Town Crier - Education Guide West Ed. - Fall 2010

EDUCATION GUIDE FALL 2010

uniformity Does dressing the same earn an A or is the whole concept a failure?

Plus: Tips on picking the right school for your kids Students share their ups and downs and more...

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FALL 2010 EDUCATION GUIDE Town Crier

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ON THE COVER: Bayview Glen’s Madeleine Yeskoo shows just how much fun science can be.

FROM GRADE ONE TO UNIVERSITY ENTRANCE DISCOVERS HER UNIQUE WAY TO SHINE

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he beginning of a new school year can be bittersweet: it’s exciting to think of the challenges the year ahead will hold, yet it’s hard leaving behind memories of warm summer days spent with family and friends.

But school is the place where the familiar and unfamiliar intersect, where new ideas can form and percolate. It’s where we all learned many of the great lessons of life from our ABCs and 1-2-3s to how to navigate the realities of modern society. It’s where many of us were first exposed to the diversity of thought and opinion which helped to shape who we are today.

Which is why, for the Town

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Saluting the youth that make our schools

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The Toronto District School Board looks at using its extensive fine art and artefact collection in the classroom

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Do uniforms encourage discipline and a sense of belonging or do they stifle self-expression?

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your kids.

And we have invited students of all ages to share their triumphs and challenges with us in words and pictures.

New perspectives can not only broaden our own paths of inquiry but they can also heighten our sense of understanding. That is the true value of education.

Here’s to a new school year, with all the possibilities it will bring with it.

Inside the Education Guide

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EDITOR-in-chief MANAGING EDITOR

Crier’s Fall 2010 Education Guide, the theme of new perspectives has informed much of our content.

For instance, we explore both sides of the equation when it comes to kids wearing uniforms in the city’s private and independent schools. We also take a look at the Toronto District School Board’s long-buried art and historical collection, which offers multiple learning opportunities through first-hand experience with the artefacts.

In keeping with the theme, we have invited educational experts from schools across the GTA to share their unique viewpoints on everything from how to choose the right school to ways to organize

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For a limited time only, you can also find this guide on our corporate website: www.MyTownCrier.ca 101 Wingold Avenue, Toronto, Ontario, M6B 1P8 Tel: 416 785-4300 Fax: 416 785-7350

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Tips and tricks that will help parents when it comes to picking the best school for their kids

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Pupils tell us in their own words and pictures about their joys, challenges and lessons learned

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The ballet world can be a competitive one, but it doesn’t need to be

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Dress for success

Do the clothes make the student?

Pros and cons of uniforms

photo courtesy little owl preschool elementary

SENSE OF BELONGING: Wearing a uniform can help students feel a part of their school’s community and provide them with strong ties to their peers.

By Daniela Germano

A

fter wearing uniforms for three years at Mentor College, Sasha Borges-Ho has mixed feelings about the strict uniform policy at her middle-school.

The now 20-something York University graduate says she enjoyed the simplicity of waking up in the morning and not having to stress about what she was going to wear to school. But, she added, at times, the rules were a little too excessive.

“In a lot of ways I am pro uniforms at private schools because it is a very competitive environment, where some students come from families with six-figure incomes and others whose families are scraping the bottom of the barrel to pay for the tuition,” she said.

“It serves as an equalizer and in that sense I agree with it.”

However, she said she didn’t agree with the ban on nail polish, hair being dyed an unnatural colour and boys having long hair.

“I don’t think it’s their business how I wear my hair,” she said.

Then, there is there is the constant battle over skirt lengths. Borges-Ho says that teachers would measure the length of the skirt by having the student kneel on the floor

and placing a ruler to measure how far the skirt came up from the floor. If the skirt was rolled, they would have the student unroll it.

If it wasn’t rolled but was still too short, the student would be sent home.

“I understand you want to regulate skirt lengths for younger girls, but I think it was a little excessive and too strict,” she said. “It became less about decency and more about portraying a level of prestige.”

At Havergal College, they have implemented a program called “Don’t Skirt the

PHOTO COURTESY E.P.I.C. School

FREEDOM OF CHOICE: Some schools believe that students should dress the way the want for class.

EDUCATION GUIDE Town Crier FALL 2010

Issue”, which uses Post-it Notes to remind students of the appropriate hemline length.

“It’s an easy and comfortable reminder for our students,” said Barb MacIntosh, director of student life. “For the girls who are growing, the skirt tends to get shorter without intention, but this is a good reminder for them to keep their skirt length in mind.”

MacIntosh says that uniforms are an integral part of Havergal College because they denote student pride and create a sense of community in the school.

Parents pushed for change She added that the uniforms are also designed to be comfortable and age appropriate and there are also occasions where they do not have to wear them.

“Our students can voice their individuality through their conduct and actions, not by what they wear,” MacIntosh said.

Natasha Galinskaya, principal of Little Owl Preschool Elementary, agrees.

Even toddlers as young as two years old wear a uniform at the school.

Galinskaya says that when the school implemented uniforms in the elementary school three years ago, parents approached her about uniforms for the preschoolers.

“Uniforms are quite powerful in terms of discipline,” she said. “It creates unity and the children feel like they all belong to Little Owl.” PUPILS Page 6

“Uniforms are quite powerful in terms of discipline.”

