Education Guide Fall 2012 - North Ed.

EDUCATION GUIDE FALL 2012

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hers Plus: Terrific teac who make their schools great

oks e Bye Bo By technology Tablets and other true look to replace the

ON THE COVER: Upper Canada College students enjoy their colourful picture books.

Students fondly remember their l retired principa and more...

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MAKING MATH ADD UP:

Forget about just learning by rote, this teacher wants his students to learn why math works.

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Teaching the Net Generation

ann ruppenstein/town crier

NOT JUST FUN AND GAMES: As new commercial technologies hit the market, educators are finding ways of adapting them to the classroom, including the popular iPad which some are using to provide their students with personalized educational opportunities.

The new scribbler?

T

Why iPads in the classroom are more than just toys

By Omar Mosleh

hey’re known as the Net Generation, and with good reason: Young people born after 1991 are the first generation to have the World Wide Web available to them their entire lives.

Naturally, this presents a challenge for teachers.

“Technology makes it so that we’re no longer the bearers of knowledge,” said Upper Canada College grade 1 teacher Jennifer Harper.

“It’s no longer the teacher’s role because there’s too much information out there.”

But Havergal College technology integrator Paul Shuebrook says that makes it even more important to bring technology into the classroom, because it’s what students live and breathe.

“When you talk about the prevalence of texting and social media, it’s just a natural way for students to express themselves,” he said. “If you’re teaching in a way that embraces that, the student engagement will be very high.”

EDUCATION GUIDE Town Crier FALL 2012

Harper compares the teacher’s role to a facilitator rather than a bearer of knowledge. And the conduits to that knowledge are digital tools.

Teachers say classrooms are being transformed by strides in technology.

“I feel like it blows a hole through the wall and sucks the world right through,” Harper said.

Harper, who co-wrote a book on the subject called Literacy Smarts, uses interactive whiteboards to make for a more dynamic classroom.

“In my opinion it is one of the greatest tools to get out of the classroom,” she said. “I can go on digital fieldtrips and bring my kids to anywhere in the world.”

As an example, she mentioned how her class visited Thailand to learn about structures in other areas of the world.

“It’s opened up all these possibilities that I couldn’t have done with

ann ruppenstein/town crier

BLACKBOARD 2.0: The addition of interactive whiteboards to classrooms allow teachers the chance not only to go over a lesson with students, but also to take digital field trips around the world.

a picture book,” she said. “It’s so authentic and real for them.”

She said taking students on digital fieldtrips also encourages critical thinking.

For example, while on Skype with a teacher from Thailand, students asked why it was dark in another part of the world.

“We can talk about it and show them videos until our faces are blue, but when they actually physically see it happen, it’s astonishing for a young person,” Harper said. “We ended up having a huge wonderful conversation about the sun and where it is.”

Digital tools, such as tablets, can also help take that conversation outside of the classroom by allowing students to email their work instantly to parents.

“When they do something on it, they’re empowered, excited, they feel ingenious and want to share that with their parents,” Harper said. “And the tablet allows for that.”

In contrast to conventional computers, Harper said tablets are extremely user-friendly — especially for kids.

“For little boys and girls, the mouse and keyboard is so far removed from them,” she said. “To use a mouse to manipulate something on the screen is one step away from what’s natural for them, whereas using their finger is very natural.”

In addition to getting students more excited about school, technology also allows teachers to understand their students better.

Shuebrook has made good use of student response systems, which are software that allow a teacher to ask his or her pupils anonymous questions before making a graph for the teacher.

“It’s a great way to touch base with your students without putting them on the spot,” Shuebrook said. “You can test students’ understanding of a subject they just learned and the teacher can use it in conjunction with any question.”

This helps teachers tailor their lessons better, he added.

Continued on page 6

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“Using their finger is very natural.”

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“I can go on digital field trips and bring my kids.”

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INSTANT FEEDBACK: Using a student response system, teachers can instantly tell if their pupils understand the concepts they are trying to teach.

Cont. from Page 5

Ultimately, integrating technology into the classroom is crucial so students can work with tools familiar to them, he added.

“It doesn’t even feel like work to many of the students if they can use a blog to discuss their work, rather than write it down on paper and hand it in,” Shuebrook said.

Old tools, new uses Is it possible to use an old tool for new tricks?

Teachers are finding innovative ways to use familiar pieces of technology to enhance learning and engagement in the classroom using everything from toys to the Internet.

Google It turns out Google is useful for more than just searching.

Havergal College technology integrator Paul Shuebrook says the school has made use of the Google Apps For Education suite.

“That provides wiki and blog functionality, where students can comment on each other’s work,” he said.

“Basically it’s a safe environment where students can publish their own content.”

Google Docs is

EDUCATION GUIDE Town Crier FALL 2012

also popular.

“The kids can be on the Google Docs making changes and the teachers can track those changes at the same time,” said Upper Canada College grade 1 teacher Jennifer Harper.

“It’s an instant record of their communication and dialogue.”

LEGO Many people grew up using LEGO in their classrooms. But did you know LEGO could do this?

Grade 6 students at the Country Day School use LEGO to build robots, which are then programmed to carry out simple tasks, “Kids love it, it’s one of our most popular science units,” said technology teacher Lara Gee. She said the activity

not only teaches building and programming skills, but also independence.

“There’s a lot they have to learn on their own,” she said. “It’s one of those units where they’ll come to us for the answers, and we don’t have the answers because they’re different every time.”

Digital cameras Upper Canada College grade 1 teacher Jennifer Harper said her class uses digital cameras as tools for sharing their work.

“My students bring it to a level that I wouldn’t have brought it to,” she said. “It’s that link for them to get out of the classroom, and share what they’re doing and learning.”

— Omar Mosleh

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School news

Apples for all Holy Trinity School students get own devices

B

By Sarah Taguiam

photo courtesy Holy Trinity School

TABLET LEARNING: Students from kindergarten to grade 12 at Holy Trinity School will all be using Apple iPads and/or laptops starting this fall.

eginning in September, Holy Trinity School will launch its Apple 1:1 program where students from junior kindergarten to grade 12 will use their Apple devices for standardized learning in the classroom.

Lower school students will use schoolowned iPads and computers while middle and senior school students will use their own iPads and MacBook laptops respectively.

Director of innovation and technology Vince Delisi said one of the driving reasons

EDUCATION GUIDE Town Crier FALL 2012

behind the Apple 1:1 program is its potential to extend self-motivated learning.

“When students have access to their own device … they have the capacity to help plan and guide their own learning,” he said.

Students in Holy Trinity’s grade 3 social studies classes, learned urban planning with the help of iPads and simulation game SimCity.

“It was a good project because it made learning more fun,” said grade 3 student Heiu

Ta. “When I made the city, the game would tell me if I was in debt or over budget … and if I was I had to figure out how to fix it.”

Students were also able to grasp concepts like types of zoning, communities and what buildings and services are needed to sustain a city.

Delisi said the Apple 1:1 program also allows student to connect beyond the classroom and determine how they use technology for the rest of their lives.

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December 16, 2011 FALL 2012 EDUCATION GUIDE Town Crier

Teaching why math works

Beyond rote learning

P

There’s more than one way to do math and it all adds up

By Shawn Star

aul Lacey begins his math lesson at Children’s Garden School by bringing up the equation 55 + 16 on the board. Immediately, half the students raise their hands, willing to give the answer.

When called upon, one boy correctly says the answer is 71, but Lacey doesn’t tell him he’s right. “Prove it,� Lacey says without missing a beat.

The boy explains that he first extracted the six from 16, and added that six to the 55 in order to get 61. Then knowing there was another 10 left to add, the answer very simply became 71.

Lacey affirms the boy’s methodology. “Right,� Lacey says. “So that’s a pretty standard algorithm.�

Every math class starts like this in Lacey’s class. The students are brought away from their desks, and have to use mental math to solve equations. Calculators don’t make an appearance.

Another question comes up: 575 + 75.

The boy who answers this one explains he knows the answer is 650 because he added the number 25 three times to 575, thus going 600, 625, and finally 650. He notes that he thought of it like money.

One more thing — these kids are just eight

to help, but they’re scared of doing it wrong, and I understand that.�

So Lacey held two parent math nights this past year, where he had the parents doing some math problems, as well as watching their kids do the math, too. These turned out to be hugely successful. “My parents are all on board, I’ve been very lucky,� he said. “They’ve all jumped on board because they’ve seen the results.�

One of those results, Lacey said, due to the way kids in his class learn, he doesn’t use textbooks. “They usually come up with all the ideas in the textbook on their own,� he said. “And from there all I’m doing is solidifying their own ideas. So in that way, it’s student-centred.�

And student-centred learning is also the focus at Greenwood College. The school’s director of personalized learning, Heather Rigby, who also teaches math and science, says they’ve upped the ante on personalized learning with a new approach that embraces technology. “I create online videos that the students watch, rather than watch the teacher at the front of the room. And I use

years old and finishing grade 3.

