MEADOWRIDGE SCHOOL
THE GRYPHON FALL 2015 VOLUME TWO
MEADOWRIDGE SCHOOL
12224 240th Street Maple Ridge, BC V4R 1N1
www.meadowridge.bc.ca
604.467.4444
People are drawn TO OUR SCHOOL FROM
around the world. In the spirit of active collaboration with
teachers, peers, and our community,
we learn how to care for Ourselves and for others.
Knowing that change is the only certainty,
IN THIS ISSUE: 3 my computer ate my homework: Protecting Your Digital Information
4 meadowridge gala: thank you! 6 Service through the continuum 8 Action in service 9 Play-based learning 14 the annual fund 16 Model united nations 17 Touring our school: The Fitness Facility
18 Individual sports vs. team sports 19 alumni gryphon interview 20 in the library: approaches to learning
w e en gag e w i t h c h a llen g i n g & c o m p lex
22 in the library: read together,
qu est i o n s effect i v ely a n d c r eat i v ely.
24 the myp advisory programme
Through outstanding
26 Learning to live well: 6 tips for
teaching, programmes & facilities,
grow together
mindfulness
meadowridge DEVELOPS IN US the confidence not only to
meet the future, but also to create it.
ON THE COVER: Our Grade 12 Biology students prepped with Mr. Marriott before hosting our Grade 5 learners for a lab on dissection.
COMPUTER
MY DOG ATE MY HOMEWORK
PROTECTING YOUR DIGITAL INFORMATION Once you’ve purchased a new laptop, it’s important for parents to continue to help your child care for it. By taking a few precautionary steps, which will be outlined later, the laptop will last many years. One aspect of laptop care that is often overlooked is the information stored on the laptop. People tend to take for granted that their laptop will start and don’t realize the inconvenience they would face if it didn’t. Generally, when students approach the tech office for support, there is an air of calm solemnity. We can almost hear the students thinking “I’m not worried. Mr. Lalji and Mr. Carroll can fix this. They can fix anything.” Anxiety tends to increase when we tell them that we can’t fix the laptop, that the damage isn’t likely to be covered by warranty, or, depending on the age, that it may not be worth repairing. Now, we can almost hear “Oh… oh… mom (or dad) won’t be happy.” Anxiety tends to peak when I ask “Do you have an assignment due? Where did you save your work? When was the last time you backed up your work?” The real value is not the laptop, but the information stored on the laptop. With so many free products available to save or back up your information, this is an easy problem to address. Traditionally, companies rely on backups. Many external hard drives have FALL 2015 VOLUME TWO
built-in software to simplify the configuration. Mac and Microsoft also have programmes to automate the process. If you aren’t familiar with them, Mac uses Time Machine, and Microsoft uses File History. They are easy to use and give peace of mind. Another option is to use cloud storage sites. Providers, such as DropBox, Google, Apple, and Microsoft, who offer these services for free. Features, access, and storage capacities vary; however, the important detail to remember is that these services mean the information is not stored on your computer. By storing your information in the cloud, if your laptop is lost, stolen, or damaged, you don’t actually lose the information, because it exists on the web.
being lost, altered, or encrypted. Taking the time to ensure our computer has the latest security updates, a good up-to-date anti-virus programme and by performing backups, your information will be very safe. Mr. Patrick Niwa Director of Technology
ONLINE RESOURCE
MEADOWRIDGE
Q:
WHAT SHOULD I CONSIDER
If these services only worked while connected to the internet, users would have limitations. Airline travel, being out of cell phone range, or for some, being away from home would prevent them from accessing their information. To prevent this from happening, these services also provide an application to cache the file on your computer. Caching means files are stored on the laptop as well as online. The programme continuously updates the files to ensure they are identical.Many of these services also have features to manage multiple versions and to retrieve items from the trash.
WHEN PURCHASING A NEW
Although, with these services, it may seem that backing up your information isn’t necessary, it is always a good idea to maintain this practice. With the prominence of malware, your information is always at risk of
visit
LAPTOP OR TABLET?
A:
With
Christmas
quickly
approaching and more and more commercials on TV trying to sell their products, some of you may be considering a laptop or tablet for your child. At this time of year, I am occasionally asked for models or specification what would meet the School’s needs.
www.meadowridge.bc.ca/ technology 3
All proceeds raised at this year’s Gala will go to fund the construction of three small bridges that will connect our two properties currently separated by a salmon bearing stream. Affectionately named the North Forest, this property presents endless educational, recreational and environmental opportunities for our School. visit the north forest without leaving your front door. watch the video: www.meadowridge.bc.ca/gala.
supported by our annual fund donors: experiential learning in the north forest
Donors to the Annual Fund have helped student, parent, and staff volunteers to transform the North Forest into a useable space with the purchase of equipment to tackle the invasive species in the Forest. Donors have also helped to fund science equipment for our PYP learners to take into the Forest for hands-on investigation. Read the impact of our donors on page 15. 4
MEADOWRIDGE SCHOOL GRYPHON
2015
THANK YOU! 2013
November 28th was a shining evening of tuxedos and glittering gowns, of champagne and laughter. This annual event has held many forms throughout the years, from the Holly Ball, to grand productions that transformed our very own gym, to the current Downtown Black Tie Gala. No matter what we call it, the Gala is a way for parents to come together and celebrate. We are celebrating our children’s accomplishments, what Meadowridge
2012
something special. There were family businesses, companies we work with, Alumni families, and family friends who took part. It never ceases to amaze me how the Meadowridge community supports each other in so many ways. Now THAT certainly is something worth celebrating. Thank you to each of you for your contributions, big and small, of time and
sitting back at the end of the evening, watching our parents laugh with one another, I was reminded of how many people it took to create this night. not only all of the guests in the room, but the parents who contributed to the auctions and raffles, and the committee members that had no intention of attending, but wanted to help create something special....
2001 2010 above: The Gala has held many forms throughout the years, from the Holly Ball, to grand productions that transformed our very own gym, to the current Downtown Black Tie Gala.