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Cont. from Page 5

Galinskaya added that the uniform policy is not as strict for the preschoolers, but it’s the school’s philosophy to teach students a sense of responsibility and that’s often done through the dress code.

“We want our students to focus on what they are learning” she said. “I have noticed with the uniforms that the children are more disciplined and take pride in their education.”

But not everyone agrees that a strict uniform policy creates good learning environments.

In Dragon Academy’s first year, students wore uniforms, but ongoing complaints by students caused the school to revisit the policy, said principal Meg Fox. “(They) came to us with valid points and they voiced their opinions in an intelligent fashion,” she said.

There were two main concerns: the students felt they were being targeted on the subway for attending a private school, and they felt that wearing a uniform inhibited their self-expression. The next year, the school took their suggestions into consideration and drafted a dress code, instead of the uniforms. Fox says that students cannot wear offensive logos or anything that would be deemed inappropriate, such as showing too much skin.

“We want to spend our energy in academic achievement not policing costume,” she said. “This encourages tolerance and a freedom of expression, which is key to intellectual creativity in all fields.”

PHOTO COURTESY HAVERGAL COLLEGE

PERFECT LENGTH: Havergal College’s “Don’t Skirt the Issue” program uses sticky notes to see if a student’s hemline is too short.

FALL 2010 EDUCATION GUIDE Town Crier

Exemplary students

Giving back to the world

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ou don’t have to be old to be inspiring: Saluting the drive, passion and efforts of some of our area’s best young adults

FALL OPEN HOUSE SATURDAY, NOVEMBER 6, 2010 10:00am-1:00pm

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By Amanda Kwan

photo courtesy the bishop strachan school

HANDS ON: Students from Bishop Strachan School went to Ecuador in March to do volunteer work.

Helping out International service trips

By Hera Chan

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earning outside of the classroom can be the best thing to happen to your child’s education.

Just ask the students at The Bishop Strachan School, who embarked on a service trip to Ecuador in March.

For 10 days a group of students from the all-girls high school visited several towns in the South American country to help build a school, volunteer at a rehabilitation centre and improve their leadership skills through specially designed workshops.

PHOTO COURTES Y Metropol “The experience has helped me itan Prepar MENTORING atory Acad OTHERS: A emy think on a global scale,” said grade Metropolitan Academy volu Preparatory nteer tutors a 11 student Krystin Chung. “Going to Kenyan adult use a compu on how to ter.

Ecuador showed me the importance of giving back.”

Chung says the trip also inspired her to become a more active citizen in her school, and to really take advantage of everything it has to offer. reflect, and think about how their actions may Bishop Strachan School knows the service trip impact the lives of other people.” concept well. The Forest Hill area school is affiliTrip locations are chosen by the end of the ated with Free the Children, a charity partner of previous school year and a student-parent meeting the Me to We program, which mobilizes thousands is held in early fall. Students participate in several of youth ambassadors who engage in community pre-trip workshops to prepare for the journey. development initiatives around the world.

Many schools across Canada have similar proService trips have taken youth to all corners of grams to Bishop Strachan. the globe, including Kenya, China and India.

Earlier in the year a group of 20 students, In Ecuador, the students were working in a way chaperones and teachers from TDChristian High not possible inside a classroom, said Charlotte School left on an International Block service Fleming, a teacher at Bishop Strachan. trip to the Dominican Republic. Students spent “The trip is a great opportunity for students to eight weeks working in different placements, experience and learn about another culture,” she including construction, schools, a rehab clinic, says. “To make global connections, and to learn, REAL Page 9

lex Smith says the best way to address an issue is as a community.

He put that belief into action when he started a book drive at his school to help raise money for the Oakville Literacy Council.

Smith came up with the idea after volunteering at a past book drive for the council.

“There are so many people, even in Oakville which is surprising, that don’t know how to read and that do need a lot of help,” said the grade 9 Appleby College student. “I think it’s important … to help everybody and make sure everybody has an equal chance.”

The Oakville Literacy Council is a non-profit organization that provides reading, writing and math tutoring services for adults. The donated books are sold at Hopedale Mall and the proceeds go toward funding the organization.

Smith and his fellow volunteers started spreading the word about the school’s book drive in January, and marketed the event by putting up posters and performing a skit in front of their peers.

“We made it a fun event for everybody,” he said.

The donated books had to be in good enough condition to sell — meaning no ripped pages — and couldn’t be school textbooks or dictionaries.

“We found a surprising number of books we had

A Private School for students from JK through Grade 12 High academic standards Excellent University placement State-of-the-art computer labs Door-to-door transportation

photo courtesy appleby college

to read over the summer,” said Smith. “(Students) only use those once.”

Appleby held its drive over two weeks in early May, and ended up collecting almost a thousand books.

“We got so many books, we actually had to set up two meetings over two weeks to sort them all and pack them all away,” Smith said.

In total, the council raised $18,000 from their book sale, $3,000 more than the year before.

Real life learning Cont. from Page 8

an orphanage and at a village on the outskirts of the city dump.

The International Block program counts for three high school credits. The senior students take regular school courses for half the year, then take courses such as world issues, Spanish and English the other half to prepare for the trip.

The experience can have a profound impact on the students involved. “(It allows students to) see inequality in the world and see that they can make a difference if they choose too,” said teacher Rachel Weening, who has coordinated the International Block program at TDChristian for two years.