His secret to success? Finding the right balance between what is known as “old math� and “new math�. “There seems to be the sense that there’s drill and rote memorization on one side and then problem solving and conceptual understanding on the other,� Lacey said. “And for some reason these have become two camps that are opposed to each other.�

He explained how the two sides have their benefits, but also have their drawbacks. “Our adult generation when we were taught in school, we were generally taught the standard algorithm only, and by that I mean carry the one in addition, go next door get 10 more for subtraction — those kind of procedural rules,� he said. “Generally, we weren’t taught why they work. “And a very good way of showing that would be to ask an adult from our generation ‘why does long division work?’ and see if they can explain it.�

It’s because of that style of learning, Lacey said, that it’s not always kids who are the hardest to teach, but it’s the parents. “It’s still an uphill battle, it’s not easy,� he said. “Especially in a private school system where there’s more homework and parents want

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EDUCATION GUIDE Town Crier FALL 2012

shawn star/town crier

ADDING OUTSIDE THE BOX: Children’s Garden School math teacher Paul Lacey helps students break down problems into chunks they can understand.

that idea to create a personalized classroom,” she said. “So what I mean by that is the kids are given the whole unit at the beginning of the unit and can watch the videos at home, they can re-watch the lessons if they weren’t sure on a concept.”

Rigby says this allows kids to be able to learn at their own pace. She gave an example of a student who managed to complete both grade 11 and 12 math in one year.

“That’s sort of the key to what we’re trying to do at Greenwood is this idea of personalized learning, so meeting the needs of each individual student,” she said. “Technology really is playing the biggest role in the change in how we’re working with kids in math for sure.”

Helping kids teach themselves is also a key element of the learning process in Lacey’s class.

“The idea of problem solving as discovery is something that I think is really important,” he said. “It’s not a matter of I stand up there and teach them how to do something. For things like division, I start it with a word problem … I have remainders right away because I want them to get the idea that division means I’m sharing it with people.

“And yes, sometimes things are leftover, and I need to figure out what to do with them, it’s not just R2. In real life remainders mean

“He made you see the reasons why.”

shawn star/town crier

WORK IT OUT: After having his students partner up to work on math problems, Paul Lacey discusses the methodology the children used to come up with their answers.

something and you have to do something with them.”

So to help develop his students’ abilities to use mental math in real life, Lacey has taught them to think differently than the traditional methods. He gives a general addition question as an example.

“Even though there’s the rule you start at the ones, my kids know that no, you don’t have to

start at the ones,” he said. “If I’m doing 29 + 36, I can turn that into 30 + 35. Start at the 10s, do 30 + 30, then add the five.”

Though there may be many different ways to solve an equation, Lacey says he’s happy about one main thing his lessons do.

“That’s the thing I’m most proud of is that they can manipulate numbers like that,” he said.

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FALL 2012 EDUCATION GUIDE Town Crier

11

Keeping it fun

T

Terrific teachers

Jennifer Patterson of Havergal College

By Ann Ruppenstein

eaching phys-ed was a natural fit for Jennifer Patterson, who grew up playing on numerous sports teams and has always been involved in athletics.

“I love being active and believe in the importance of leading a physically active lifestyle,” says Patterson, the head of health and physical education at Havergal College. “Ever since I was a young child that is what I wanted to do.”

Whether she’s teaching gym or coaching soccer and volleyball, Patterson hopes her students find a physical activity they enjoy and gain the knowledge and experience to lead a healthy lifestyle beyond her class.

“My students need to feel welcomed, be encouraged to try new things and feel safe

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EDUCATION GUIDE Town Crier FALL 2012

Whitby

so that they can take risks,” she says. “Eventually they will assume the responsibility for their long term health and well being so I need to help provide them with the tools to do that.”

Looking back on being a teacher for the past 16 years, her favourite memories revolve around her students’ appreciation, she says.

“I really love it when I overhear them say things like, ‘that was so much fun,’ ‘that was the best class ever’ or ‘we’re done already? I wish we could stay in this class the rest of the day,’ ” she says. “Hearing positive feedback from my students and knowing that I am making a difference in their lives is memorable and rewarding.”

Patterson believes many

Photo courtesy Havergal College

facets of children’s lives need to be nurtured in order for them to reach and develop their full potential. At the beginning of every year she tells students school is what they make it and to get involved in clubs and extra curricular activities including sports, intramurals, music, art and drama to ensure they maximize their time at Havergal College.

“The best part about working with children is that you can truly shape and have a positive impact on the person they are growing up to be,” she says. “The students are looking for someone to look up to as a role model and I gladly take on that responsibility.”

No meanie

E

Emma Tilbury of Crestwood School

By Ann Ruppenstein

mma Tilbury describes her grade 3 teacher when she was growing up as mean.

“Unfortunately the school memories that stick with me are negative,” she says. “I remember not wanting to go to school, scared to hand in work, doing miserably on tests.”

However, looking back it helped her realize how important it is for the kids in her own classroom at Crestwood School to feel loved, valued and safe, she says.

“When children are in a comfortable environment they become risk takers and learn by accident,” she says. “Nothing is forced or demanded, we just roll along together and learn.”

The head of the French Department and the school’s admissions director says watching students succeed is one of the

most rewarding parts of her job.

“When they have that ah-ha moment and they realize they can do it or they do know it,” she says.

“You are a part of that moment and that teachable moment can come out in any activity.”

Tilbury first started working with children as a babysitter when she was 10 years old and continued working at summer camps until she was 26. The best part of being surrounded by kids is seeing how honest they are, she says.

“They’ll tell you exactly how they feel, how much you’re boring them, who broke wind, why it’s their parents’ fault their homework isn’t completed,” she says.

“They are honest and they make my day.”

Outside of the classroom, Tilbury runs the flag football team

Photo courtesy Crestwood School

and the eco team, which meets weekly to discuss green initiatives and to educate the community.

“It’s wonderful to have so many young minds committed to making change,” she says, adding the club now has 98 student members. “It isn’t my generation that is going to fix the planet’s problems, it’s their’s.”

She believes optimal learning takes place in a safe environment where children have the opportunity to succeed and can develop a love for the subject.

“My classroom is noisy,” she says. “My classroom may very well make other teachers nuts.

However, my classroom is where great things happen every day in French.”

Love of music

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Lyris Pat of Branksome Hall

By Ann Ruppenstein

ranksome Hall’s music department head Lyris Pat can trace the beginning of her fascination with music to her childhood.

“I remember being intensely curious about the sounds created from musical instruments,” she says. “I never wanted music lessons to end and always felt a twinge of disappointment when the hour was up.”

After going on to receive a Bachelor of Music and a Master of Arts, Pat pursued a career in music education to cultivate her passion for lifelong learning and instill the same wonder and joy she gets from music in her students, she says.

“I aim to show them all the ways that music is powerful and transformative,” she says. “I understand that not all or in fact even most of my students will continue with music beyond high school but it’s important

to me that they have been given experiences that they can look back on and remember as being remarkable.”

Whether they spend time listening to music across time periods and cultures or are immersed in creating music through playing instruments, improvising or writing original compositions, she hopes they take away a meaningful experience.

“I prefer teaching at a more grassroots level, teaching students from scratch the mechanics of an instrument and the elements of music and sound,” she says. “There is something immensely rewarding when you begin to see growth over a period of time.”

Some of the many highlights of her job as a music teacher include traveling to Portland, Oregon, New York City, Washington D.C. and Venice, Italy with students, performing

Photo courtesy Branksome Hall

in a master class for the Toronto Symphony’s music director Peter Oundjian and in another piece by Canadian Opera Company composer-in-residence Dean Burry.

“The experience of students playing and singing music that had never been performed or recorded before and was custom written for them was one that could rarely be replicated,” she says.

Another rewarding experience is seeing participation and programming

growth, such as an after school string ensemble she used to run for roughly eight students and has now grown to 60 members.

“I remember initially doubting the sustainability of such a small program, but I went with the philosophy that if a student walked in my classroom I would not turn her away but instead try to give her meaningful musical experiences,” she says. “That’s the kind of reward you get from grass-roots teaching.”