FALL 2015 VOLUME TWO
means to us, and also our joy at being a part of this great school. In addition to the above, I am personally celebrating something more. Sitting back at the end of the evening, watching our parents laugh with one another, I was reminded of how many people it took to create this night. Not only all of the guests in the room, but the parents who contributed to the Auctions and Raffles, and the Committee members that had no intention of attending, but wanted to help create
treasure, to create this year’s Gala. Visit www.meadowridge.bc.ca/gala to see the video that was shown at the event, and showcases our campus and the North Forest, which we are fundraising for. We are truly lucky to have a school like this, and to be surrounded by so much kindness. Thank you! Mrs. Carolyn Laba Community Development Coordinator 5
SERVICE THROUGH THE CONTINUUM LEARNING TO LIVE WELL, WITH OTHERS AND FOR OTHERS Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. In PYP this is referred to as Action; in MYP it is Action and Service; in DP it is the “S” in Creativity, Activity, and Service (CAS). At Meadowridge, our Belief Statements of Service are the guiding principles for all service initiatives associated with the school:
the service continuum
at meadowridge JUNIOR KINDERGARTEN TO GRADE 1 making world connections
•
Service goes beyond the simple gift of giving money
•
Service requires sustainable and committed action that is informed by the desire to live well, with others, and for others, in a just community
•
Service springs from a place of humility and open-mindedness in which we not only support others but also learn from others
•
Service has to be based on the exploration and consideration of the needs of others
they see outside of the classroom
•
Services requires the willingness to think, act and reflect which inevitably results in personal growth
learning.
•
Service grows out of a genuine desire to empower others
•
Service encompasses a broad scope of activities
GRADES 2 TO 4 planning and inquiring
•
Each individual has the capacity to serve
How can WE effect change –
•
The capacity to serve develops along a spectrum while cultivating the attributes identified within the Learner Profile
We have designed a Service Continuum to help understand what this can look like at each grade level. (Figure 1.0) 6
Making
world
connections
to
learning; for example, taking a photo or drawing a picture of what that ties into their classroom
making a plan to make something better, greener, safer, friendlier, etc. either at home or in the greater community.
MEADOWRIDGE SCHOOL GRYPHON
left: Students across the Continuum, from Junior Kindergarten to Grade 12, are encouraged to take action. Throughout the year we host events such as the Grade 4 ‘Make a Difference’ Fair, Can Drive, Autumn Harvest Dinner and ‘Coats for Kids’ Drive.
service learning is an important part of the meadowridge and ib philosophy. it takes everyone in a community to help change the world, but it can all start with just one action. Action is taking what you have learned and bringing it into action, doing, reality, being. Service learning is an important part of the Meadowridge and IB philosophy. It takes everyone in a community to help change the world, but it can all start with just one action.
GRADES 5 TO 7 taking action Doing something – physically getting involved with an event or organization: helping make it all happen, initiating a process, and
what is service learning? Service learning
asking difficult questions.
is a teaching and learning strategy that integrates
meaningful
community
service
GRADES 8 TO 10 taking ownership
with instruction and reflection to enrich the
Taking it on – planning, running,
learning experience, teach civic responsibility,
organizing an event and its
and strengthen communities.
volunteers:
putting
foot
to
pavement and making it happen.
GRADES 11 TO 12 taking it above and beyond Exemplary service learning and creating a legacy – above and beyond the requirements of CAS.
My hope is that we all get involved in local service looking at the ethical and global impacts. There are many fabulous opportunities at home and abroad – figure out where your passion lies and get involved! Service is a two way street that helps everyone involved become more balanced, calm, reflective and principled. We all learn from helping each other, because at some point we all do need a hand up. Mrs. Carrie Hughes-Grant Director of Student Life
(Figure 1.0) FALL 2015 VOLUME TWO
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ACTION IN SERVICE:
2016 MEADOWRIDGE SERVICE TRIP TO GUATEMALA “can’t we just ask for donations and send money to the community?” This argument has been posed to Service Trip organizers around the world since time immemorial. It is a valid inquiry because monetary funds are important for communities suffering from poverty. However, service needs to be more than just sending money and lasting change and awareness can only be created when we “get our hands dirty”. Action is the key to building relationships, making lasting impressions, and spreading effective awareness. Action for the participants in the 2016 Guatemala Service Trip is manifested in two ways: the actions that each student and chaperone involves themselves in to raise funds and awareness; and the action they involve themselves in while they are in Chacaya, Guatemala. While students are writing down orders from the Artisan Catalogue, making crafts for the Craft Fair, sorting bottles for the Bottle Drive, or contributing in their own unique way to Café Night, they are consistently reminded that their actions matter. Each order taken, each craft 8
completed, each bottle sorted, and each minute spent working on their projects involves them deeper and brings them closer to their goal. While students are participating in fundraising activities, they will need to respond to questions posed about the purpose of their initiative, which
The students’ involvement does not stop when their fundraising initiatives here are finished. While in Chacaya, the community that Meadowridge School is partnered with, they will continue their action alongside Guatemalan students. They will be taught how to make “eco-bricks” (pop bottles
While students are writing down orders from the Artisan Catalogue, making crafts for the Craft Fair, sorting bottles for the Bottle Drive, or contributing in their own unique way to Café Night, they are consistently reminded that their actions matter. Each order taken, each craft completed, each bottle sorted, and each minute spent working on their projects involves them deeper and brings them closer to their goal.
leads to the creation of greater awareness for the public and a reinforcement of awareness for the student. Yes, the end is monetary gain, but it is the action taken to make that gain that is of the most value. The adage “Tell me and I forget. Show me and I remember. Involve me and I understand.” best expresses the idea that it is through the creation of memories – through action – that students will genuinely become, and remain, aware.
filled with repurposed paper and plastic garbage) which can contribute to building houses, a new school, a community centre, even stairs and retaining walls. In addition, they will have the opportunity to help in other ways that money cannot buy. Through their labour, school gardens can be built, communal dinners can be served, an artisan’s or farmer’s load can be lightened (thereby allowing them to devote more labour to the creation of saleable goods MEADOWRIDGE SCHOOL GRYPHON
in order to support their families), or a working child can be given some reprieve (thereby allowing him or her to attend school). These are just a few of the possible activities that students can have the opportunity to be involved in. These are incredibly helpful contributions that money cannot buy, only action service can provide. A side-effect of going on the service trip to Guatemala is that by students taking the risk to commit themselves to this action service they will be forever changed. Meadowridge students involved in this trip will become more open-minded, more caring, more knowledgeable, and more principled as they begin to understand how hard others have to work for just a fraction of what the student has. They will strengthen their critical thinking skills as they work through how to complete tasks without many of the implements available to them at home. They will become better communicators as they strive to relate to people with a different language, culture, society, and history than them. They will have a greater understanding of the importance of being balanced as they see first-hand the effects of a lack of balance. And they cannot help but become more reflective as they come face-to-face with an alternate reality, one that could be theirs except for an accident of birth. So, can we just ask for donations and send money? Absolutely. Would this be beneficial? Yes. But through being physically, mentally and emotionally involved, the lives of many more individuals will be enhanced and the ripples of awareness cannot help but spread to create a more lasting effect. Mrs. Danielle Donovan Guatemala Service Trip 2016 Lead Chaperone & DP Teacher
in photos: Last year’s Service Trips included a trip to
We live in and cherish communities, not just ourselves, and so our children must be caring, so that natural justice will spread with them. This caring for others has to inhabit our school, and help our alumni to “shape our world� as leaders.