The benefits for students on service trips are

Small class size Athletics Arts & music Non-denominational

countless, says John Myers, instructor at Ontario Institute for Studies in Education.

He says it shows students how big a place the world is and helps students develop a sense of social responsibility.

As students become more aware, they become more likely to be interested in such service trips, he says.

Programs like Katimavik, an opportunity for 17– 21 year olds to take part in an intensive six or nine month volunteer service program, ensure today’s youth doesn’t turn a blind eye to world issues.

“The curriculum a student goes through in high school is more than just a book or curriculum,” says Myers. “(Experiential learning lets students) understand curriculum in real life.”

We look forward to seeing you at our Open House Saturday, October 23, 2010 10:00 am to 2:00 pm

Application deadlines: Grade 7: December 1st, 2010 Grades 9-10: February 1st, 2011

Financial assistance is available to students who qualify for admission.

371 Bloor St. W. Toronto ON M5S 2R7 416.946.7995 info@utschools.ca www.utschools.ca

FALL 2010 EDUCATION GUIDE Town Crier

Exemplary students

Olivia Bonham-Carter

O

By Jessica Vitullo

livia Bonham-Carter said she feels happiest when she is involved in community service initiatives.

“After I finish my education, I want to be able to help with human rights and environmental concerns around the world,” she said.

“That’s my goal in life.”

Bonham-Carter is well on her way to achieving that goal. A grade 12 student at Trinity College School, she has played a leadership role in several environmental activities.

“I am part of the environmental group at the school,” she said. “We do a lot of things for the school and advocate for environmental projects.”

The group holds assemblies to address the issue of water consumption and water bottles, which she said had a huge impact on the school.

Based on her work, Bonham-Carter was

selected to join the Jane Goodall Institute’s Roots & Shoots National Leadership Council, which allows her to connect with students around the world. The group discusses the best way to address environmental concerns and how to implement change within communities.

“I’ve learned so much more about environmental problems around the world,” she said. “The only way you can fix them is if you help.

“Something good comes out of everything.”

When Bonham-Carter is not advocating for environmental rights, she is focused on other school initiatives including her duties as a prefect student.

“We work to get everyone’s energy up throughout the year,” she said. “We’ll organize events for Halloween and Valentine’s Day.” At the beginning of the year, prefects worked to get new students together, excited, and participating in fun events.

“I was really excited to help plan that and get everyone involved,” she said.

I

Milani Sivapragasam

By Kelly Gadzala

photo courtesy olivia bonham-carter

WELL DONE: Olivia Bonham-Carter accepts a Lieutenant Governor’s award on behalf of her school from Lt.-Gov. David Onley.

f Milani Sivapragasam’s graduation ceremony from Bayview Glen could be compared to star-studded awards gala, let’s just say the young lady rocked the red carpet and totally cleaned up.

Valedictorian for her graduating class in June 2010, Sivapragasam raked in the Spanish subject award (her fourth in as many years); the Round Square King Constantine Medal for her dedication to service projects; a Student Executive Council appreciation award; a community service award for banking 750 volunteer hours at local hospitals; and numerous others accolades and plaques to add to the growing collection on her bedroom wall — her wall of fame, if you will.

But the humble Sivapragasam doesn’t discuss her accomplishments in such flashy terms.

Though she’s clearly proud of her achievements, the first-year biological and medical sciences student at the University of Western Ontario has taken it all in stride.

“It’s not about how many awards I win,” says Sivapragasam.

“One of my greatest gifts I can give is my compassion and my help.”

The aspiring doctor credits the service work she did through Bayvew Glen with making her the leader she is today.

In a way, it all began with the Spanish language.

When in grade 9, Sivapragasam listened to a speech given by the founder of Free the Children, in which he spoke of the compassion that every person is capable of showing.

After that speech Sivapragasam signed up for a service trip through the organization to Arizona and Mexico where she worked with migrant workers at a drug rehab centre.

“It was so overwhelming,” she says, describing meeting a 17 year old meth addict. “I was only 15 years old.”

Children would come to the door begging for food, she recalls.

“I can still hear their voices.”

In the resource centre she met a man named Pedro, a person who still looms large in her mind.

She was the only person in the group who could speak Spanish, she says, so she and Pedro would talk about his life.

She remembers his kids’ names to this day.

That’s where her love for Spanish flourished.

When she went back to school in September in grade 10, she started and headed up Bayview Glen’s Chapter of Free the Children with another student. She and the group’s co-founder decided to lead an Adopt a Village initiative, setting a goal $5,000 Page 13

photo courtesy bayview glen

COMMITTED TO HEALING: The summer after grade 9 Milani Sivapragasam volunteered in a drug rehab centre.

TORONTO FRENCH SCHOOL A bilingual education. An international perspective.

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Join us at our next Open House: Toronto Campus

Junior School:

Senior School:

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EDUCATION GUIDE Town Crier FALL 2010

RSVP Admissions

(416) 484-6980 ext . 4247 www.tfs.ca

FALL 2010 EDUCATION GUIDE Town Crier

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Exemplary students

Step into Kingsway College School

Academics Everything you need to know.

Arts Making life worthwhile.

Athletics Health for life.

Citizenship Leaving the world a better place.