FALL 2012 EDUCATION GUIDE Town Crier

13

Educational fashion statement

Wearing her school pride

While uniforms are designed to foster a sense of belonging, they can also be suprisingly unique

A

By Paula Sanderson

t first glance, you may not be able to tell a student who goes to North Toronto Collegiate from one who goes to Northern Secondary, but if you know the uniform you’ll have no trouble telling a Havergal College student from one who goes to St. Clement’s School.

But there’s more to uniforms than having the student body dress alike, says Havergal Director of Student Life, Barb Macintosh. Uniforms can have a strong impact on the school’s educational and social dynamics.

“Who you are is not what you wear,” Macintosh says. “It’s what their actions are, how they are involved. It really is who they are as a person, so that uniform becomes that equalizer.”

And the students seem to agree.

“Being in an all girls school, girls can be really, really brutal to each other,” says Bishop Strachan School student Emeline Smit. “I think it would be a lot worse if we didn’t have uniforms.”

Prior to the introduction of the uniforms, many schools had a dress code for girls. Archival photos of old uniforms show girls in long skirts and blouses. Today’s uniforms are lighter than the heavy wool that was standard 100 years ago and many schools have modernized the cuts of some of the uniform pieces.

But, what may surprise some is that even within the same school, not all uniforms are alike. Often blazers and ties are symbols of the leadership, achievement or grade level a student has attained. For instance, at Bishop Strachan, prefects wear a white prefect blazer, and all grade 12 students wear a special tie.

Havergal made the switch from white blazers just for the prefects to the entire graduating class in the fall of 2009, as well as rope belts to show their leader-

Blazers, ties, belts and pins personalize each girl’s uniform

paula sanderson/town crier

BISHOP STRACHAN SCHOOL wouldn’t be the same without sailor collars says Emeline Smit, left, posing with fellow student Stephanie Sisam.

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EDUCATION GUIDE Town Crier FALL 2012

photo courtesy branksome hall

BRANKSOME HALL’S head girl Julie Lowenstein, left, wears full highland dress on special occasions instead of her usual red blazer and kilt.

ship positions.

“Gold is for prefects only,” explains Karen Leung.

“White is for house and club heads and band music, and strings head, double-coloured is for boarder dons and boarder captains and the tri-coloured one is for everyone else.”

Similarly, all graduating students at St. Clement’s wear gold rope belts in addition to three different leadership ties. There are ties for prefects, student council and house heads.

Branksome Hall has the most elaborate uniforms for their leaders.

“This year I wore a red tie because I was in grade 12 and all the grade 12s get to wear a red tie,” says Branksome Hall head girl Julie Lowenstein. “But if you are a head of a club you get to wear a tie with crests on it and

if you’re a sports captain you get to wear a tie with stripes on it so that’s a way to distinguish yourself.”

All prefects wear a red blazer and a Royal Stewart Hunting tartan kilt. Although the head girl wears the red uniform on regular days, for special occasions, she wears an elaborate traditional Scottish uniform.

“It’s very formal and very ceremonial,” Lowenstein says, laughing.

For everyday wear, Continued on page 16

paula sanderson/town crier

HAVERGAL COLLEGE students like Sam King, left, Camille Archer, Jamie Wood and Karen Leung have a variety of looks to choose from when it comes to their school’s uniform.

FALL 2012 EDUCATION GUIDE Town Crier

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Cont. from Page 15

paula sanderson/town crier

ST. CLEMENT’S SCHOOL’s head girl Margaret Irwin, left, with Ellana Rocca and Amaris Terner, sees her school’s uniform as part of the school’s spirit.

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each school has a unique skirt or tunic for its students.

Bishop Strachan favours the grey box pleat skirt; Havergal, the plain green kilt or tunic; St. Clement’s wears a navy tunic but has an option for a navy box pleat skirt in the summer; and Branksome has the aforementioned tartan kilts.

While many schools have multiple shirt options, like polos, blouses and turtlenecks, Bishop Strachan keeps it simple with the traditional middy.

“We wouldn’t really be [Bishop Strachan] without the sailor collars,” Smit says with a laugh.

Bishop Strachan’s assistant head of the senior school Angela Terpstra has seen the middy worn by many girls, including her own daughter.

“I think the genius of the uniform is that it suits a lot of different body types,” she says. “What we have here is a shirt that came from young women almost a hundred years ago and it’s flattering.”

On the surface these uniforms have no room for individuality, but that’s far from the truth as girls are able to wear hair accessories in their school colours and pins on their uniforms.

“What’s nice about it is that even though everyone wears the same uniform you can have that little individuality because you can put little pins on here and there,” says St. Clement’s school’s head girl Margaret Irwin. “A lot of people have pins and it sort of shows where people are involved in the school, so you get pins from all sorts of different aspects of the school.”

On Irwin’s tunic she has house points pins, Duke of Edinburgh Award pins, her prefect pin and pins from her involvement with debating as well as from her service project trip to Nepal.

Like the pins, all girls agree that their uniforms are a key component of their school’s spirit.

“We are known for our uniforms,” Irwin says. “I think a lot of people see the tunic and also the red blazer and it makes us stand out and represent the pride of the school and be Clementine.”

Lowenstein says she was skeptical about having to wear a skirt every day because she considers herself a tomboy and had never had to wear a uniform before. But she says that all changed because of what the uniform now represents to her.

“By wearing the uniform I am able to express that Branksome is a place that I care about and it is a school that I’m very passionate about,” she says. “The uniform is about school pride.”

Ways of the woods

Learning leadership

I

Students can discover a lot outside the classroom

By Paula Sanderson

t’s 7:15 a.m. and the boys from St. Michael’s College School are getting ready to run into Koshlong Lake. The lifeguard mentions the ice just cleared a few weeks ago.

The boys scream as they splash their way into the water. Once they dunk their heads, they turn around and run out as fast as they can.

Welcome to Camp Wanakita. It’s early May and over 200 boys have left the four walls of the classroom for the forests of Haliburton to swing on ropes, climb walls, canoe and sing songs for the school’s 2012 leadership camp run by outdoor education company Alive Outdoors.

St. Michael’s College School has partnered with Alive for the past 10 years and this week are training the leaders who will help facilitate the fall programs for the incoming grade 7 and 9 classes, the grade 10 canoe trip and a winter camp for students in grade 8.

“On their very first day of school, we send them to camp,” says the school’s vice principal, David Lee. “It’s a really powerful experience because they get to learn about the school, but they make

those instant bonds that really last a lifetime.”

St. Mike’s president Father Joseph Redican adds that the program works as an educational tool.

“I think experiential learning is the best way of learning,” he says. “I think the outdoor education experience, especially for kids growing up in the city, is very positive.”

St. Mike’s isn’t the only school that goes on these trips. Alive has partnered with many schools including Royal St. George’s College, Greenwood College and Branksome Hall.

Different schools get different programs, but the end goal is always the same says Alive Outdoor’s owner and director Jalynn Bosley.

“Our ultimate goal is to empower these kids to understand themselves enough so that they can go out into the world and be their best self,” she says.

As the boys poured out of the buses, they remarked how much better the air smelled than when they left in Toronto.

Alive Outdoor’s associate director Sam Dear says being outside is a critical part of outdoor education.

“I think that when they are placed in the outside that’s a really powerful environment where they push themselves,” Dear says. “That’s what’s so cool about outdoor ed.”

While the activities are fun, each of the games and challenges also has a point.

“There’s always an underlying purpose and meaning to every program,” Dear says. “With that comes some structured learning and some learning that just comes from exploring.”

Take Connor Ross, the grade 12 student who says he is the person he is today because of these camps.

“I’ve always been good at presentations,” he says. “But I only became great at public speaking and being comfortable in front a big crowd because of camp.”

On the final morning, Ross stands up at the closing campfire and makes a speech about the importance of bringing the lessons from camp back to school. He has his audience captivated. As he speaks, his voice breaks. This is his last time at TEAMWORK Page 18

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Teamwork all part of the program

PASS THE PERSON: Activities at Alive Outdoor are designed to challenge students so they can see for themselves what they and their peers can do if the work together.

Math/English/French Tutor Programs CHELP Annual fee of $290 / $295 for 27 classes Include homework materials and 27 Saturday classes

Registration starts Sep. 15, 2012 every Saturday (416-371-4178) THORNHILL LOCATION: Vaughan Secondary school

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2nd floor, 1401 Clark Ave west.

Morning Class from 9:30am-11:30am.

