rain that we might not have been able to do otherwise?’ (If they’re really disappointed they might need your help.) ‘You could snuggle up and read a book, watch a movie, play a game inside, walk in the rain, we could cook and throw a pretend party or have a fancy afternoon tea – with very fancy clothes of course, and jewels and fancy shoes and china plates and fancy glasses and maybe even … a tablecloth – but no forks – we are not eating cake with forks, no way – that’s just too far.’ Let there be ridiculous ideas too. This will let them push past the obvious and come up with something that is beautifully unique. It will also encourage them to question any limits or ideas about how things ‘should’ be done. ‘Maybe we could have a picnic in the rain, or a beach party. Maybe we could paint ourselves with mud, or wash the dog in the rain, or make a bubble bath out there and wash ourselves!’ Are there ways they can turn this into interesting ideas.

Imitation is such a powerful way to learn. The small humans in your life will want to be just like you, and they’ll be watching everything. Without pitching it above what they can cope with, let them see how you deal with disappointment. Bringing them into your emotional world at appropriate times will help them to see that sadness, stuckness, disappointment are all very normal human experiences. When experiences are normalised, there will be a safety and security that will open the way for them to explore what those experiences mean for them, and experiment with ways to respond. ‘I’m disappointed that I didn’t get the job, but that’s because it was important to me. It’s nice to have things that are important to you, even if they don’t end the way you want them to. I did my very best in the interview and I know I’ll be okay. That one wasn’t the job for me, but I know there is going to be one that is perfect. I just have to keep trying and be patient.

11.Facing fear- but with support \Facing fear is so empowering (within the limits of self-preservation of course – staying alive is also empowering) but to do this, they need the right support – as we all do. Kids can be fairly black and white about things so when they are faced with something difficult, the choices can seem like only two – face it head on or avoid it at all costs. But there is a third option, and that is to move gradually towards it, while feeling supported and with a certain amount of control. See here for the stepladder, which explains how to edge them gently and safely towards the things that challenge them.

12.Encourage them to take safe, considered risks. \Let them know that the courage they show in doing something brave and difficult is more important than the outcome. Age-appropriate freedom lets them learn where their edges are, encourages them to think about their decisions, and teaches them that they can cope with the things that go wrong. When they take risks they start to open up to the world and realise their capacity to shape it. There’s magic in that for them and for us. ‘I love how brave you are. When you try harder and harder things, they might not always work out, but it means you’re getting stronger, smarter, braver and you’ll be closer to getting it next time.’

13.Don’t rush to their rescue. It is in the precious space between falling and standing back up again that they learn how to find their feet. Of course, sometimes scooping them up and giving them a steady place to be is exactly what they need to find the strength to move forward. The main thing is not to do it every time. Exposure to stressors and challenges that they can manage during childhood will help to ensure that they are more able to deal with stress during adulthood. There is evidence that these early experiences cause positive changes in the prefrontal cortex (the ‘calm down, you’ve got this’ part of the brain), that will protect against the negative effects of future stress. Think of it like immunisation – a little bit of the pathogen, whether it’s a virus or something stressful, helps to build up resistance or protect against the more severe version.

14. Meet them where they are. Resilience isn’t about never falling down. It’s about getting back up again, and there’s no hurry for this to happen. All of us experience emotional pain, setback, grief and sadness sometimes. Feelings always have a good reason for being there, even if they can feel a little pushy at times. The key for kids is to learn to respect those feelings (even the bad ones), but not let them take charge and steer towards trouble. Sadness and grief, for example, can make us want to withdraw for a little while. It is during the withdrawal that information is reflected upon, assimilated and processed so that balance can be found again. If this is rushed, even if it is in the name of resilience, it can stay as a gentle rumble and show up through behaviour, sometimes at wildly unexpected times.