Our Four Doors to Learning – Academics, Arts, Athletics and Citizenship – ensure that every child is equipped with the skills and confidence to succeed in life.

Kingsway College School will transform your child’s life.

Visit us at www.kcs.on.ca or call us at 416-234-5073.

4600 Dundas Street West, Etobicoke, ON M9A 1A5

Knowing What Matters in Life

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EDUCATION GUIDE Town Crier FALL 2010

$5,000 raised for clean water

Laureen Hachem

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Cont. from Page 11

Amanda Kwan/Town Crier

By Amanda Kwan

aureen Hachem approaches education with a mixture of pragmatism and curiosity.

“From the beginning, I really took school seriously,” said the 17 year old Northern Secondary School graduate, who scored the highest marks in the Toronto public school board for 2009-2010.

“Each year … you build on what you learnt, instead of starting from scratch,” said Hachem.

“So because of that, it was a continuation so it was easier for me.”

Hachem earned a 99.2 percent average in eight grade 12 courses: physics, chemistry, biology, English, French, advanced functions, advanced calculus and co-op.

Her near-perfect average was partly the result of diligent studying — spending about five hours a day on homework — but Hachem says school wasn’t about getting high marks.

“I wanted to make sure I really understood the material, just for my own benefit and later on.”

This genuine desire to learn is the driving force behind her success, she said.

“When I was in biology and would learn something, the next day I’d go to chemistry and see the connection between the two. And the physics would tie-in as well, this cohesiveness that they have. To see how the world works, it’s incredible.”

Hachem is thinking about becoming neurosurgeon — a field she got a taste of during her co-op placement as a medical research assistant at Dr. Charles Tator’s neurosurgery lab at Toronto Western Hospital.

Achieving this goal means thinking of the bigger picture, she said. Hachem chose to do co-op because it was an opportunity to see theory in action and a chance to network.

“You get connections in an environment outside of school that you wouldn’t necessarily get if you were just in a classroom,” she said.

This is the same reason why she’s going to the University of Toronto this fall to study life sciences. “(It’s) the connections with hospitals, topnotch professors and doctors,” said Hachem, who is attending as a U of T Scholar. “I know they do programs throughout the year where you can do your own projects.”

And it’s not enough to excel in academics.

Being a well-rounded student also means taking part in extra-curriculars, she said.

“When I was president of the French club, we did a festival to raise money for Doctors Without Borders,” said Hachem, who was also vice-president of her school’s cancer committee, treasurer of the heart and stroke committee, and a volunteer at the United Way.

to raise $5,000 over five years for a Clear Water Project in Sierra Leone.

“I realized I want to lead a life of service,” she says simply.

By the time her cohort graduated, the group had raised $2,000 of the $5,000, and by then Sivapragasam had only one year left to raise the balance of the money.

She did it, raising $3,000 through various school fundraising events that she got other students involved in.

We take water for granted here, she says.

Sivapragasam admits she grew up quickly. People have told her she’s old for her age, she says.

And for a highly accomplished woman under 20, she sounds more than a little sage when she speaks of living a satisfying life.

“I’m completely ready to die right now,” she says.

“I feel I’ve lived my life to the fullest extent.”

Sivapragasam wants to maintain her Spanish studies and says she would love to work with an organization like Doctors without Borders.

That way, she could go back to Mexico.

Someone like Pedro, she says, has no access to that kind of care.

Admission Open Houses: Nov. 4 & 5 (9:30 - noon).

Tuition assistance available beginning in Grade 7.

FALL 2010 EDUCATION GUIDE Town Crier

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The assignment

ast spring the Town Crier asked students from all grades to contribute to our fall education publications. We asked those in the primary grades to draw a picture and write a paragraph about either their favourite or most challenging thing about school. As for the older students, we asked them to write about what was the most difficult thing they’ve ever learned. We received many wonderful entries and we wish we could publish them all. If you don’t see your work in these pages check out our October education supplement or our website www.mytowncrier.ca for more great art and writing.

Thanks to all those who participated.

Hidden treasures

Students at work

Rare art to be used in class Collection worth over $7 million francis crescia/town crier

By Kelly Gadzala

S

William Wu — Grade 1, The York School

Tatum Utsal — Grade 2, Montcrest School

“The most challenging thing at school is math questions.

My teacher helps me.”

Mimi Hodaie — Grade 1, The York School

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EDUCATION GUIDE Town Crier FALL 2010

Listening to your parents Not listening to your parents is one thing, but biting your nails is a whole different story. When you don’t listen to your parents you suffer the consequence. When I had a bloody swollen finger, I just wished I had listened to my parents.

It all started with me watching Scooby Doo and when I saw them biting and chewing their nails when they were near the monster. When I saw them I wanted to imitate them so I bit my nails and I just couldn’t stop after that. I just kept gnawing and gnawing until my nails were super short. Then I decided I chew on the skin beside the nail so I kept chewing and chewing.

Then my mom and dad started telling me to stop biting my nails but I just didn’t listen. So I kept biting and biting until finally I had done it. I had bitten so hard that blood was oozing out. It was dark red. I was super scared and I yelled and screamed and my mom and dad came with ice and a bandage.