201 Cherry Post drive, Afternoon Class from 1:30pm-4:30pm. (*lower annual fee)

“ Enter to Learn, Leave to Serve ”

De La Salle College ‘Oaklands’

Open House

131 Farnham Ave. Toronto, ON Joinus us at at our Open House Join 416-969-8771 Wednesday, October Wednesday, October 19th 17thatat7:00pm 7 p.m. www.delasalleoaklands.org

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EDUCATION GUIDE Town Crier FALL 2012

camp. Ross is in tears and the audience rises in ovation.

Bosley is incredibly proud of Ross, she says.

“I was so touched by the passion he spoke with. It was moving. He moved me to tears,” she says. “Connor is just a fantastic, amazingly mature young man. He just gets it. He’s thoughtful, he’s caring, he’s sincere. He’s everything I would hope these boys would be.”

Each camp experience plays a part in this formation.

At low ropes, the boys work together to get from one platform to another using a rope swing because they can’t touch the “lava” below. They learn to cooperate and use both their physical and mental strength to complete the task.

At high ropes, the boys try to cross a bar hanging six metres in the air. This time the challenge also includes not only crossing the bar, but trusting that your classmates holding the rope at the bottom won’t let go.

“We’re going to front load an experience,” Dear explains. “So you want to get from point A to point B by walking across this line that’s really high in the air. [We say] ‘I want you to think about a fear and I want you to conquer that fear,’ and once they get across it’s really empowering and overcoming.”

The boys agree. They say camp has given them more confidence, has allowed them to build trust with their classmates and helps them realize they can accomplish their goals.

Lee says that is exactly what St. Michael’s College School is trying to get out of these programs. He says taking students into the outdoors allows them to shine in ways they never knew they could.

“You know the students who are strong academically or strong athletically or artistically or what have you,” says Lee. “When you bring them out into a situation like this you find the students who didn’t really think they had it in them to climb to the top of the high ropes course or climb into a canoe and do a kilometer portage on an out trip.”

Bosley says while the majority of parents are nervous sending their kids to camp, they become advocates after their kids come back and they see the results.

“I had a parent call to tell me how her son came home and he had had a fabulous experience,” Bosley says.

“She said, ‘I know he has become the

man he is and built the confidence he has because of these camps.’ ” Alumni from past camps also look back on their experiences passionately, she says. “[Alumni will] contact me after they’ve come out of a job interview and say ‘Jal, I looked them in the eye, I felt confident, I realized as I walked out of there that I really learned a lot at the camps, it’s really made a difference in my life,’ ” Bosley says, smiling.

Bolsey has seen a number of kids grow up and mature at camp, including grade 12 student Joe French, who she’s worked with over six years.

“He’s always had huge energy. He’s been loud and vibrant but he’s also had an ego,” she says. “I’ve really seen him grow into a humble guy.”

French stands up in front of the camp wearing women’s pants with a large grin plastered on his face. His classmates howl as he cracks joke after joke MC’ing the evening campfire. He says his experiences at St. Mike’s have all been amazing, but the most meaningful experience has been camp.

“I was a pudgy little 12-year-old kid with a lot of spunk that didn’t really have a handle on what leadership really meant,” he says. “I’m graduating here six years later and I think I have a pretty good handle on the person I am, the person I want to be and how close I am getting to that person I want to be.”

French, like Ross, made a speech at the end of camp. He says his goal is to be more loving. After all the speeches wrap up, the grade 12 students clamor onto a large rock to take a group photo.

Holding each other tightly to stay on the rock, the boys start laughing so hard they start crying and are crying so hard they are laughing.

Ross then yells out, “Hoikety Choik On C” and the boys all respond: “S-M-C! Hoikety Choick Hokiety Choick, Chamma Chamma Che, Rigetty Ragety Rigetty Ragety S-M-C, Chi Chaw Ra Ra St. Mike’s, St. Mike’s Ehhhhhh!”

The boys let out a deafening cheer and smile at their teacher Jadranka Mandic who is looking back grinning as the boys start falling off the rock into the water.

“The academic part of education is extremely important, that’s what gets you into university,” Mandic says.

“With that said, some of the best things you learn at school are not in a textbook, and this is one of those best things.”

Accomplished artists

The need to act out Arts are key to education

T

By Leigh Cavanaugh photo courtesy Lisa Swarbrick

he head of TMS School has a message for non-believers: To him, art is one of the keys to developing a whole self, not just academics. “[Art] isn’t fluff, it makes you a well-rounded person,” Glen Zederayko says. “Art is problem solving and communicating.”

The arts program at TMS focuses on not only teaching the technical skills behind the arts, but also putting emphasis on the value that it plays in everyday life. The program brings together passionate professionals ranging from drama experts, practising musicians and visual artists who help students realize their potential in every artistic facet.

But that’s not to say they value art above all else. Zederayko makes a point of placing equal focus on academics, arts and athletics.

“It’s not about being artistic or not,” Zederayko says. “We encourage all our students and want them to understand that they can do this.”

Montcrest School’s co-curricular coordinator Lisa Swarbrick tries to spread the same principles as TMS when teaching students. “[Our arts program] is about honouring the possibility of all our participants,” Swarbrick says. “Knowing that every child can grow to be a performer that feels proud of their accomplishments. We set high expectations, but we help them grow to meet those expectations.”

They help students meet these goals by bringing in experienced professionals to coach and guide them. For the school’s annual inhouse plays, theatrical and film professionals are brought in to help with design, stage managing and the light and soundboard and to show the students the ropes.

But for students, it’s not just a learning experience, but also a first-hand one.

“For [Montcrest’s] 50th anniversary the choir students wrote the celebratory song,” Swarbrick

ON STAGE: Montcrest School encourages its students to participate in artistic endeavours, such as the school’s annual play, to challenge them and show the pupils what they are capable of accomplishing.

says. “Something like this is important because it shows that every student can be a songwriter.”

TMS School’s musical endeavours are also a unique affair.

The school’s productions bring together students from grades 4 to 12 to participate in all aspects of the show.

“The performances are crosscurricular affairs,” says Zeder-

ayko. “They learn from each other and build communications at the same time.”

He says the goal of TMS’s art program is to make students view themselves as artists, regardless of age.

“The benefits of this program is that they leave thinking they can act, paint, etc.,” he says.

“They leave thinking they are able to do all these things.”

JoinUs for an

Open House

Promoting the arts Royal St. George’s College offers a variety of choral and instrumental music, visual arts and drama. The school’s choir is made up of talented singers who are selected through auditions.

Members gain experience through annual performance at the Festival of Lessons and Carols, and in a major Spring Choral Concert.

Mississauga Private School offers a wellrounded art program from kindergarten to grade 12. At a young age, students are encouraged in the visual arts and are introduced to a wide variety of materials, not just the pencil and paint staples. The multi-dimensional program not only teaches technical skills and precision, but also allows for creative expression.

Toronto’s Metropolitan Preparatory Academy’s theatre program really stands out. Over the years, faculty and students have joined together and built a black-box studio theatre that they use for drama classes and even to perform school plays.

This work environment has given students a real hands-on approach to acting, directing and design with theatre.

Sunday, October 21 10:00 a.m. – Posluns Education Centre

18 Neptune Drive (Bathurst & Wilson)

At Associated you will discover:

• An uncompromising • An environment that commitment to is home to families from educational excellence all backgrounds • A vibrant link to our • Innovative approaches to tradition, heritage and individualization, literacy, today’s Jewish world the environment and the arts

Sunday, October 28 10:00 a.m. – Kamin Education Centre 300 Atkinson Avenue (Bathurst & Centre, Thornhill)

Register for an Open House • Arrange a Personal Tour • Get more information

Pearl Greenspan at pgreenspan@ahschools.com or 905-889-3998, ext. 337 or visit agreatschool.com FALL 2012 EDUCATION GUIDE Town Crier

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Picking the right school

Do rankings matter?

H

photo courtesy our kids media

Academic statistics can be helpful, but don’t tell the full story

By Erin McLaughlin

ow important are rankings or ratings when parents begin the search for a school? The topic has always been a heated debate in education because a universal and authoritative list of the best private and independent schools doesn’t currently exist.

There are resources such as the Fraser Institute’s annual report cards. These rankings typically show the success private and independent schools have had in educating children in comparison to public schools, due to smaller class sizes, opportunities for extra-help and enriching extra-curricular activities. While this type of statistical ranking can be a starting point and factor in comparing the short list of schools a family agrees upon, the fundamental flaw with these ratings is they don’t account for a child’s unique needs and learning styles.