15. Nurture a growth mindset. We can change, and so can other people. Research has found that children who have a growth mindset – the belief that people have the potential to change – are more likely to show resilience when things get tough. Compared to kids who believe that bullies will always be bullies and victims will always be victims, kids who believe that people can change report less stress and anxiety, better feelings about themselves in response to social exclusion, and better physical health. See here for the step by step on how to nurture a growth mindset.

16. Let them know that you trust their capacity to cope.

17. Build their problem-solving toolbox.

Fear of failure isn’t so much about the loss but about the fear that they (or you) won’t be able to cope with the loss. What you think matters – it really does. You’re the one they will look to as a gauge for how they’re going. If you believe they have it in them to cope with the stumbles along the way, they will believe this too. This isn’t always easy. We will often feel every bump, bruise, fall or fail. It can be heartbreaking when they struggle or miss out on something they want, not because of what it means for us, but because of what we know it means for them. But – they’ll be okay. However long it takes, they’ll be okay. When you decide, they’ll decide.

Self-talk is such an important part of problemsolving. Your words are powerful because they are the foundation on which they build their own selftalk. Rather than solving their problems for them, start to give them the language to solve their own. Some ideas: • What would [someone who they see as capable] do? • What has worked before? • Say as many ideas as you can in two minutes, even the silly ones? Lay them on me. Go. • How can we break this big problem into little pieces? So say, for example, the problem is, ‘What if I miss you or get scared when I’m at Grandmas?’ Validate them first, then start giving them the problemsolving language without handing them solution, ‘You might miss me. I’ll miss you too. It’s really normal to miss people you love, even if you’re with people you love being with. What do you think might help if that happens?’ or, ‘What would [Superman/ Dad/ big sister who is practicing to rule the universe] do?’ or ‘What sort of things do you do here at home that help you to feel cozy or safe?’ I know you always have great ideas.’

18. Make time for creativity and play. Problem-solving is a creative process. Anything that strengthens their problem-solving skills will nurture their resilience. Children are naturally curious, inquisitive and creative. Give them space and the time to play and get creative, and they’ll do the rest.

19. Shhh. Let them talk. Try to resist solving their problems for them. (Oh but so tempting, I know!) Instead, be the sounding board as they take themselves to wherever they need to be. As they talk, their mind is processing and strengthening. The sparks that are flying up there could shine a light bright enough to read by. Guide them, but wherever you can, let them talk and try to come up with their own solutions. You are the safest place in the world for them to experiment and try new things. Problem-solving is a wonderful skill to have, and their time talking to you, and coming up with ideas, will build it beautifully. Give them the opportunity to explore and wander around their own great potential.

20. Try, ‘how’, not ‘why’. When things go wrong – as they will – asking kids ‘why’ will often end in ‘don’t know’. Who knows why any of us do silly things or make decisions that aren’t great ones. The only certainty is that we all do them. Rather than, ‘why did you paint your sister’s face?’ which might lead to the perfectly reasonable explanation of, ‘to make it yellow’, encourage problem-solving and reflection by asking how they can put it right. ‘She’s yellow but it’s not okay for her to stay yellow. How can you fix this?’

lementary

ibrary

We have been Reading Thanksgiving books. Students are thankful for their families, school and food. First graders came to the library and cleaned the bean bags!! I am thankful!!! Upper Elementary kids are learning all about Non Fiction books, then they will write their own non fiction books. There is an author in all of us. The Library Media Center is always a great listening and reading resource for students to read our e books or books online. We have an on line E Tumblebook library. Please log in and read 20 min with your children.

16 Designed by Yun Sang Lee

17 Designed by You Min

ECC Mini

Olympics

nd Eon Park

Litter Patrol Good citizens at school On November 16th, first grade went on a "litter patrol" on our Elementary Playground. We are talking about being good citizens in our school community and decided to put those words into action. Great job, first graders....

First Grade Community Helpers First Graders spent some time Thursday afternoon being special helpers in their school community. They did many things such as cleaning tables in the cafeteria, organizing books in the Libraries and even shredding paper for Miss Patty. During our reflection when they returned, many said their hearts were full of happiness!