Florida, to help at a Wild Horse Rescue Centre, and Costa Rica to serve a charity committed to
MEADOWRIDGE SCHOOL VISION
saving sea turtles.
FALL 2015 VOLUME TWO
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supported by our annual fund donors:
junior kindergarten and kindergarten learners With contributions from the Annual Fund, the Early Learning Centre has been designed and furnished specifically to meet the needs of our earliest learners. Read the impact of our donors on page 15.
PLAY-BASED LEARNING
WHAT IS LEARNING THROUGH PLAY? BY MR. TERRY DONALDSON, DIRECTOR OF PYP
In the Early Learning Centre at Meadowridge School, play-based learning influences our pedagogy and educational practices, and provides a wide variety of learning engagements for our children. “Play is the chief vehicle for the development of imagination and intelligence, language, social skills, and perceptual motor abilities in infants and young children (Frost, 1992)”. Play is a child’s work and is a very important part of daily life. It is one of the most important ways that children inquire into the world around them. Through play, children learn socialization skills, problem-solving, language and creativity. Importantly, structured and guided play allows for the building of the early foundations in literacy, numeracy and scientific thinking. Additionally, young children try out new experiences and master many fine and gross motor skills when playing.
WHAT IS A CHILD LEARNING THROUGH PLAY?
PLAYING WITH b u i l d i n g b l o c k s CHILDREN LEARN ABOUT: • • • • • • 10
Size, shape, mass, height, depth, texture, spatial awareness, and gravity. Testing hypotheses, collecting data and reaching conclusions. Similarities and differences. Problem-solving, action and reaction, cause and effect. Playing cooperatively, co-creating and leadership. Developing fine and gross motor development and coordination.
FROM LEFT TO RIGHT: Dominic, Dominik and Arlen with their community structure. Yuxin, James and George testing pathways with the marble run and then making adjustments. Jackson, Sophia and Isabella learning about energy and forces.
MEADOWRIDGE SCHOOL GRYPHON
PLAYING WITH o t h e r m a te r i a l s
FROM LEFT TO RIGHT: Mantaj being a mathematician.
CHILDREN ARE: • • •
Josh and Bryan cutting and making play-doh shapes.
Enhancing their imagination. Promoting their physical development. Developing social skills (sharing, compromising, negotiating).
Alanna, Nadia, Kyle and Max playing and working together. Lindsay focusing on the set for her imaginative story.
PLAYING AT t h e a rt c e n t re
FROM LEFT TO RIGHT: Maddie and Amelia co-producing incredible works of Art.
CHILDREN ARE:
Nadia creating a visual story.
• • • • •
Learning about colours, shapes, sizes and textures. Using scissors, crayons and paint brushes to develop fine motor skills. Transferring imaginative thoughts to paper, sculptures and crafts. Reinforcing language and pre-writing skills. Making choices and decisions for themselves.
Lindsay working on her fine-motor skills. Max, Lila, Joanna and Kyle making books.
play is a child’s work and is a very important part of daily life. it is one of the most important ways that children inquire into the world around them. through play, children learn socialization skills, problem-solving, language and creativity.
PLAYING IN t h e d r a m a c e n t re CHILDREN ARE: • • •
Learning about the roles of community members. Being empathetic, cooperative and caring. Learning about sequential acts and story-telling.
FROM LEFT TO RIGHT: Olivia and Amelia being caring community members. Isabella and Lindsay rehearsing life skills. Nathan, Lucy and Nadia creating characters to use in their play.
FALL 2015 VOLUME TWO
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PLAY-BASED LEARNING
(CONTINUED) FROM LEFT TO RIGHT: Arlen and Liam taking risks, being adventurous, and building motor skills. Aliyah showing self-confidence and at being one with the world around her.
PLAYING IN t h e o u td o o r s CHILDREN LEARN: • • •
To take safe risks, use their body effectively and achieve a goal. To take turns and be cooperative. To be aware and take care of the world around them.
PLAYING DURING “ l u n c h ” CHILDREN LEARN: • • •
About social skills and manners. Fine-motor skills and using eating utensils. About the importance of healthy food habits.
FROM LEFT TO RIGHT: Maddie and Dominic being gracious hosts with Mr. Donaldson.
hurried children are not good learners, and they are not happy children, so learning has to be developmental and support the natural developmental stages. MEADOWRIDGE SCHOOL VISION FROM LEFT TO RIGHT: Tommy working on artistic math patterns. Max and Tommy working with shapes and colours. James building 2-D and 3-D sculptures.
PLAYING AT t h e l i g h t ta b l e CHILDREN ARE: • • •
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Learning about light and energy. Developing coordination skills. Counting and making math patterns.
MEADOWRIDGE SCHOOL GRYPHON
PLAYING AT t h e s c i e n c e i n v e st i g a t i o n c e n t re CHILDREN ARE: • •
Observing, collecting data, and recording information. Using scientific equipment.
FROM LEFT TO RIGHT: Miele and Jackson investigating scientific specimens.
PLAYING WITH t h e w a t e r t a b l e CHILDREN ARE: •
Widening sensory experiences (different textures, different temperatures; warm, cold).
•
Developing fine motor skills and eye/hand coordination by pouring, stirring, squeezing, scrubbing and squirting.
•
Working with the Math concepts of counting, many/few, empty/full, before/after, same/different and more/less.
•
Developing an understanding of the science concepts of gravity and states of matter (solid, liquid, gas).
LEFT: Nathan filling and measuring liquids.
PLAYING WITH t h e s a n d ta b l e CHILDREN ARE: •
Working on the Math concepts of more/less, many/ few, empty/full, heavy/light.