It should be noted that proponents of public schools regularly criticize these lists because they usually do not recognize that public schools are legally obligated to retain failing or troubled students, thus reducing the school’s average and ignoring all of the students who excel. So, if a family is considering consulting a ranking or rating system, it’s advisable to look for one that calculates a school’s median results. In other words, how well is the average student doing?

The best way for parents to rate a school is by first looking at and understanding their child’s learning style, then searching for a school that’s right for that child. Each child has a unique learning style, so it’s important for parents to find a school that fits their child’s needs, which may not necessarily be the one

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EDUCATION GUIDE Town Crier FALL 2012

with the highest ranking based on academic averages.

How does a family go about choosing the right school? It often requires research and asking a lot of questions during school visits. These firsthand interactions with schools are excellent ways for parents to ask questions directly.

Some of the common questions parents might want to consider in comparing different schools are: School’s philosophy or vision: How does this translate in the day-to-day life of the students?

School leadership and governance: Is it accredited by the Ministry of Education? Is it governed by a board or an owner-operator? Is it non-profit or for-profit?

School environment: What is the feel of the school? Is it a welcoming place? Is it clean, well lit and secure? Is public access limited?

Facilities: Is there a gymnasium, library, music room, or a playing field on site or nearby?

Tuition: What’s included and what’s extra?

For example, uniforms, books, technology, extracurricular activities . . .

Curriculum: Does it follow, meet or exceed the provincial education guidelines? What happens if your child switches to the public system down the road?

Classrooms: Is there a maximum class size?

How do teachers interact with students?

Teachers’ qualifications: What kind of professional development are they offered? Are they professionals in their field or qualified

teachers? Do you prefer one over the other?

After graduation: Where do students go for further schooling? In the case of a high school, what percentage of students goes on to university and do they get accepted to their first choice?

Entrance requirements: What, if any, testing is done? How much emphasis is placed on the results? Is acceptance only granted in certain years?

Student life: Do students seem productive, engaged and happy?

Can you picture your child in the setting?

Parental involvement: Is there a parent council or certain expectations?

Knowing your child’s learning style is key

Choosing the right school is one of the most important decisions parents make and having comprehensive information is key. Being realistic about a child’s academic abilities and being honest and upfront about what a child needs is one of the best ways to get specific, personalized information and to feel confident about choosing a school that will ensure a child’s continued success.

Give your kids the best school experience this year. Meet with top schools across the country this fall at the Our Kids Private School Expos: www.ourkids.net/expo/.

your perfect school and activity Associated Hebrew Schools of Toronto Academic Excellence in an Inspiring Jewish Environment Starting from pre-Nursery, Associated provides an outstanding academic program in an environment rich with Jewish values and experiences.

Associated’s uniquely communal approach brings together children from across the religious spectrum, and from across a cross-section of cultural and

social-economic backgrounds. Our graduates leave with a superb foundation in the essentials for their future academic success — English, math, science and the social sciences.

Equally they are recognized for their superlative skills in Hebrew language, their knowledge of and familiarity with

Jewish texts and their inspired affinity with the State of Israel. At the same time, Associated sees every child as an individual — each with his or her own special abilities and interests.

With four campuses in the GTA, we offer before and after care, busing and financial assistance.

Bayview Glen Whole Child. Whole Life. Whole World.

Founded in 1962, Bayview Glen is a co-educational, multicultural, university preparatory day school.

Our programmes are enhanced to offer our students from age two to university entrance a highly challenging academic, athletic and character-building educational experience.

Bayview Glen is committed to fostering a sense of community that includes students, parents, faculty and staff. The goal

of the programme is to develop the whole child by nurturing self-esteem, leadership, academic excellence and independence within a secure and supportive learning environment.

Each day at Bayview Glen is filled with new experiences, and opportunities are provided for both challenge and success.

Our academic and Advanced Placement programmes are balanced by a strong music and arts programme, languages,

physical education, Duke of Edinburgh Awards, outdoor adventuring, Round Square, community involvement, and cocurricular activities.

Please visit www.bayviewglen.ca for details.

Our Public Open House dates for 20122013 are as follows: Sat., Oct. 27, 2012 @ 1:00-3:00PM Wed., Nov. 21, 2012 @ 6:30-8:00PM Sat., Feb. 2, 2013 @ 1:00-3:00PM

Bialik Hebrew Day School Inspiring Magic Moments, Nurturing Critical Thinkers Bialik Hebrew Day School is proud to offer a unique program rooted in our four Pillars: Academic Excellence, Jewish Values and Menschlechkeit, Ahavat Israel, and Accessibility. The school offers a challenging, multi-language curriculum whose breadth and depth are unparalleled.

Students learn Hebrew, English, Yiddish,

and French within our Jewish and general studies programs. Our scholastic standards are high and ours is a tradition with a 50+ year history of academic excellence, as demonstrated by our ongoing success in the provincial EQAO assessments. Bialik develops a living connection to, and a love of, Israel and Jewish culture. We welcome

children in JK through grade 8 from a broad spectrum of Jewish affiliation and observance. We offer a Before and After School Care Program as well as financial assistance from JK to grade 8. Visit our state-of-the-art campus, centrally located in Toronto, and beginning in September 2013 on the Lebovic campus in Vaughan.

Blyth Academy Give your child the Blyth Advantage Blyth Academy delivers a first-class private high school experience for students in grade 5-12 at a cost you can afford.

We hire highly skilled faculty with a global perspective who deliver experiential lesson plans to average class sizes of 8.

Ontario curriculum is offered over four terms two courses per term. Participation outside of the classroom is encouraged through the arts, athletics and community service to promote character develop-

ment and a sense of social responsibility. A focus on wellness is achieved by providing a free gym membership.

Add expert counselling at a ratio of one counsellor to 75 students and you have 99% of graduates receiving first-choice university placements. In addition, we have student scholarships and bursaries available. To learn more about our campuses in Yorkville, Lawrence Park, Thornhill, Port Credit, Burlington, Barrie and Whitby, visit

www.blytheducation.com or call 416-9603552. Make a fresh start this fall!

Fall open house dates: Yorkville campus: Sept 4th, 7-8 PM at 146 Yorkville Ave., Toronto ON Lawrence Park campus – Sept 6th, 7-8 PM, at 3284 Yonge Street, Toronto ON Thornhill campus: Sept 6th, 7-8 PM, at 300 John Street, Thornhill ON

Central Montessori Schools Central Montessori Schools: Help children reach their full potential Central Montessori Schools (CMS) is a non-denominational, co-educational private school that offers a Montessori learning environment that enhances each child's unique learning style. The school operates in five convenient locations in Thornhill and Toronto.

Montessori education is internationally established as one of the most effective methods to help children "learn how to learn", thus gaining independence and self-confidence.

During various stages of our Casa program, emphasis gradually shifts from basic motor skills and languages to development

of concentration, coordination, independence and sense of order. This leads the child to grasp writing, reading and mathematical concepts much more quickly. In our Elementary classrooms, we introduce hands-on material to assist in understanding concepts before they are committed to memory. Physical education, arts, French and various extra curricular activities help our students to achieve a holistic higher standard of education.

The schools follow a high quality, accredited Montessori curriculum, which helps each child to reach their full potential. The daily

activities promote the development of social skills, cognitive ability, self-esteem, emotional and spiritual growth, and a love for learning.

Central Montessori Schools is pleased to add a new Casa French Program at our Willowdale Campus. This program, for children 3-6 years of age is offered fully in French, taught by a certified Montessori teacher and follows the Montessori philosophy. The CMS Casa French class offers five half days (a.m./ p.m.) of five full days.

For information please visit our website at www.cmschool.net.

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your perfect school and activity CHELP Tutoring Program CHELP offers Qualify and Affordable Tutor Programs for all Levels

CHELP

CHELP, founded in 1994, is an affordable Saturday tutoring program, which helps student to improve and advance in their school curriculum. The annual fee for the program is only $290/295 for 27 classes including homework material. Entry test is given to ensure student is assigned to proper level.

MATH/English/French program is available for all levels including G12. Students are taught in a classroom structure, with homework for

additional practice, and Mini-tests/exams will be given. All work is checked by the teacher who monitors the progress of the student.

CHELP believes in teaching foundation material, which helps the student to expand and learn advance material more easily. CHELP offers an interactive environment, where the student can learn and benefit from a more personal teaching technique. With the guidance of committed and experienced

teachers, students will be able to enhance their academic performance.

The guideline of CHELP is to teach, improve, advance, and educate, to build confidence and character.