Getting to Know our Maintenance Workers As part of Guatemalan Heritage Week, students in Class 4B interviewed members of the Colegio Maya Maintenance Staff. Each student took the information gained through the conversation, as well as photos, and made a draft of a newsletter article. Then, the members of the high school Journalism Class spent a class period paired up with the fourth graders to give guidance and editing help. The fourth graders now have two new friends, an upper class member and a worker, and have gained an understanding of the importance and dedication of those who maintain our school. Please read on to meet these people.

Ismael the Gardener By: Kenny Edited By: Ingrid, Grade 10 I will tell you about my interview of a gardener callec Ismael. Ismael liked gardening since he was young because he said it was commutative with the plants. Ismael is responsible for taking care of our beautiful trees and flowers. Ismael says trees help us because we breathe fresh air and it’s important for the environment. I asked Ismael if he has problems in his work and he said, “No, I don’t have any problems except if the grass or other plants are tough to take out.” Ismael stays eight hours a day at school and sometimes he stays nine hours a day so he does not have to work on Saturdays. I asked Ismael how long he has worked here, and he responded, “I have worked here since I was 37 years old.” Ismael told me he had so many family members. He has a wife, his two granddaughters, and seven grandsons. It takes him 20 minutes to get to school in the morning. Ismael said his interests are painting his house or doing exercise. He also likes to ride his bicycle sometimes. After talking to Ismael, I felt happy and sad because he works really hard almost everyday. I was happy because he makes our school better. Sometimes people ignore all the workers and that makes them feel sad. I hope Ismael feels happy now. Now you know about Ismael.

Getting to Know our Maintenance Workers Anita’s Story By Saanvi Mishra, Grade 4 Edited by Dharma, Grade 10 I am going to tell you all about someone who is really important to Colegio Maya, Anita! Anita is someone who works in Colegio Maya as a cleaner. She is really nice and loves Colegio Maya; she cleans the school a lot everyday. Anita works to help us out all day and she is a big part of the school. She doesn’t rest a lot. Just keep reading to learn more about her. I interviewed Anita. I asked Anita if she likes her job, she said, “Yes, I love my job, but I have to work nine hours a day.” I was surprised she works so long. I said, “Don’t you get tired?” She replied with a, “Yes.” Anita has her own routine. She starts with elementary, then moves to the secondary building, and finally finishes with the library. On Saturdays, she works for Ms. Susan, and on Sundays she cooks food and cleans for her family. She works hard everyday but she does get hurt, like once she got hurt with a vacuum while she was cleaning. Every day she eats lunch at 1pm. Anita has to help take care of her family. She is 59 years old and has a family living in Guatemala City. There are six people in the family, all the six people are grandchildren. Anita spends a lot of time getting money to feed her family. Sometimes she goes out to work and comes home late, even if all the grandchildren are home. Anita works hard everyday for her family. That's really nice of her. One of her family members works, too. One of the grandchild cleans shoes outside. So only one grandchild has a job. He is helping Anita and the family a lot. Anita does more than cleaning the school, she does

more on the weekends. Sometimes when it's not time for her to work at school, she still does other jobs. She probably does something really helpful for Miss Susan. On Sundays she still cleans her house and cooks for her family and then she gets some rest, and spends time with her grandchildren. She does a lot of things on the weekends. “Thank you for interview,” I told Anita. Anita replied, “You’re welcome.” Wow, she helps a lot of people like her family, friends, teacher and as if Anita wasn’t here the school will be missing a her help. You might not notice her but she is really important to this school. And also Anita has been working in this school for twenty nine years. That’s a lot of years. Well that’s all I know about Anita. If you want to know more about Anita just ask her. I see her a lot around the school. I am sure she would be happy to have a conversation with you. Thank you Anita for all that you do for our school and for giving me so much information.