When the bleeding had stopped, my nails, and parts of my skin, were black. The next morning I woke up and I felt for my infected nail but when I touched my finger my nail was not there. All I felt was this squishy skin that was under my nail. I was screaming for my mom and dad. When they came they were wondering what had happened. When I showed them my nail they weren’t surprised.

After a few weeks my nail grew back and I sure was glad. When my mom told me to not bite my nails, this time I listened. I didn’t want to be back to having bloody, swollen finger again.

Neema Safari — Grade 6, Toronto Montessori Schools, Bayview Campus

omewhere in a top-secret location in Toronto, over one million paintings, photos and other artefacts are languishing in an environmentally-protected vault.

Few eyes have seen them until recently.

The archival, artefact and fine art collection, owned by the Toronto District School Board, was unveiled to the public at an invitation-only event in May. It’s an extensive — and wholly impressive — grouping of artefacts.

There’s a Tom Thomson painting worth about $1.5 million. Other Canadian and Aboriginal artwork, including pieces by The Group of Seven, Emily Carr, and Norval Morrisseau, hang from steel cage-like grids that pull out on rosters.

Not the most illustrious space to hang part of a collection that in its entirety is valued at over $7 million, true. But that will change soon enough judging by the tone of the unveiling event.

“There’s no justice having them in a vault,” says school board trustee Gary Crawford, who introduced the artefacts to the media.

“The collection is an enormous educational resource,” he says. “We must make it accessible.”

The objects have been amassed since the mid-19th Century but weren’t consolidated until the city’s seven public school boards amalgamated in 1998.

Many artists donated their works for educational purposes in the early 20th Century, says Crawford, and as such cannot be sold due to legal stipulations.

The board also did digs on school board sites and discovered other artefacts, according to board heritage services archivist Greg McKinnon.

The rows and rows of boxes spotted during the tour with various labels on them could fall under this category. One box labeled, “Leather Shoe, Top Prioryty”, looks old by virtue of both the dust and the spelling on the box.

Others bear labels with the words “Brick Samples” and “Glass Bottles Collections” on them.

Some pieces were purchased by individual schools, like the almost lifesize painting of a very young Queen Elizabeth II that never hung in the school but which was hauled out during special ceremonies or assemblies.

Piles of orange leather board room chairs with swivel bottoms, Commodore PET computers and old trophies could tell a multitude of personal and institutional narratives.

Meanwhile a “Corporal Punishment Book” under glass dating back to 1892, which records children’s offences (like “talking in line” and being lazy), is a sobering piece of our educational past.

Curator and educator Shelley Falconer has spent the past year studying the collection, interviewing various board members and exploring how the collection can be used for educational purposes.

A report she authored, Learning through Objects, is yet to be presented to the board, so plans haven’t been approved regarding the educational use of the collection. Nevertheless, pilot programs using some of the artefacts will be starting in some schools as early as this fall, Falconer says.

Objects learning, or the idea that objects provide deeper learning opportu-

OUT FROM THE VAULT: The Toronto District School Board’s archival, artefact and fine art collection, which was for years hidden behind closed doors, will start being used in the classroom this fall. Curator and educator Shelley Falconer, top, shows off a painting by Canadian artist Emily Carr. Other painters represented include members of the Group of Seven and Norval Morrisseau, right.

francis cr escia/town

crier

nities, is a popular educational methodology in American private schools based on the teachings of Harvard professor Howard Gardner, she says.

The report, she adds, develops a blueprint for how to move forward and incorporate the objects into the curriculum in an accessible and multi-faceted way.

Though museum quality, she says the collection doesn’t belong in a museum.

“It tells the story not just of the board but also of Toronto.

“We’re talking about something that doesn’t exist in the country,” she says.

“That’s cutting-edge progressive curriculum.”

FALL 2010 EDUCATION GUIDE Town Crier

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Educators’ insights

How to pick the best school

By Agatha Stawicki

P photo courtesy Upper canada college

Boys, girls or both photo courtesy Branksome hall

Get organized By roberta Longpré

E

very parent and teacher recognizes that some children need more help than others in organizing their belongings and their time. Luckily, good organizational and study habits are skills that any student can learn.

Here are a few tips to help parents ease their children into a successful school year: Buy an agenda and use it as a planner. Break large assignments and test preparation into chunks and plan to work on one chunk per day.

Use the agenda to plan the week. Enter all test dates it. Record long-term assignments as well.

Create binders for even/odd days if your school has an even/odd day timetable. Keep subject binders at home and transfer work into those binders at the end of each month.

Buy a hole punch and have your child start his or her homework session by punching all handouts and placing them in the correct binder.

Make sure all work is dated.

Help your child set a homework time, such as 6:30–8:00 p.m. daily and honour that time.

If possible, have your child do homework in a clearly visible space at home (such as the kitchen or dining room table). This allows you to monitor social networking and computer games that intrude on homework time. It also gives you a good estimate of “real” homework time.

Keep a basket of supplies at the ready for homework time. This should include pens, pencils, rulers, glue, a hole punch, coloured pencils, etc. Otherwise, looking for supplies can become a field trip and waste valuable homework time.

Make sure your child is getting enough sleep. Tired children cannot get themselves organized.

Allow your child to take a physical break after 30–40 minutes of homework. Plan these breaks (e.g., walk the dog or shoot hoops for 10 minutes), and then it is back to the books.