Thornhill location: Registration every Saturday from Sept. 15 2012, 9:30-11:00AM. At Vaughan Secondary school, 1401 Clark ave west, 2nd floor. 416-371-4178.

Crescent School Celebrating 100 years of educating boys Celebrating 100 years of educating boys, Crescent is committed to developing and implementing the most current research into how boys learn. Faculty members, rated by parents as Crescent’s greatest strength, consider teaching boys their job, and educating boys their responsibility.

They combine a challenging academic

program with a superior array of co-curricular opportunities allowing each boy to find and develop his unique abilities.

Students strive for excellence and actively seek leadership opportunities in some aspect of school life. Community service and global outreach are integral components of Crescent’s broad educational program. Our school values — respect,

responsibility, honesty and compassion — guide the actions and decisions of faculty and students alike. We encourage our community to ask of themselves and of others — locally, nationally and internationally — “How can I help?” Looking at oneself through others’ eyes enables a Crescent student to progress from a boy of promise to a man of character.

De La Salle College Enter to Learn. Leave to Serve De La Salle College “Oaklands” is an independent, Roman Catholic, co-educational day school, inspired by the teachings of St. John Baptist de La Salle.

Founded in 1851, De La Salle continues to educate young men and women in a truly Christian atmosphere and to develop a strong sense of religious and moral values. The College offers an advanced liberal arts curriculum, which is enhanced

by a variety of extracurricular programs, enabling students to develop leadership skills, self-confidence and a sense of social responsibility. With advanced curriculum, liturgical services, athletic programs, extracurricular activities and community service, our graduates go on to be scholars at some of the finest universities across the country and around the world.

Students come to De La Salle to embrace

a challenging curriculum and engage in a variety of extracurrular activities. In addition, our students are also expected to be patrons of service to others: “Enter to learn. Leave to serve.”

OPEN HOUSE: Wednesday, October 17th, 2012 - 7 p.m.

131 Farnham Avenue, Toronto, Ontario www.delasalleoaklands.org

Hawthorn School for Girls Invest in your child today. See the difference tomorrow.

HSG is an independent school for girls located in the Don Mills area. Founded by a group of parents who believed in educating the person as a whole, HSG combines academic excellence with growth in virtue. Since 1989, confident and intelligent young women of character have walked the halls of Hawthorn and walked out able to face the challenges of

the world gracefully. This is because the rigorous classical liberal arts teaching at Hawthorn fully prepares girls for university, the workplace, family life and the world beyond. To find out if Hawthorn is right for your family, please visit wechoosehawthorn.com or contact Admissions: admissions@hawthornschool.com or 416-444-2900.

• Accredited university preparatory curriculum • Preschool - Grade 12 • Small class sizes • Co-ed PreschoolKindergarten programs • Offering a Catholic education • Personal advisor for every girl • Active parent community • Tuition assistance available.

in every subject, even French! We provide a nurturing environment and small class sizes to ensure your child gets the attention they need to succeed.

We are a catered facility, providing a hot lunch, milk, and snacks daily. We offer full-day Kindergarten, Elementary, and Summer Camp Programs which include

many excursions, special guests, celebrations, and after-school programs such as Chess, Art, and French Club, and private piano lessons.

Little Owl Preschool Elementary develops motivated, confident, and happy problem-solving individuals. We invite your child to become a Little Owl!

Little Owl Elementary A magical place for children Little Owl Preschool Elementary is the perfect place for your child. We focus on the development of self-confidence, interpersonal skills, fitness, awareness and coordination, and imagination and expression. Our Little Owl Curriculum – the Ontario Curriculum plus enriched developmental activities – will engage your child

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your perfect school and activity Metropolitan Preparatory Academy A strong foundation for the future.

Metropolitan Preparatory Academy offers semestered, co-ed Middle School (grades 7-8) and High School (grades 912) programs in the DVP and Eglinton area.

Walking through the hallways of Metro Prep, you’ll quickly notice that it’s not an “old-fashioned” private institution. The academics are structured and challenging, yet the environment is supportive and

nurturing. Faculty and administration doors are open, encouraging strong relationships with students and their families.

And, no uniforms are in sight, allowing young men and women to express their individuality.

In this comfortable setting, Metro Prep’s students are taught to trust their instincts, to think both critically and

creatively, ask questions, and seek the help they need to succeed. Extensive athletic and extracurricular opportunities foster the physical and social potential of each child.

For over 29 years, Metro Prep’s has been preparing children for the academics of university and the skills needed for lifelong success. Preparation begins NOW! Please visit www.metroprep.com.

Power Soccer Power Soccer School – advanced technique training Power Soccer provides a comprehensive range of training programs from the beginner to the elite player.

We emphasize fair play, skill development and the maximization of each child’s potential. Our programs are presented through a creative age appropriate soccer training model.

We focus on giving players the opportunity to express their individuality while

providing clear feedback on how improvements in their game can be made.

Clinics and camps focus on ball control, movement with and without the ball, dribbling, shooting, defending and accurate passing.

Players experience soccer sessions which are rewarding and enjoyable. Power Soccer coaches conduct challenging sessions which provide an opportunity for

full participation for each player. We build player confidence through a program includes lots of game play.

Improved ability level and a marked increase in game enjoyment are the results of participation in Power Soccer programs. Please visit our web site at www.powersoccer.ca or call us at 905.829.0562 (local call) to learn more about the Power Soccer School.

Qualified Tutors Inc. “Learning is a treasure that accompanies its owner everywhere.”

“We come to you”. Qualified Tutor’s proof is in the numbers: over 5500 students in 9 years! Expert tutors with background checks assist students from pre-school to university/post grad. Recommended by schools, we work in a one-on-one setting in the comfort of students’ homes, 7 days a week. Atmosphere helps students excel. Initial assessments done. Tutors available throughout

and then call us today. We pride ourselves in GTA, Peel Region and surrounding areas.

Owned and operated by a professional academic excellence!

Head Office: 905-763-7134 educator and a retired school administraToll Free: 1-877-818-1811 tor (41 years’ experience, 25 as a secondinfo@qualifiedtutors.com ary school principal), who both believe that Peel Region: 647-478-6252 tutoring support is the best tool to help Peel Toll Free: 1-877-450-3362 students achieve their potential and reach • Home tutoring specialists Devoted to peelregion.info@qualifiedtutors.com academic success. Check us out at www. with affordable prices qualifiedtutors.com, review our testimonials, Academic Excellence

We encourage and support each student to achieve her highest potential — academically and personally — and to develop confidence, compassion, and leadership skills.

Our students experience a valuesbased education where academics are

most extensive Advanced Placement program. Comprehensive academics, combined with the School’s rich athletic and co-curricular program, ensure that our students are prepared for the challenges of the world’s leading universities.

Our LINCWell Centre provides a com-

“We come to You”

• Available 7 days a week BE PROACTIVE...CALL TODAY • All subjects, all grades GTA-York & Surrounding Areas • Initial assessments done St. Clement’s School 905-763-7134 • Tutors’ backgrounds checked 1-877-818-1811 • Exam preparation Excellent academics balanced with school spirit Peel-Halton Region • Recommended by schools 647-478-6252 prehensive program of student enricha St. Clement’s students learn in a wel- well-balanced with school spirit and • Summer pkgs/Prep courses 1-877-450-3362 balance, and support for all stucoming, community-focused environment healthy sense of fun. Known for our strong • Havement, assisted over 5000 dents. school-wide, integrated academic program, we offer Ontario’s for girls from grades 1–12. students in LINCWell’s the past 8 years www.qualifiedtutors.com approach to education helps students to balance high academic standards, creativity, health and wellness.

Come and visit St. Clement’s School to experience, for yourself, our warm and inclusive learning community.

Find out more at www.scs.on.ca.

St. Michael’s College School The Leader in Catholic Boys’ Education.

Founded in 1852 by the Basilian Fathers, St. Michael’s College School offers an enriched, Catholic, liberal arts programme that prepares young men for university and to carry on as leaders in their community. The school offers a demanding curriculum that is complemented by faith development, leadership opportunities and a diverse array of co-

curricular activities. The school’s 10-acre property features a campus-wide wireless learning environment, modern research tools, electronic study aids, as well as first class athletic, art and music training and performance facilities.

Each year, over 95 per cent of St. Michael’s graduates are accepted at their university of first choice; approximately

half of these graduates are recognized as Ontario Scholars.

Open House evenings will be held on Wednesday, October 24th and Tuesday, October 30th at 7:30 p.m.