Getting to Know our Maintenance Workers Maya Lopez, the Security Guard By: Mateo, Grade 4 Editor: Miguel Sicilia, Grade 12

If you have ever wondered why our school is safe and that no strangers come in, then this is the article for you. Take a look and understand the work behind our gate guards. This interview is going to explain all about it. One Tuesday, September 14th, I got a chance to interview Mr. Mayan Lopez, one of the six gate guards. “Hi, Mr. Mayan,” I said in a very nervous accent. “Is it okay for me to ask you some questions about yourself and the work you do at school?” “Yes,” he said to me in a pleasant way. I asked him how many years he has been working here. “I've been working here for two and a half years.” I was surprised by his answer because it looks like he had been working for about ten years, for he has done a good job. Then all of a sudden he said, “My favorite sport is soccer!” He likes soccer because it is a fascinating sport and because it is a fair game. I was really overjoyed to hear that he likes the same soccer team as I do, the Barcelona team. This interview was going great! Changing the conversation a bit, I asked, “How many hours do you work per day?” He explained to me that gate guards check the entrance of people coming in and out of Colegio Maya, basically having a 24-hour job. I was really interested in his job and wanted to know if he had had any security problems so far. He kindly responded that there had not been any security problems until now. “Have you ever gotten hurt?” I inquired. “No, because I’ve been very careful,” he said.

Mr. Mayan shared with me a lot of things about his family. He has two daughters, two sons and a loving wife. He explained that, given the traffic in Guatemala, he has to wake up at 5:30am each day to be at school for work at 7:00am. It takes one hour and thirty minutes from his house to arrive at school. Finally, he shared that his favorite Guatemalan food is churrasco. Mmm by the name of it, I pictured it as a delicious plate. This made me feel really hungry so I quickly thanked him for the interview and went running to the cafeteria. It was already lunch time, YAY! If it weren’t for all the workers here at Colegio Maya we would not be feeling secure. Next time you see them say hi and thank them for keeping us safe.

Getting to Know our Maintenance Workers The Tale of the Unknown Worker By Annika Miron Garcia Granados Grade 4 Today I am going to introduce you to… The Unknown Worker. You know, if we had dramatic music it would be so much better. You probably don’t know this person, but I know about him. He’s a gardener and he is totally mysterious. And if you want to know more, continue reading. This person is very special in our school, but don’t get me wrong, I think all of the workers are great. His name is Abel Mauricio Álvarez De La Cruz. Now I am going to tell you about his amazing job. Here’s one of the reasons why he likes his job. “I like this job because I like to keep the area clean.” And imagine this, he never had a single problem, that’s why he is an amazing worker. He likes this job a lot.

“Thank you for this interview,” said Abel. “See ya,” I said. Wait! I learned that life isn’t always so easy for the workers. But Abel is an amazing person. Now you now about the Unknown Worker! Now finally we are going to talk about his family. His birthday is 11 of September. So if you see him, say happy birthday to you. But say it in Spanish. He lives in kilometer 20, Carretera a San Jose Pinula. And he loves his family.

Moving on, he dosen’t work just for money, he works to make his children have food and toys and all that. He works eight hours a day. And when he goes home he just starts chillin’. We went to talk in the greenhouse. What he does in the greenhouse, and other gardeners too, they only water the plants three times a week and Colegio Maya gives him vegetables for his family. He likes everything in his job. Abel told me about his interests. He goes on a walk with his family. He said, “I also like to keep my house clean.” He loves eating with his family but he does not have a dog unfortunately. He said this, “I love to see the plants cooperate and start to grow.”

It's Secondary November has been another great month of learning in Secondary with students out representing the school in Boston at the Model United Nations conference at Brown university, in Nicaragua at the AASCA Knowledge Bowl. Closer to home, students have been busy working on and presenting their various service learning projects with groups beginning to reach out to the communities and projects they are working with. On the sports field we are into the Copa Bicultural Soccer for girls and boys, and our basketball players continue to compete successfully in local competitions. This week we have seven students out at the UFM Boot Camp, taking a course on Social entrepreneurship and next semester we hope they will be able to help us build protocols and make improvements for our Service Learning program in Secondary. Grade 7 enjoyed a Utopian sleepover on Tuesday night and on Wednesday Middle and High school students entertained students and parents with a sensational series of pieces at the Secondary Music concert. Lastly, I would like to wish everyone a Happy Thanksgiving Break!