•
Developing the social skills of sharing, compromising and negotiating.
•
Increasing their communication and vocabulary.
HOW CAN YOU HELP YOUR CHILD WITH THEIR “WORK” AT HOME?
LEFT: Tommy measuring quantities while observing the properties of sand.
•
Provide children with opportunities for physical play, especially outdoors. Physical play improves eating habits, sleep and mood.
•
Provide a time for “rough and tumble” play. This kind of play is a natural behaviour and allows children to know the
•
Provide children with increasing amounts of independent
difference between play and conflict.
and less-supervised play. This helps children manage risks incrementally and develop self-confidence. •
Provide an abundance of uninterrupted time for play. Longer play times allow children to get involved in more complex and imaginative learning.
FALL 2015 VOLUME TWO
For more information about play-based learning, please speak to our ELC faculty members: Miss Maynes, Miss Warner, Mrs. Johns and Mrs. Kozol. Let the children LEARN in play!
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your commitment to excellence encourages others to give and affords our children opportunities that wouldn’t otherwise exist. each gift, big and small, makes a difference. THANK YOU FOR CONTRIBUTING! Mr. Patrick Barber & Mrs. Sonia Nieto Bustos
Mr. & Mrs. Peter & Kirsti Hardie
Mr. Steven Parewyck & Mrs. Anita Parewyck-Bonnarens
Mr. Bokshin Ahn & Mrs. Mihyun Noh
Mr. & Mrs. Richard & Tammy Haywood
Mr. Jason Parker & Dr. Nancy Vertel
Anonymous (x 2)
Mr. & Mrs. Don & Linda Hincks
Mr. & Mrs. Terrance & Moira Passley
Mr. & Mrs. Christopher & Jodi Barrass
Ms. Cindy Hops
Mr. & Mrs. Philip & Nicola Pitzey
Mr. and Mrs. Christopher and Lisa Begg
Mr. Johannes Huang & Ms. Shirley Wu
Mr. & Mrs. Igor & Katerina Pogrebinsky
Mr. & Mrs. Curtis & Kristal Bereza
Dr. Geoffrey Hutchinson & Dr. Sarah Charney
Mr. Frank Qin & Ms. Jenny Bai
Prof. Nicholas Blomley & Ms. Jessie Hill
Mr. & Mrs. Ty & Jadina Irving
Mr. & Mrs. Sheetal & Seema Rawal
Mr. Rhys Clarke & Ms. Julie Bournival
Mr. Yun Jin Jang & Mrs. Yu Kyung Lee
Mr. George Read & Ms. Fay Kingwill
Mrs. Michelle Brookshaw
Mr. Jerry Jiang & Ms. Song Shan Gu
Mr. & Mrs. Michael & Chantal Schutz
Mr. Hugh Burke & Ms. Eva Boyd
Ms. Lynelle Johns
Mr. & Mrs. Justin & Jennifer Simpson
Mr. Gang Chen & Ms. Linda Li
Ms. Christy Kazulin
Dr. & Mrs. Mathew & Masumi Smith
Mr. Jie Cheng & Ms. Lan Na Wu
Mr. & Mrs. Kevin & Tracey Kennedy
Mr. Troy Sobotka & Ms. Andrea Frisby
Mr. Sung Soo Choi & Mrs. Hyun Ji Lee
Drs. Srinivasa & Anuradha Korada
Mr. & Mrs. Dennis & Norma-Jean Spika
Mr. Timothy Coleman & Miss Tessa Bainbridge
Mr. & Mrs. Colin & Carolyn Laba
Mr. & Mrs. Scott & Yoshimi Spurgeon
Mr. Mark Conaghan
Mr. Al-Karim Lalji
Ms. Nadine Sugden
Mr. & Mrs. William & Hanfen Crawford
Dr. Ockie Lampen & Dr. Kathleen Robson
Mr. Kevin Sun & Ms. Helen Li
Dr. Malcolm Crozier & Mrs. Alicia Osorio Bustos
Mr. & Mrs. Tom & Rhonda Laurie
Mr. Kefei Tan & Ms. Hanfang Guo
Mr. & Mrs. Clinton & Michelle Denesiuk
Mr. Ron Le Boutillier
Telus
Mr. Avio Diniz & Mrs. Patricia Lapointe
Mr. Lance Leger & Ms. Sarah Ward
Dr. & Mrs. Kurt & Melanie Tsuyuki
Mr. & Mrs. Matthew & Wendy Dockerty
Mr. Daniel Le Page
Mr. Amrik Tung & Ms. Simmi Khanna
Mr. Terry Donaldson
Mr. & Mrs. Darrell & Kim Lester
Mr. & Mrs. Julian & Marilyn Turner
Mr. Shuquan Du & Ms. Li Min Yang
Mr. Hai Qing Liu & Ms. Lie Jing Gu
Ms. Michelle Vally
Dr. & Mrs. Bill & Barbara Durno
Mr. Jun Ying Liu & Ms. Yan Wan
Ms. Tamara Warner
Mr. Wei Fang & Ms. Jin Shen
Dr. Jun Liu & Ms. Xiao Wei Zhan
Mr. & Mrs. Rick & Susan Waugh
Mr. & Mrs. Peter & Deanna Farnworth
Mr. Wiqun Liu & Ms. Wei Wang
Dr. & Mrs. Lawrence & Tracey Welsh
Mrs. Hallie Fraser
Mr. Shin Loong Leong and Ms. Liz Tanida
Mr. & Mrs. Paul & Kalie Whitaker
Jay Fraser
Mr. Ju Bin Ma & Ms. Min Shao
Mr. William Wong & Ms. Tina Lee
Mr. & Mrs. Sunil & Yamini Gandesha
Drs. Samir & Sangita Malhotra
Mr. Feng Xu & Ms. Shuo Chen
Drs. Deepu & Reena George
Mr. Jamie Marriott
Mr. Liming Xu & Ms. Xiehui Zhang
Drs. Robert & Diana Germain
Mr. Gareth Mason & Ms. Carolyn Treger
Mr. Jiaxue Yang & Ms. Weijie Chong
Mr. Robert Gill & Mrs. Diana Carwithen
Ms. Jennifer Maynes
Mr. Yong Zhang & Ms. Wenqing Chen
Mr. Kenneth Go & Mrs. Connie Chow-Go
Meadowridge Parent Guild
Mr. Yong Shun Zhang & Ms. Dan Dan Hu
Mr. Fulian Gong & Ms. Lian Zhao
Ms. Sherrie Metz
Mr. Min Zhang & Ms. Ruoqi Zheng
Dr. Daniel Gouws & Mrs. Kimberley Buchanan Gouws
Mr. Skigh Murray
Mr. Shanhai Zhao & Ms. Li Wan
Mr. Mark A. Grant & Mrs. Carrie Hughes-Grant
Mr. & Mrs. Patrick & Barbara Niwa
Mr. Yongjun Zhang & Ms. Yvonne Y. Wei
Mr. & Mrs. Warwick & Carolyn Green
Mr. David Noble
Mr. Li Zhou & Ms. Wei Shi
Mr. & Mrs. Craig & Natalie Gunning
Ms. Danielle Noël
Ms. Gilda Zivec
Halpern's Limited
Ms. Angela Pallister
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The above donors are recognized for their gifts to the Annual Fund as of December 1, 2015.