Pack backpacks after each homework session, or ensure your son or daughter does so. Check off each homework task in the agenda as it goes into the bag. Check tomorrow’s timetable to make sure such items as gym shorts are in the bag if required for the next day. If the backpack is organized thoughtfully at the end of each day, you and your child will avoid the early morning rush that can lead to misplaced homework and those “my dog ate my homework” excuses.

Roberta Longpré is the Director of Learning Strategies at Branksome Hall.

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EDUCATION GUIDE Town Crier FALL 2010

Examining the gender debate

By Jim Power

I

t has been interesting for me to watch the ongoing media debate about singlesex education. It’s a longstanding issue that’s in the spotlight again because it is being explored as an option within the Toronto District School Board.

After 30 years of teaching in girls, boys and co-educational schools, I think it’s important to understand it’s not a case of one school-model being superior to another. While a boys’ school may be right for one son, a co-ed school may be better for his brother.

Critics of single-gender education sometimes stress the fact that life is coed. This doesn’t undermine the value of giving youngsters the sanctuary of a single-gender environment as they ride the bumpy roller coaster of adolescence.

An environment, free from preening and posturing for the opposite sex, can allow children the chance to understand themselves as they discover interests, refine skills and embrace values.

The first assembly I attended at a boys’ elementary school caught me off guard. The captain of the grade 7 soccer team was standing in front of 400 boys and sang a tribute to their championship season; he belted out the words he had written to the melody of “I Will Survive.” The captain may have been off key, but no one complained, and Gloria Gaynor would have been proud.

As I sat there it occurred to me that, if there were even one girl in the audience, this would never have worked.

There are many sound reasons for boys’ schools, especially if the teachers embrace the broad and occasionally nuanced challenges of boys. If teachers understand how boys grow and develop, they can address the challenges that sometimes hold boys back.

Yes, boys can be impulsive. They

have a need to challenge authority from time to time. Beyond sound pedagogy, boys can benefit from the cultural liberation that can be created in singlegender schools.

A friend told me a story about an English teacher who taught Hamlet to a class at a boys’ school, and later, with the same boys, he also taught the class with a neighbouring girls’ school.

When he taught the boys and asked for volunteers to read out the role of Ophelia, 20 boys would raise their hands.

But when he taught the class with the girls, not one boy raised his hand.

As a parent and teacher, wouldn’t we all be happier knowing that our sons had an opportunity and felt the freedom to participate in anything they felt passionate about? School should be a safe zone, a place for all of children to explore and discover themselves.

I like to think of our schools as the Big ’N Tall store for boys. If you are 6-foot-4, you might find a great fitting suit at Harry Rosen, but you are more likely to find one at the Big ’N Tall because that’s where they understand big people. I think that we understand boys — warts and all. While always guarding against a boys-will-be-boys mentality, we try to create a safe space for boys to take risks.

If you saw the Spanish soccer players’ celebrating after their World Cup victory, you saw them crying and hugging one another. The context created a space for that expression. We don’t win World Cups every day in boys’ schools, but we do enjoy the freedom to celebrate the wins that come our way.

Just don’t tell Gloria Gaynor how we do it.

Jim Power is principal at Upper Canada College.

rivate and independent schools are becoming an accessible, affordable and popular option for parents who know exactly the kind of education they want for their child. With a range of schools as unique as each individual child, finding the right one may seem like a formidable task. But with the proper techniques, the school search is an opportunity to better understand your child’s strengths and natural abilities.

1

The Wish List Involve the entire family in creating the list of wants and needs in a school. This builds excitement, helps you get to know your children better, and determines exactly what you are looking for.

It will also ensure that the money you spend on education will achieve the desired goals.

Some questions to keep in mind: •How is your child doing in his or her current school? What attention or challenges does he or she need?

•What is your child’s personality, learning style, academic ability, social skills, talents, challenges and desires?

•Will your child thrive in an environment rich with technology or one that is based in social interaction?

•Is a co-ed or same sex environment best for your child? Will a day or boarding school environment be best?

•Do you want a school that offers before- and after-school programs?

•Are you expecting an academic-based curriculum or one that attempts to educate the personality as well?

•Does your child require dedicated help? Then you may need a school with small class sizes.

2

The Preliminary Search It has probably been a while since you’ve had to do homework, but this phase of the search can

be exciting as you discover the different learning options available and select the best fit for your child, not making your child fit into a school at all costs.

Here are some tips on the preliminary search: •Get started early: At least a year in advance is recommended. Good decisions are best made without time restrictions.

•Consider your budget: Determine your financial situation, how much you are willing to spend and what financial aid is available at each school.

•Read school profiles and websites: Look at what’s written about the school curriculum, mission, values and philosophy.

3

The Private School Expo Private school expos bring together students and representatives from all types of schools across a city for you to use as a one-stop source of information. School administrators and students are on-hand to answer questions. You will also find helpful seminars on how to choose a school, what type of school is best for a child, and how to finance a private education.

Here’s a list of questions to ask schools: •What makes the school unique? What is the school’s philosophy?

•How does the school encourage involvement amongst parents, teachers and students?

•What curriculum guidelines does the school follow and how are students evaluated? How do they respond to students who fall behind?

•What are the teachers’ qualifications?

•What is the average class size?

•What are the transportation options for my child?