New Maker Space Evolves As part of our drive to incorporate more integrated learning we have created a new maker space in the Technology Resource Center. The idea is that different classes will begin using the space as they work on projects in their various disciplines. Becoming familiar with these tools as students work on projects and prototyping will help prepare them for when we open the new Innovation Hub.

Design By Rachel Fernando

Semester 2 Electives Students will be choosing their semester 2 electives for High school. In Middle School students will be checking that their choices meet the requirements of four required courses for the year: Art, Drama, Music or Band and Design Technology and then their two choices. In High School some new offerings include a Service Learning, Social Entrepreneurship course in which students will explore different aspects of service learning, systems thinking and social entrepreneurship and then look at how they can help develop and improve our approach to service learning across school. Another new course will see Design Technology and Drama students collaborating on Theater production. Students will be exploring different aspects of theater production including set and theater space design, costume design, lighting and sound and then using their skills to help in the production of next semester’s production of the Addams’ Family.

AASCA Knowledge Bowl Last week five of our students, Rebecca Tate, Nathan Hustler, Lukas Bruihler, attended the AASCA Knowledge Bowl in Costa Rica. This was a new team and a great chance for them to gain experience in this competition. The students were up against some more experienced teams but did themselves proud, winning two matches and earning a significant number of points. Many thanks to Ms Kayanan and Ms. Etrada for all their work preparing and chaperoning the students.

Design By Rachel Fernando

Exam week and celebration of Learning Just a heads-up about the final week of school. We are keen to ensure learning continues up until the final day. Middle school students will be giving normal classes and on Wednesday December 13 will be showcasing their learning. The Grade 8 students will be presenting their passion projects and Grades 6 and 7 also sharing their key experiences from this semester. We are inviting all parents to join us for what should be an engaging insight into some of the great learning that has been happening. High School students will all be attending in the mornings. Many classes will be involved in examinations and presentations of learning during the morning, and for others, classes will continue as normal. Students will be allowed to leave campus at midday and there will be buses provided for those who normally take a bus.

MUN Trip To Boston This has been written about in detail a separate article on page XX but I just wanted to congratulate our students who represented us at the Model United Nations conference at Brown University. These experiences working on projects with other international students to build consensus around key global issues, is truly an invaluable experience. Many thanks to Ms. Figueroa and Ms. Morales for all their work preparing the students. Next semester they will be offering an elective in which students can look at Model International Criminal Court/Model International Court of Justice in which students will engage in a sets of trainings, discussions and workshops and culminate with a simulation of the trial process, including preparation, trial and verdict. It should be another engaging authentic learning experience.

International Potluck Many thanks to the PTSA and all parents who helped make the International Potluck such a success. It was a colorful celebration and with over 25 countries showcasing their cuisine it was a rich cultural feast! Thanks also to the PTSA for providing the plates that we can now reuse for all future events.

Design By Rachel Fernando

Service Learning Shareout As part of the last C Day on November 22 students shared with the High school a brief update on the work they have done so far on their service projects. It was impressive to see such a wide range of projects, from methane stoves, to recycled tech jewellery, to projects based around water, orphanages and also our own maintenance workers. Congratulations to our students and thanks to all our mentors who help make this happen. Â

Secondary Music Concert Last Wednesday November 22 the Middle and High School Bands gave us a true musical treat in front of a full house in the PAFA. Â The groups played a series of musical adaptations and performed with both skill and a genuine sense of engagement with the music. Congratulations to Ms. Sweat and everyone involved.