SUPPORTED BY THE ANNUAL FUND donations to the meadowridge annual fund support excellence in education, improve inquiry-based learning, and enrich the learning environment for every child.
in the early learning centre “As we draw people to our school from around the world, the recent Early Learning Centre building project has been thoughtfully planned to expand and showcase our youngest learners. Details are important in creating both aesthetically inviting, flexible, student-centered spaces for learning... We are guided to select items for spaces that include attention to materials, light, softness, functionality and, most of all, those which invite students to actively engage in learning.” M I S S WA R N E R A N D M I S S M AY N E S , K I N D E R G A RT E N T E AC H E R S
in the library and kindergarten It has been wonderful watching students come in with their families in the morning and being so excited to exchange their family reading book for a new one. Students will gather around and talk to each other about what book they had last night and what new book they’re taking home that day. I love that the children are exposed to many different genres of books from classics to friendship to humorous. Families are spending quality time together reading these books and helping to instill a love for reading in their children. Reading to and with your child is so important for beginning literacy skills and this family reading programme helps families do that. M I S S J E N N I F E R M AY N E S , K I N D E R G A RT E N T E AC H E R
in the north forest Meadowridge committed to the maintenance of keeping the blackberries at bay and eventually eradicating them entirely. This upkeep required both manual labour and tools, which were funded through Annual Fund. They provided for pruners, loppers, and shovels. We have also assembled explorer packs and a set of hand-held digital microscopes which will allow students to fully investigate our beautiful local environment. We have also purchased science equipment for each grade to increase the ability of students to engage in hands-on investigations when exploring how the world works around them. M R . JA M E S W I L L M S , PY P T E AC H E R FALL 2015 VOLUME TWO
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DID YOU KNOW? TWENTY-THREE MEADOWRIDGE STUDENTS ATTENDED THIS YEAR’S CONFERENCE; THIS IS THE LARGEST DELEGATION WE HAVE SENT TO ANY CONFERENCE!
MODEL UNITED NATIONS CONNECT MODEL UNITED NATIONS CONFERENCE During the last weekend in November, 23 Meadowridge students participated in the Connect Model United Nations conference in Vancouver, BC. This is the largest delegation we have sent to any conference! Thanks to the strong efforts of our two head delegates, Olivia M. (Grade 11) and Owen C. (Grade 11), our students acquitted themselves extremely well. Many of our students were participating in their very first Model UN conference, and yet they found a way to make significant contributions to their committees. Model UN conferences allow high school students to participate in meaningful discourse about current issues of international scope and concern. Conferences like these enhance students’ understanding of themselves as active and empowered global citizens. Topics at Connect Model UN ranged from the environmental ethics of agricultural practices, to maritime piracy, to resolving the refugee crisis in the Mediterranean. A number of our students were clearly leaders in their committees, and two received individual awards. At a conference that hosted over 650 delegates, this was quite an accomplishment. I want to congratulate Owen C. who received an Honourable Mention Award in his committee, and Donya A. (Grade 11) who won the Outstanding Delegate Award in her committee. I was very proud as I observed the manner in which our students engaged in the process of negotiation, debate and consensus-building, and look forward to upcoming conferences with them. Mr. Kevin Kennedy MYP Teacher and Model United Nations Teacher-Sponsor
STUDENT ACHIEVEMENT OWEN C. & DONYA A. (GRADE 11) Congratulations to Owen C., who received an Honourable Mention Award in his committee, and Donya A., who won the Outstanding Delegate Award in her committee.
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MEADOWRIDGE SCHOOL GRYPHON
ile
IB learner profile IB learne IB learner profile IB learner profile IB learn IB learner profile IB learner profile IB learner profile IB learn IB learner profile IB learner profile IB learner profi The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. As IB learners we strive to be: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities. 3
FALL 2015 VOLUME TWO
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TOURING OUR SCHOOL: THE FITNESS FACILITY Students at Meadowridge have a wonderful fitness facility for use during regular PE classes, and also during their own personal time. The current fitness room is well stocked with a variety of weight stack machines, free weights, body weight apparatus and other equipment. Students in Grades 8 through 12 are able to have their parents sign a consent form which permits them to use the fitness room in the morning, at lunch, or after school on their own. The room has large windows that face the south and allow natural light in; there are also large windows that face the atrium, which function both as a safety measure and a positive visual cue for those who are thinking of getting a work out in. There is a variety of cardiovascular machines, including a stepper, treadmill, elliptical, a couple of rowing machines and several stationary bikes. There are enough step boxes to run a medium-sized class and a couple of low plyometric boxes. There are slam bags, medicine balls, wobble pads, balance boards, kettle bells, skipping ropes, stretch bands, stability balls of various sizes, a permanently set TRX, and two types of mats for yoga or other floor exercises. There are multiple dumbbells ranging from 1 pound to 45 pounds. We also have Olympic weights and bars with a safety cage for use with a spotter. There is a large, high-definition TV and a stereo for students to use if they wish to play their own appropriate music. Many students prefer to use their own headphones and maintain their focus 18
during their own workouts. Some students form their own workout groups. There is a DVD player and a variety of workout videos that can be borrowed from the Athletics Office; the current most popular is the Insanity series and yoga workouts. There is a heavy bag and boxing gloves that students can use to both punch and kick. Some of our students that have a background in martial arts are able to put a good display of power versus the heavy bag. There have been some kind donations to the fitness room in the past, including some weights as well as machines. For the most part, students do a very good job of maintaining the room and keeping everything in proper working order with respectful and proper usage. The room is also serviced twice a year by an outside provider and includes cable repair, tread inspection, replacement of parts, greasing of wheels and gears, plus any other additional recommendations as part of regular upkeep. Should you like to check out our facilities in person, I would be happy to provide anyone a tour of the facility. Students receive instructions during their PE lessons on the proper use of the room and the equipment in it, but they can also request an orientation on the room as well. Please contact me if you would like to set up a tour of this or any other athletic facility in the school. Mr. Scott Spurgeon, Athletic Director MEADOWRIDGE SCHOOL GRYPHON