•What is the admission process for my child? Is there a waiting list?

•How much is tuition and what other costs might I incur (e.g. uniform, books, equipment)?

•What are my payment options? What financial aid and scholarships are available?

What schools want As families search for the perfect school, schools are also looking for the perfect student to contribute to their community. Here’s what schools want to see in their applicants: •That they as a school will be a good fit for both the child and family •That the student really wants to attend the school and is not just being pressured to do so •A clear representation of the child’s ability •The potential for the student to become a participating and integrated member of the private school community •That both the family and child fully understand the school’s philosophy, vision and expectations at the outset — Agatha Stawicki

photo courtesy agatha stawicki

4

The School Visit As the search narrows to a few schools, it’s time to see first hand the different school campuses and communities. You can either contact the school to arrange a personal tour (including spending time in classrooms) or check school calendars for open house dates. It is a time to speak with principals, teachers, counsellors and other students and to ask for the names and numbers of current parents or alumni, whom you can contact as references.

Look for these qualities: •The quality of the campus grounds, lunchroom, sports facilities and classrooms: Are they clean, operational, and safe?

•The diversity of the school: Is the student population multicultural enough for your child? Is that important to you?

•The classroom dynamics: How do students and teachers interact? Is that relationship what you’re looking for?

•Student supervision: How do administrators maintain a safe environment? How do they approach discipline?

5

The Application Compiling all the information gathered over the research process, you should be able to come up with a final choice of two to three schools in which your child will flourish. Families are encouraged to apply to more than one school to keep your options open, because, although you may have preferences, chances are there are a number of schools that could be an appropriate fit.

Here’s what an application may require: •Completed application forms •Interview and possible entrance exam •Confidential school report from child’s current school •Previous report cards (up to two or three years back) •Test scores (such as the Secondary School Admissions Test (SSAT) or another entrance exam)

FIRST TEST: Private and independent schools select their students carefully and chose those who they feel will contribute to their communities.

Agatha Stawicki is the Publisher at Our Kids Media, publishers of Our Kids Go to School magazine — Canada’s Annual Guide to Private Schools.

FALL 2010 EDUCATION GUIDE Town Crier

17

On pointe

Dance that’s not cut-throat

Let Kumon Math & Reading Unlock Your Child’s Potential.

“Dance is competitive enough.�

Several Centres across the GTA. Call us or visit our website to get in touch with a Kumon Instructor at a Centre near you.

– 9c[]\ 1O\ORO 7\Q

Ballet without the competition

By Kelly Gadzala

C

photo courtesy The martha hicks school of ballet

THE RIGHT PATH: While The Martha Hicks School of Ballet streams its students into recreational and intensive programs at age 12, the decision is based in part on what’s best for the pupil.

ences between the two, says Hicks, but since a lot of students aspire to be in the more advanced group, managing expectations can be really hard.

But having the two categories is important, she says. If anything, she suggests, it encourages students to be confident in who they are. “If you put them all together, no one wins.� Those in the recreational stream are too self-conscious if students from the other stream take classes with them, for one.

Not surprisingly, perhaps, a large chunk of Hicks’ time is spent on the phone with over-protective parents whose kids want to move up to the intensive stream but who haven’t been recommended to do so.

It’s a tough situation, she acknowledges, though she’ll sometimes capitulate — and

sometimes she won’t as her biggest concern is acting in the best interests of the student.

So much so that she’ll even ask parents if their child can handle being the weakest dancer on stage at the end-of-year show. “There’s lessons for the parents as well as the kids,� she says, somewhat cryptically. “Parents appreciate that we protect their (kids’) self esteem.�

The goal, she says, is to make kids comfortable enough so they want to perform.

That philosophy even extends to the primary and JK level grades, who don’t perform their end-of-year piece on the stage but instead inside the studio, with the windows blacked out. “We used to put three-year olds on the stage,� she says. “They peed.�

And, more than good posture, passed

gthening Learn tren ing Capac t i e s i

UĂŠOrganizationĂŠ&ĂŠTˆ“iĂŠManagement UĂŠReadingĂŠ&ĂŠNotetaking UĂŠTestĂŠ&ĂŠExamĂŠPreparation

ACADEMIC COACHING: Providing students with the tools necessary for academic success

416-781- 9018

www.academiccoaching.ca 18

EDUCATION GUIDE Town Crier FALL 2010

ARROWSMITH

S

ompetition in the world of dance may seem to go together like Fred and Ginger, but not all dance schools are as cutthroat as an episode of So You Think You Can Dance?.

Martha Hicks has built a business on her recreational, non-competitive approach to teaching dance. “Dance is competitive enough,� says Hicks. “Why compete?�

She clearly disdains what she calls the expensive and showy world of competitive dance. But even though her school, The Martha Hicks School of Ballet, prides itself on its non-competitive approach, rivalry and disappointment can rear their heads. There are six school companies that students have to audition for and students also need to be approved to take exams.

Disappointments can range higher than a grande battement, to be sure.

The most contentious topic in the school, perhaps, is when students reach the age of 12 and are streamed into either the recreational or the more intensive dance stream for jazz or ballet.