For more information, please contact Marilyn Furgiuele at 416-653-3180 Ext. 438 or furgiuele@smcsmail.com. Please visit us at www.stmichaelscollegeschool.com.

FALL FALL2012 2012 EDUCATION EDUCATIONGUIDE GUIDE Town TownCrier Crier 23 23

your perfect school and activity The Country Day School Education With Balance The Country Day School (JK-12) is a co-ed, non-denominational, university-preparatory school. It is situated on a beautiful 100-acre campus in the heart of King Township, just north of Toronto.

If you were to visit, you would find that the CDS community is dynamic, friendly, down-to-earth, and involved.

Our mandate is to equip students with

what they need to make their way in the world with success. We offer a superior, balanced education that challenges the student, develops the mind, and strengthens the character. The campus has outstanding athletic facilities, a modern performing arts centre, and leading-edge technology – all of which enhance our ability to educate in innovative ways.

Our passion is to ensure that every graduate leaves our school well prepared for university, confident, independent, intellectually curious, morally responsible, appreciative of the arts, physically fit and globally aware. Find out more about CDS and our open house schedule at our website www.cds.on.ca or by calling 905.833.1220.

taught in ways that help them succeed.

The school’s commitment to extracurricular activities and community service enriches the learning environment beyond the traditional school experience, encouraging students to become responsible, active members of the community. With three-day and mornings only Junior kindergarten options, now is the perfect time

to visit The Junior Academy. Established in 1988, The Junior Academy offers classes for boys and girls from JK to Grade 8.

Please contact Pat Kendall: pk@junioracademy.com or 416-425-4567.

The Junior Academy, 2454 Bayview Avenue, Toronto, M2L 1A6, www.junioracademy.com The future is bright.

The Junior Academy The Future is Bright At The Junior Academy, our teachers know two things very well ... your children and how to teach them. The Junior Academy’s teaching philosophy is based on individuals. It’s a school where your child’s learning style is understood and embraced. Our teachers work together to ensure that gifted students, average learners, and those needing more support are

TMS School A Flagship Montessori Program and a Welcoming IB School TMS prepares our students to define and achieve success on their terms in a complex, competitive and ever changing world.

They are ready to realize their full potential as happy and fulfilled individuals in university, career and life. Our unique

educational experience integrates challenge and inspiration in all areas: academics, arts, athletics and citizenship. It seamlessly combines two internationally acclaimed approaches; a flagship Montessori program (18 months to grade 6) and a welcoming International

Baccalaureate program (grade 7 to 12). To learn more visit us at www.tmsschool.ca or call 905.889.6882 Ext. 230 to arrange for a tour. The Bayview Campus and Elgin Mills Campus are located in Richmond Hill, ON. TMS School is a member of CIS and accredited by IB, CAIS and CCMA.

Toronto French Montessori Celebrating Over 10 Years of Excellent Quality Education Toronto French Montessori School is a bilingual co-educational school for students from 2 1/2 and up. Students 5 years and under with no previous exposurea to French can join us at TFMS. We aim to provide a warm, happy and enriching environment in which the children are free to develop at their individual pace. Our students will gain the skill, knowledge and attitudes necessary to lead them to a fulfilling and purposeful experience in life.

Our students have a unique advantage of studying English & French as first language enabling them to continue their education in either language.

Our teachers are highly qualified & dedicated to the job. As a result of our bilingual program & the benefit of small classes, TFMS has become the school of choice for an increasing number of parents seeking the best possible education for their children. Our learning environ-

ment is one in which every student has the opportunity to experience academic and personal success. We have received many awards for the best Montessori School in Toronto.

We look forward to welcoming you to both of our campuses.

To arrange a personal tour, contact our admissions office at 416-250-9952, email admissions@torontofrenchmontessori.com or visit www.torontofrenchmontessori.com

Upper Canada College Think Ahead. Think Upper Canada College.

Upper Canada College is one of North America’s great independent boys’ schools. Founded in 1829, UCC alumni include politicians, scholars, business leaders, artists and Olympians.

UCC offers “big school” opportunities and facilities combined with a “small school” approach to individualized learning. Our unsurpassed facilities include a new double-pad hockey arena and a

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EDUCATION GUIDE Town Crier FALL 2012

400-acre nature sanctuary northwest of Toronto.

Our programs include international community service trips and myriad clubs and co-curricular sports.

Located in the heart of Toronto, UCC comprises 1,150 students in Senior Kindergarten through university entrance, with boarding from Grade 9 open to students from across Canada and around the

world. Graduates receive the International Baccalaureate Diploma and the Ontario Secondary School Diploma. Our school has a 100 per cent university placement rate at the country’s and world’s most prestigious post-secondary institutions.

Tuition assistance available beginning in Grade 5. www.ucc.on.ca/Admission

 All levels  In 43 countries  Parking & Subway

your perfect school and activity Yamaha Music School 2012 Yamaha Music School 7-adult) teaches strumming/solo/ensemble playing. Violin Course (age 8-adult) teaches classical/alternative music with motivating software accompaniments.

We also offer cello lessons! Flute and Sax Courses (age 10+) develop basic technique through solo/ensemble playing with motivating software accompaniments. Drum Course (age 10+) teaches today’s popular beats with motivating software accompaniments. Keyboard Club (teens/adults) teaches all about

today’s electronic keyboards. Seniors Keyboard Course (age 65+) - making music improves quality of life – it’s an ideal way to learn a new skill while meeting new friends. We also offer lessons for seniors at the Japanese Canadian Cultural Centre (@ DVP and Wynford Dr.).

Yamaha courses also available at 88 Keys - 9011 Leslie St. (at Hwy7).

For more information, visit www.yamahamusicschool.ca.

www.yamahamusicschool.ca

YAMAHA MUSIC SCHOOL

5075 Yonge St.

416-224-5590

 All ages  All styles  All levels  In 43 countries  Parking & Subway

E r FREsson! u o y le or Call f r preview ne begin E ! r FRE r you lesson Call for preview ne begin

Open House Schedule

www.yamahamusicschool.ca

Yamaha believes that everyone can create, perform and enjoy music, resulting in an enriched life. World-famous Yamaha courses are designed for specific ages: Tunes For Twos (age 2-3) encourages singing, movement and rhythmic play.

Junior Music Course (age 3-5) develops aural/music skills using the keyboard.

Young Musicians Course (age 6-8) develops musicianship/keyboard skills. Piano Club (age 8-10) teaches piano styles and keyboard ensembles. Guitar Course (age

YAMAHA MUSIC SCHOOL y 5075 Yonge St. 416-224-5590

for Private & Independent Schools SCHOOL

DATE

TIME

CONTACT INFO SCHOOL DATE TIME CONTACT INFO Please call for information 416-229-2356 Associated Hebrew Schools Posluns Education Centre 905-889-3998 Little Owl Preshool Sun., Oct. 21, 2012 10:00am ext. 337 www.littleowl.ca www.agreatschool.com Metropolitan Preparatory Academy Tues, Nov. 20, 2012 5:00pm - 8:00pm 416-285-0870

Associated Cedarvale www.metroprep.com 3:00pm

Sun., Nov. 11, 2012 Private School Expos Register online at www.ourkids.net/expo Bayview Glen Sat., Oct. 27, 2012 1:00pm - 3:00pm 416-443-1030 Our Kids www.ourkids.net Toronto www.bayviewglen.ca Wed., Nov. 21, 2012 6:30pm - 8:00pm

Sat., Oct. 20, 2012 11:00am - 3:00pm

Halton/Peel Please call for information 416-783-3346 Bialik Hebrew Day School 12:00pm - 4:00pm Sun., Oct. 14, 2012 www.bialik.ca ext. 285 8:30am - 11:00am 416-483-4835 Fri., Oct. 26, 2012 Yorkville Campus

416-960-3552 St. Clement’s School Blyth Academy Fri., Nov. 16, 2012 8:30am - 11:00am Tues., Sept. 4, 2012 7:00pm - 8:00pm www.scs.on.ca www.blytheducation.com St. Michael’s College School Wed., Oct. 24, 2012 7:30pm 416-653-3180

Lawrence Park Campus www.stmichaelscollegeschool.com Tues., Oct. 30, 2012 7:30pm 416-653-3180 7:00pm - 8:00pm

Thurs., Sept. 6, 2012 The Country Day School Thurs., Oct. 11, 2012 9:00am - 12:00pm 905-833-1220

Thornhill Campus

7:00pm - 9:00pm www.cds.on.ca 7:00pm - 8:00pm

Thurs., Sept. 6, 2012 Sat., Oct. 27, 2012 10:00am - 1:00pm Central Montessori Schools Thurs. at all 5 locations 9:00am - 11:30am 416-250-1022 15, 2012 9:00am - 12:00pm