TEAM SPORTS VS. INDIVIDUAL SPORTS In this issue of the Gryphon we have Team Sports sporting the golden trunks in the corner to our left and Individual Sports wearing Meadowridge maroon trunks coming out of the corner to our right. The early sports line has Team Sports ahead with a full roster versus what appears to just be a single combatant representing the Individual Sports. On closer inspection the Individual Sports actually are a very tight knit group that truly is a ‘team’: they earn points for their team in all sports our Gryphons compete in such as track and field, badminton, swimming, cross country and fencing. Team totals are tallied up and, in most competitions, a team award is given out beyond the individually-earned accolades. I have often seen the so-called individual sports’ teammates show greater support for their teammates than those which are team based. During badminton matches against other schools our Gryphon team is generally made up of six to eight players who are very supportive courtside, giving encouragement and advice prior to the match or during breaks. This is also evident in track and field where athletes are not competing head to head; there are so many different events and with considerable time in between, teammates have the opportunity to support their peers while waiting for their own events. Meadowridge has done well in these events, recently FALL 2015 VOLUME TWO
evidenced by our School District 42 Elementary Track and Field back-to-back Championships over the past two seasons. Last year came as a bit of a surprise and truly was a team effort with so many students contributing to the Gryphon point total, whether it was bringing in ten team points with a first place finish or two points with a ninth place finish. Team sports have the power of a group, where on any night if one player or group falters, there are others present that can pick up the slack or lead the charge. Individual sports should not be counted out as they have a large supportive network over their right and left shoulders. Student
Team sports can allow a player to reach higher heights than they may on their own, or conversely hold them back if a team’s level of play is below their own abilities. As discussed in the previous Gryphon article, coaches at Meadowridge do try to balance a player’s skills with the competition they are put into. Opportunities are available for a variety of levels of play over the course of the season. Coaches will try to put players into situations where they will be challenged but also have the opportunity for success. Some player’s personalities and motivation is best suited for individual sports, while others enjoy a supportive team
and the running club as a social way to maintain fitness. All three of the mentioned individualistic activities could be used to improve in competitive sports, be it team or individual. This battle, Team Sports versus Individual Sports, really comes down to personal preference and in all likelihood a balance of both is probably best. Teams are great way to learn to work together and see how the synergy of teamwork can be highly effective, despite some personality conflict bumps that will inevitably happen along the way. Individual sports can be good for building confidence, self-reliance and a belief in yourself. A variety of sports,
Team sports have the power of a group, where on any night if one player or group falters, there are others present that can pick up the slack or lead the charge. Individual sports should not be counted out as they have a large supportive network over their right and left shoulders.
athletes in individual sports may often compete on their own on the court but they have coaches, teammates and other specialists working with them on individual skills and tactics. Those in individual sports have the ability to control their destiny much more than a team sport. Players in individual sports can train to more individual levels, attending clubs and competitions outside of school or extending their seasons, something not as easy or practical in team sports.
environment. Some players have even preferred to be on a team but not wanted to start or take on too large of a role. This may change as they gain skills and confidence, but sometimes, particularly in the younger grades, athletics is more about a social experience and less about the sport aspect. While not competitive, the most individualistic activities offered are the fitness club or individual use of the fitness room, yoga,
whether individual or team, will be beneficial from a cross training perspective. Skills learned in different sports are usually transferable, plus different muscles will be used leading to less injuries, avoiding overly repetitive movements in a single sport focus. Mr. Scott Spurgeon Meadowridge Athletic Director
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GRYPHON ALUMNI INTERVIEW WHAT SPORTS DID YOU PLAY WHEN YOU WERE A GRYPHON AT MEADOWRIDGE? I played volleyball, basketball, and rugby.
WHAT IS YOUR BEST MEMORY AS A GRYPHON IN ATHLETICS?
HARIN DESAI (‘01)
WHAT DO YOU DO NOW TO STAY MENTALLY AND PHYSICALLY HEALTHY? The private practice I work for also has a second Yoga/Pilates business attached to it. I've been participating in both for the last few months which is great for physical and mental well-being. I've also incorporated weight training at the local gym along with playing drop-in basketball at the local neighborhood court.
Organizing several small tournaments for volleyball and basketball.
WHAT WAS THE BIGGEST LESSON OR HABIT YOU TOOK AWAY FROM YOUR TIME AS A GRYPHON?
As well for mental health, I will always go by the maxim, "forever a student". Physiotherapy is constantly evolving with new techniques of treatment and methods of approach for diagnosis of injury. You have to constantly keep up to date on the latest research and take classes every few months to learn the newest treatment techniques to add to your forever growing 'tool box'.
Don't be discouraged if plans fall apart. It's satisfying to see the plans that do go through to completion, become a success. When it comes time to figure out what you want to do in life -- Volunteer! It
WHAT ARE YOU DOING NOW IN LIFE?
could be at your local hospital, aged care home, or local event, but you will learn a lot about yourself.
I graduated about two years ago with my Doctor of Physiotherapy. I live in Australia and work with a well-recognized Sports Physiotherapist in a private clinic. On the weekends I work with a professional Rugby League team as well as being an on-field Physio for a top level private school in Sydney.
IF YOU COULD PASS ON ONE PIECE OF ADVICE TO CURRENT GRYPHON ATHLETES, BASED ON YOUR EXPERIENCE, WHAT WOULD IT BE? Two things that helped me:
LOOKING INTO A CRYSTAL BALL WHERE DO YOU SEE YOURSELF IN FIVE YEARS?
When it comes time to figure out what you want to do in life -Volunteer! It could be at your local hospital, aged care home, or local event, but you will learn a lot about yourself.
In five years I see myself back in Vancouver splitting my time between my own private practice and maybe a prominent local hockey team? (Go Canucks!)