Design By Rachel Fernando

econdary ibrary Real Ghost Hunters in the Secondary Library On October 31 st we had a “spooky” visit from our special guests from GUATESPANTOS. Many of our Middle and High School students had the opportunity to listen to REAL GRAVEYARD STORIES. Gilberto Soto currently has a TV show, which does paranormal investigations and was kind to bring video clips and share his spooky stories. Everybody was in suspense listening to our special guest. We hope you enjoyed it and we are already talking about doing our own Paranormal Investigation here IN COLEGIO MAYA!!

30 Designed by Yun Sang Lee

31 Designed by Yun Sang Lee

MUN Model United Nations

Advocating terrorism? Assassinating the Pope? Launching international nuclear warfare? In the realm of Model United Nations, the possibilities are literally limitless. With over a thousand delegates and thirty different committees, participants at Brown Universityâ&#x20AC;&#x2122;s Simulation of the United Nations (BUSUN, for short) had the opportunity to completely change the course of history simply through word of mouth and some sticky notes. This threeday endeavor was set in motion under the critical weather conditions of under -4Â°C, the copious number of heated debates, and the ruthless dictatorship exerted by Ms. Morales and Ms. Mari.

What made this specific journey unique wasn’t our venture to the states alone… *cough*. Though it is hard to deny the fact that visiting Houston’s and Boston’s key landmarks was awe-inspiring, it would not have been such a memorable jaunt if it wasn’t for everyone in the MUN roster. Our connections shape our emotions and, in turn, further amplify our already enjoyable expedition. This odyssey is one that will be cemented into our hearts for many years to come, and I implore everyone to take part in this marvelous experience on future installments of Model United Nations. PS. Crisis committees can be fun and depressing at the same time. Just my two cents.

34 Designed by Sang Jun lee

35 Designed by Sang Jun Lee

Help Fill the Baskets!

During the holiday season it is a Colegio Maya tradition to join together to give back to those who help us all year long. The National Honor Society is collecting non-perishable food items and household supplies to fill the annual Christmas gift baskets for all the Colegio Maya workers. Please work with us to fill these baskets by sending the items listed below with your child(ren) to school. NHS students will be collecting the goods from all the classrooms beginning Wednesday, November 8. We need all basket item contribution in by Wednesday, December 6th, so that the NHS members pack and wrap the baskets in time for the gift basket presentation of Friday, December 8th.

As you can see, each class has been assigned specific items to provide, but if you wish to contribute other goods, we will gladly accept them as well. In addition if your company or a company you know of is willing to donate their products for the baskets, your efforts to facilitate such a donation would be greatly appreciated. Please direct any questions to Stephany Lee at doeunlee@cm.edu.gt Thank you for your collaboration! Sincerely, Stephany Lee, NHS President

GRADE

DONATIONS

PK Kindergarten

Cookies and candy Cookies and candy

1st Grade 2nd Grade

Soup and milk Soup and milk

3rd Grade 4th Grade

Beans and instant coffee Beans and instant coffee

5th Grade

Sugar and Cereal

6th Grade 7th Grade

Oil and pasta Oil and pasta

8th Grade 9th Grade

Cleaning items (Soap, detergent) Cleaning items (Soap, detergent)

10th Grade

Rice and Incaparina

11th Grade

Sugar and Cereal

12th Grade

Rice and Incaparina

Teachers, Admin & Secretaries

Sugar and Incaparina

Join the Dance Club!

38 Designed by Sang Jun Lee

39 Designed by You Min

P a g e

os estudiantes de la clase de Sra. Urrutia AP Spanish Language & Culture han estudiado todo sobre las Odas – un tipo de poema lírico donde le hablas a un objeto o evento ordinario y resaltas sus características en una forma positiva. Los estudiantes han sido puestos a prueba para escribir como Pablo Neruda, un poeta chileno influyente en la escritura y autor de más de una docena de odas.

b y K i r j a G o r d o n

eruda amaba ¿Sabías que Pablo N mo amaba a a los perros tanto co las mujeres?

Copa BiculturalÂ Upcoming EventsÂ Date

12/06/2017

Time 15:00

Home Visitor Place Maya

Village

Maya

12/11/2017