Thurs., Nov. www.cmsschool.net 1:00pm - 3:30pm Tues., Sept. 4, 2012 10:00am - 2:00pm 416-425-4567 CHELP Registration every Saturday from Sept. 15 2012 416-371-4178 The Junior Academy www.junioracademy.com 9:30am-11:00am

905-889-6882 Bayview Campus (18 Months to Grade 6) Crescent School Lower School

416-449-2556 TMS School Open House: ext. 254 www.tmsschooi.ca (Grades 3-6) www.crescentschool.org 10:00am - 12:00pm

Sat., Oct. 27, 2012 Tues., Oct. 23, 2012 9:30am - 11:30am

Information Sessions:

Tues., Nov. 27, 2012

Thurs., Nov. 29, 2012 6:30pm

Middle & Upper School

Elgin Mills Campus (Grade 7 to 12)

(Grades 7-12) Information Sessions: De La Salle College Wed., Oct. 17, 2012 7:00pm 416-969-8771 9:30 - 11:00 am

Wed., Oct. 24, 2012 www.delasalleoaklands.org Wed., Nov. 7, 2012 7:00 pm Mon., Nov. 5, 2012 9:00am - 11:30am 416-444-2900 Hawthorn School for Girls

Wed., Nov. 28, 2012 9:30 -11:00 am www.wechoosehawthorn.com Wed., Nov. 7, 2012 9:30am - 11:00am Toronto French Montessori School Fri., Jan. 18, 2013 please call for time 416-250-9952

(Preschool. JK, SK) www.torontofrenchmontessori.com

Thurs., Nov. 29, 2012 9:30am - 11:00am Thurs., Oct. 25, 2012 9:30am - 11:30am 416-488-1125 Upper Canada College

(Preschool. JK, SK) www.ucc.on.ca 6:00pm - 7:30pm

6:00pm - 8:00pm

Fri., Oct. 26, 2012 9:30am - 11:30am FALL 2012 EDUCATION GUIDE Town Crier

25

Memories of Ian Robinson

Past principal

I

Sterling Hall’s head retires after 17 years

By Dorian Rolston

an Robinson, principal of The Sterling Hall School for the past 17 years, retired at the end of June, 2012. Former Sterling Hall student and head boy, Dorian Rolston, class of 2001, shares recollections of Robinson and the lasting impact he has had on the lives of the boys who attended Sterling Hall during his tenure.

The door to principal Ian Robinson’s office is always open, so it feels strange to knock. From behind the desk he hears my faint tap.

“Come in, come in,” he says. I find the greeting reassuring, reminiscent of Robinson’s confidence in me as a young boy at The Sterling Hall School.

“Hello,” he says. “Welcome back.”

As we begin talking, a young woman appears at the doorway.

“Mr. Robinson, there is a line forming here for you,” she says, motioning Robinson to the entryway, where a toothy student rushes forward to speak. Still sticky in the boy’s hands are the remains of a marshmallow square. He tells his principal that he just swallowed a loose tooth. Robinson presses him.

“Well, if you believe in the Tooth Fairy, how is she going to get your tooth?” The boy reflects; his brow furrows. Then he pipes up.

“She’ll have to shrink!”

Exchanges like this are what have stuck with former student Matthew McInerney. “[Robinson] just talked to you and kind of reasoned with you, which is a really enlightened way to deal with kids,” he told me.

Strachan Jarvis agrees. “[Robinson] was the kind of person who would not simply give you the answers. He made you see the reasons why.”

Robinson’s subtle guidance is something Shaun Campbell will never forget.

“He made you see the reasons why.”

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EDUCATION GUIDE Town Crier FALL 2012

“The CBC was visiting Sterling to interview students about 9/11, when [Robinson] pulled me and two others aside to speak with the reporters,” he said. “He chose us because he felt we would personally grow from the experience.”

Today, as a corporate sales representative, Campbell addresses large audiences for a living.

“Without [Sterling Hall], I would never have been able to present to hundreds of people.”

Campbell’s story is one of many I heard from old boys affirming Robinson’s eye for potential, and, in particular, his gift for inspiring students to define the form it takes.

“You can’t pigeonhole kids,” Robinson explains. “No one knows what they will be when they grow up.”

Of all the traits that old boys learned from Robinson, though, his hallmark lesson is perhaps the handshake.

“Who can be expected in grade 5 to shake hands properly?” asks alumnus Jason Merrithew. “But at [Sterling Hall], there it is: expected. These are things you don’t appreciate until much later — the little things that make someone stand out.”

Originating in ancient Greece, the handshake remains, according to Robinson, “the secret signal of all kinds of things.” It’s not only the elemental expression of trust, but also faith, honesty, openness, togetherness, acceptance, and ultimately, the connection that sustains partnership.

While constituting just a small part of Robinson’s legacy, the handshake appears to capture his broader commitment to collaborative learning at Sterling Hall.

Robinson’s office, too, bears the mark of his leadership approach. On his desk, one small stone tablet is inscribed, “Attitude is everything;” another, Carpe Diem; a wooden plaque reads, “Head Learner”.

Wesley Pang, who graduated at the end of Robinson’s first year as principal, has never forgotten that plaque.

“He caught me staring at it the first time I was in his office,” Pang

Photos courtesy The Sterling Hall School

NOW AND THEN: Sterling Hall’s recently retired principal, Ian Robinson, poses with former head boy and author of this column, Dorian Rolston both as an adult and as a student.

recalled. “[Robinson] explained that he is the person who has the most to learn at the school.”

In his office 17 years later, Robinson catches me in a similar moment of intrigue.

“A school principal is just as much a learner as the youngest student,” he offers. “I owe a debt of gratitude to the [Sterling Hall School] family. I am a different person today because of their influence.”

On my way out of his office, I become tempted to ask how he does it — leading yet learning; being both confident and comfort-

ing; showing the way, yet not dictating how. But he maintains that all credit is due to the magic of Sterling Hall itself.

“It hangs in the ceilings; it is evident on the walls; it is on the floors,” he says. It is in his office, too.

And as the old boys can attest, it stays with you long after you leave.

Dorian Rolston earned his BA in philosophy from Princeton University, and now works as a research assistant to the Dean of Princeton’s Woodrow Wilson School.

since 1913

Men of Character from Boys of Promise Open House dates for October & November at crescentschool.org/openhouse Download a free Crescent School app at crescentschool.org/APP

27

FALL 2012 EDUCATION GUIDE Town Crier

Bayview Glen Graduating Class of 2012

North, East, West, South BVG grads go everywhere Bayview Glen grads go on to prestigious schools of higher learning – in all parts of Canada, the U.S. and internationally – pursuing their heart’s desire, from commerce to kinesiology, engineering to the arts.

Let us tell you more about BVG. Public Open Houses: 4BUVSEBZ 0DUPCFS t 1.

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Whole Child. Whole Life. Whole World.

416.443.1030 bayviewglen.ca

Bayview Glen maintains high standards in order to prepare every student for a promising future. Each year, our students apply to several universities and, in return, receive multiple offers of admission. In addition to the schools our students have chosen to attend, the following offers of undergraduate admission have also been received by Bayview Glen graduates during the years 2003-2012: CANADA t Acadia University t #JTIPQ T 6OJWFSTJUZ t #SPDL 6OJWFSTJUZ t $BQJMBOP 6OJWFSTJUZ t $BSMFUPO 6OJWFSTJUZ t $PODPSEJB 6OJWFSTJUZ t %BMIPVTJF 6OJWFSTJUZ t ,XBOUMFO 1PMZUFDIOJD University t -BLFIFBE 6OJWFSTJUZ t -BVSFOUJBO 6OJWFSTJUZ t .D(JMM 6OJWFSTJUZ t .D.BTUFS 6OJWFSTJUZ t .FNPSJBM 6OJWFSTJUZ PG /FXGPVOEMBOE t .PVOU "MMJTPO 6OJWFSTJUZ t .PVOU 4BJOU 7JODFOU 6OJWFSTJUZ t /JQJTTJOH 6OJWFSTJUZ t 0OUBSJP $PMMFHF PG "SU %FTJHO 6OJWFSTJUZ t 2VFFO T 6OJWFSTJUZ t 3PZBM .JMJUBSZ $PMMFHF PG $BOBEB t 3ZFSTPO 6OJWFSTJUZ t 4JNPO 'SBTFS 6OJWFSTJUZ

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