When you are stuck between a few options for a future occupation, shadow several different people who work in the industry you are interested in to see what an actual work day looks like.
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MEADOWRIDGE SCHOOL GRYPHON
IN THE LIBRARY “The library is a place where learners have the opportunity to engage in a collaborative pursuit of knowledge and global understanding. It should be a mirror unto the world where you see yourself and others both reflected and connected. Within the library, the school community learns about, maintains, and fosters international mindedness resulting in a more peaceful world.� M E A D O W R I D G E L I B R A R Y O N F O S T E R I N G I N T E R N AT I O N A L M I N D E D N E S S
FALL 2015 VOLUME TWO
21
Our children must be able to recognize problems and to love inquiry: they must know how to gather information – gather through books, through digital means, through interviews, through observation, and through listening and talking and being curious.
They have to be able to use that information in a variety of ways – to comprehend, analyze, synthesize, and evaluate, to create, imagine, and produce. MEADOWRIDGE SCHOOL VISION
IN THE LIBRARY
APPROACHES TO LEARNING (ATL) SKILLS Throughout the approaches to learning (ATL) in IB Programmes, students develop skills that have relevance across the curriculum that help them “learn how to learn”. ATL skills can be learned and taught, improved with practice and developed incrementally. They provide a solid foundation for learning both independently and with others (From Principles into Practice 20).
THERE ARE FIVE ATL SKILL CATEGORIES: 1. Communication 2. Social (Collaboration skills) 3. Self-Management (Organization, Affective and Reflection skills) 4. Research (Information Literacy and Media Literacy skills) 5. Thinking (Critical Thinking, Creative thinking and Transfer skills) Approaches to Learning (ATL) has always been part of IB teaching:
“what is of paramount importance in the pre-university stage is not what is learned but learning how to learn … what matters is not the absorption and regurgitation either of fact or predigested interpretations of facts, but the development of power of the mind or ways of thinking which can be applied to new situations and new presentations of facts as they arise” (Peterson). ALEC PETERSON PETERSON, A. 1972. THE INTERNATIONAL BACCALAUREATE: AN EXPERIMENT IN INTERNATIONAL EDUCATION 22
MEADOWRIDGE SCHOOL GRYPHON
ATL IN ACTION IN THE LIBRARY OUR MYP AND DP STUDENTS HAVE BEEN PRACTICING THEIR ATL SKILLS IN COLLABORATION WITH OUR LIBRARY AND TEACHER- LIBRARIAN. COMMUNICATION
ATL SKILL COLLABORATION
ATL SKILL REFLECTION
Grade 6 students delegated and
Grade 10 students keep a journal to
shared responsibility for decision-
record reflections as they work on
making while taking part in a
their personal project.
Meadowridge
Library
scavenger
hunt.
REFLECTION
ATL SKILL COMMUNICATION
ATL SKILL INFORMATION LITERACY Grade
7
students
collected,
Grade
11
students
previewed
recorded and verified data for
and
their Science One World Essay using
understanding using EBSCO, an
books and World Book Online.
academic
skimmed
texts
online
to
build
database,
and
started background reading on their Extended Essay subject.
COLLABORATION
ATL SKILL MEDIA LITERACY
ATL SKILL INFORMATION LITERACY
Grade 8 students located, organized
Grade
analysed, evaluated, synthesized
references
and ethically used information
constructed a Works Cited before
from a variety of sources and
handing in their Extended Essay.
12
students and
created
citations…and
media for their Science lab reports.
INFORMATION LITERACY
students track their reading in a passport!
IN THE LIBRARY
READ TOGETHER, GROW TOGETHER. During the fall months, the library collaborated with our Kindergarten teachers to develop an at-home reading program, creatively coined ‘Read Together, Grow Together’. What is the program all about? Read onward and learn how our Kindergarten learners are getting inspired to read!
The Books
The Benefits of Reading
We have selected 30 children’s books for families to enjoy together throughout the year. The books are divided into six categories:
We truly believe that reading as a family is one of the most important activities that will establish a lifelong love of reading. Here are a few reasons why reading together is invaluable:
• • • • • •
friendship and family classics award winners rhyming humorous animals
The books are stored in the Kindergarten classrooms.
The Day to Day Details •
Each child has a passport so they can track the books their family reads together.
•
Inside each book there is a pocket with a question or short activity. This gives the children a chance to discuss the book or make personal connections.
•
These stories are meant to be read and reread, so families can keep each story for a few days and then return the book when they are ready for a new one.
•
For parents that are learning English and not comfortable reading the story aloud, audio recording of each story is available at www.meadowridge.bc.ca/ readtogethergrowtogether.
•
Reading together helps to build the knowledge of essential pre reading skills.
•
Students who are read to are more likely to do well in all facets of education.
•
Children gain valuable communication skills that will allow them to communicate to others in a healthy way.
•
Kids who are exposed to reading are much more likely to choose books over video games or television as they grow older.
•
Reading is a nurturing activity that will bring families closer together.
For more information on the benefits of reading as a family visit www.meadowridge.bc.ca/readtogethergrowtogether.
The Celebration We will celebrate with every student and family when they have read the 30 books. This wonderful accomplishment will be recognized with a certificate and a gift.
WITH THANKS FOR THE DONATION OF THE NEW BOOKS
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DOG’S COLOURFUL DAY
TURKEY TRICK OR TREAT
DOORS IN THE AIR
CARA THE CAMP FAIRY
LEGO AWESOME IDEAS
Donated by Lucy L.
Donated by Miss Tamara Warner
Donated by Lucy L.
Donated by Taylor D.
Dedicated to Tyler B. by Bill and Haj Brar
NATIONAL GEOGRAPHIC BOOK OF NATURE POETRY Dedicated to Masi Ji Parm by Ty B.
HICKORY DICKORY DOCK Donated by Milas S.
MEADOWRIDGE SCHOOL GRYPHON
supported by our annual fund donors: kindergarten readers
Donors to the annual fund helped to make the Read Together, Grow Together programme a possibility by funding the collection of 30 books, from varying genres and themes, for our kindergarten readers and families to explore together. Read the impact of our donors on page 15.
left:
Kindergarten families swap out finished books for new ones and track their progress in their Reading Passports; the programme gets the entire family involved!
READING TOGETHER. Resting in the loving, warm arms of a loved one with a storybook in hand create not only special moments, but often becomes the favourite part of a young child’s day. Not only do these moments support emotional bonds, but also the development of language which supports the understandings of voice and literature and model the many purposes to which we like to read. There are six genres of children’s books within the Read Together, Grow Together collection, all having a specific niche to expand the read-a-loud experience. Including some classic titles, award winning books and beloved authors. I have been listening when the Kindergarten families have been exchanging their books together in the morning, and have heard some connections from both the adults and child. Dad called out to his son “let’s pick this one next as I loved it when I was a young boy” and his son said “that looks like a great one.” These are the connections to foster, a son seeing his father as a reader and they both win. I am very thankful that Mrs. Nicholson brought us the idea from the experiences she had with the reading programme at FALL 2015 VOLUME TWO
the Fraser Public Library. We all worked together to see how we could capture its essence to Kindergarten here at Meadowridge. With a shared philosophy, previewing many loved titles of storybooks, and the financial backing for our project, things all came together. Technical skills were shared with us by Ms. Cummings in the Advancement office and many voices (including library volunteers) lent themselves to recordings and preparing the collection. Families also have access to a portion of the school website where audio recordings have been made of EACH book title. Having the audio recordings was important for us as teachers, as it brought every family into the role of a nightly reading routine no matter their confidence with English. We await a return visit from Gryph who is going to come back to Kindergarten to hear about all the storybooks the children read with their families. He is going to work on a little surprise to bring along, too! Miss Tamara Warner Kindergarten Teacher
resting in the loving,
warm
arms of a loved one with a storybook in hand create not only special moments, but often becomes the favourite part of a young child’s day. not
only
moments emotional
do
these support
bonds,
but
also the development of language which supports the
understandings
of
voice and literature and model the many purposes to which we like to read.”
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THE MYP ADVISORY PROGRAMME LEARNING TO LIVE WELL The Advisory Programme at Meadowridge is what sets us apart from many other educational institutions. Our Advisory block is our dedicated time to check in with all our students and ensure their academic and emotional success throughout the school year. Also used to accomplish the curriculum for the Ministry of Education course Health and Careers Education, the Advisory teacher is the first line of preparations for a positive school year. For Grades 6 and 7, the Advisory Programme is used as a transition from PYP to MYP, where organization, character building, and social skills are practiced. Students meet daily for 15 minutes to do a quick check-in, then for two full blocks in every six day rotation to continue with curriculum and activities. In Grades 8 through 10, the organizational habits should be set, and they will only meet once in the six day rotation to continue with their curricular activities. Some of these activities include goal setting, writing letters to their future selves, Learner Profile explorations, learning how to use and take public transportation, and silent reading.
the Gryphon Agenda and their personal locker space. Students are taught to use their agendas daily and organize their locker to the best effect in Grade 6 and 7, and are then encouraged to continue with those good habits in Grades 8 through 10. Each student is provided with a personalized, hardcover agenda at the start of the year and is expected to use it daily. Parents are encouraged to check and sign their child’s agenda regularly as there is a spot provided to do so. As the year progresses, your Advisory Programme teacher is the first line of contact for all your inquiries: Advisory teachers will help parents coordinate an update from all teachers on student progress. As you develop generalized questions about your child’s progress, their Advisory teacher is the first place to start.
the
advisory
programme
at
meadowridge is what sets us apart from many other educational institutions. our advisory block is our dedicated time to check in with all our students and ensure their academic and emotional success throughout the school year.
If you have any further questions about the Programme, feel free to contact Mr. Scott Banack for more detailed descriptions of outcomes. Mrs. Marie Devantier MYP Teacher
Some of the organizational tools that are used in the Advisory Programme include 26
MEADOWRIDGE SCHOOL GRYPHON
6
Q UICK TIPS:
MINDFULNESS AND STRESS MANAGEMENT BY MRS. DANIELLE DONOVAN, DP TEACHER
1. Get present! You can do this with your eyes open or closed; for two minutes or ten. This helps to remind you that what is past is past (and can’t be fixed) and that what is future is future (and can’t be known). One can only control what is here and now. Getting present enables you to deal with what is instead of worrying about what isn’t. 2. Breathe. Simply follow the path of your breath in and out of your body. This helps to be present in addition to relaxing your muscles. Tension breeds stress which breeds the inability to move or act which breeds–you guessed it–more stress and more tension! 3. Smile! You might be surprised at how much just one small smile can do! Make it genuine, though, for it to be most effective. Think of a joke, an event, a good memory, or someone you care about that makes you feel happy. Be careful where you do it though: smiles are catching and might just spread to someone else! 4. Think positive. Positive self-talk is a great way to make you feel better and reduce stress. Make a list of things that you do well, no matter how small, and keep repeating it over and over to yourself until you really say “Yeah, I do do things right! I can accomplish something”. Positive self-talk breeds more positive self-talk and you will begin to think of things that might not have come to mind previously. If negative thoughts try to invade, find
FALL 2015 VOLUME TWO
the positive in them. Turn “I didn’t get a 6 on my IA, I must be stupid” to “Okay, so I didn’t get a 6, but you should have seen how I nailed the use of metaphor in that poem!” or “Well, I learned what I need to improve for next time and now I am more knowledgeable and prepared!” 5. Sing your theme song. Whether in your head or out loud, sing that one song that always makes you totally lose it. You know which one I mean: The song that you just have to belt out at the top of your lungs in the shower; the one that makes you want to dance forever; the song that you put on the “Repeat 1” loop in the car. This is a great way to do all of the above without even trying. 6. Hit your “Power Pose”. When humans are stressed and feel insecure, we tend to contract our bodies and adopt non-threatening postures. When we are confident and feel powerful, we tend to open up our bodies horizontally and vertically. This is a natural, instinctive reaction to what our mind perceives; however, this cycle can run in reverse, too. It has been proven that consciously adopting a “power pose” (open, strong body postures) can trick our mind into thinking that we are confident and powerful, which, in turn, engenders positive thoughts that result in positive, active behaviour and an increased ability to deal with stress.
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NEW STUDENT & SIBLING APPLICATION DEADLINE FRIDAY, DECEMBER 18, 2015 meadowridge school is currently accepting sibling applications and new family applications for september 2016. seats are limited. to apply, please visit our website at www.meadowridge.bc.ca/admissions. if you have any questions, please call us at 604.467.4444 or email admissions@meadowridge.bc.ca