They do their best to downplay the differ-

DOES YOUR CHILD HAVE DIFFICULTY WITH

Reading • Writing • Mathematics Visual or Auditory Memory Dyslexia • Non-verbal learning

WE PROVIDE ASSESSMENTS OF INDIVIDUAL LEARNING PROFILES

ARROWSMITH SCHOOL

Phone: (416) 963-4962 245 St. Clair Avenue West (two blocks west of Avenue Rd.) Toronto email: info@arrowsmithschool.org www.arrowsmithschool.org

Wednesday September 15, 2010 Wednesday October 13, 2010 at 7:00 pm on

Join us at our

OPEN HOUSES

photo cour tesy The ma rtha hicks school of ballet

exams and great technique, what comes out of the experience is a closely-knit community of students, many of whom have been in the school since they were three years old.

By the time students graduate at age 17, they feel comfortable in their own skins, she says, and have formed great relationships with each other and their teachers. Some who go on to train professionally in dance return to choreograph, while others who don’t pursue dance come back and take drop-in classes. “There’s so much more going on than dance,� she says. “There’s really a great feeling of camaraderie.�

Still, Hicks is no softy. As a teacher she’s strict, telling the story of refusing to teach her teenage daughters when they gave her teen attitude. “I’m pretty intense when I teach,� she says.

FALL 2010 EDUCATION GUIDE Town Crier

19

Open House Schedule for Private & Independent Schools

SCHOOL

DATE

Appleby College Sat., Oct. 16, 2010 www.appleby.on.ca Sat., Oct. 23, 2010 Arrowsmith School Wed., Sept. 15, 2010 www.arrowsmithschool.org Wed., Oct. 13, 2010 Wed., Nov. 17, 2010 Wed., Dec. 8, 2010 Crescent School Lower School www.crescentschool.org (Grades 3-6)

Thurs., Oct. 28, 2010 Thurs., Nov. 25, 2010

Middle & Upper School

(Grades 7-12) Thurs., Oct. 21, 2010 Tues., Nov. 23, 2010 Fieldstone School Wed., Sept. 22, 2010 www.fieldstonedayschool.org Wed., Oct. 13, 2010 Wed., Oct. 27, 2010

Holy Name of Mary College School Sat., Oct. 16, 2010 www.inspireyourdaughter.ca Sat., Nov. 13, 2010 Hudson College Sat., Oct. 16, 2010 www.hudsoncollege.ca Sat., Oct. 30 , 2010

Sat., Nov. 6 , 2010 Sat., Nov. 20 , 2010 Kingsway College School Wed., Oct. 20, 2010 www.kcs.on.ca Wed., Nov. 17, 2010 MPS Etobicoke Sat., Nov. 6, 2010 www.mpsetobicoke.com

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EDUCATION GUIDE Town Crier FALL 2010

TIME 10:00am - 2:00pm 10:00am - 2:00pm 7:00pm

9:30am - 11:30am

9:30am - 11:30am

9:00am - 11:00am 9:00am - 11:00am 9:00am - 11:00am and 7:00pm - 8:00pm 10:00am - 2:00pm 10:00am - 2:00pm 12:00pm - 4:00pm 12:00pm - 4:00pm 12:00pm - 4:00pm 12:00pm - 4:00pm 10:30am 10:30am 10:00am - 1:00pm

CONTACT INFO SCHOOL

CA N A DA’S L A R G EST PR I VAT E S C H O O L E X P O S

HALTON-PEEL TORONTO

MEET TOP K-12 SCHOOLS

`

FREE INFORMATION SEMINARS

`

“HOW TO CHOOSE A SCHOOL”

DATE

TIME

CONTACT INFO

Please call for information 416-239-3054 905-845-4681 Olivet New Church School www.olivetnewchurch.org/school 416-963-4962 Our Kids Private School Expos Register online at www.ourkids.net/expo www.ourkids.net Halton / Peel Sun., Oct. 3, 2010 12:00pm - 4:00pm

Toronto 416-449-2556 Sat., Oct. 16, 2010 11:00am - 3:00pm Royal St. George’s College Tues., Oct. 19, 2010 9:30am - 11:30am 416-533-9481 www.rsgc.on.ca Star Academy Please call to book a personal 905-891-1555 www.staracademy.ca tour and/or meeting St. Clement’s School Fri., Oct. 22, 2010 8:30am - 11:00am 416-483-4835 www.scs.on.ca Fri., Nov. 19, 2010 8:30am - 11:00am St. Michael’s College School Tues., Oct. 19, 2010 7:30pm - 9:00pm 416-653-3180 416-486-4530 www.stmichaelscollegeschool.com Wed., Oct. 27, 2010 7:30pm - 9:00pm Toronto French School Junior School: (Age 2 - Grade 5) 416-484-6980 www.tfs.ca Wed., Oct. 20, 2010 9:30am ext. 4247 Thurs., Nov. 18, 2010 7:30pm Senior School: (Grades 6 - University Entrance) 905-891-1890

Wed., Nov. 17, 2010 9:30am Toronto International Academy Please call for a visit 416-924-1011 416-631-0082 www.tiaschools.com Trinity College School Trinity in Action

905-885-3209 www.tcs.on.ca Sat., Nov. 20, 2010 Registration Required 10:00am - 2:00pm 416-946-7995 416-234-5073 University of Toronto Schools Sat., Oct. 23, 2010 www.utschools.ca 9:30am - 12:00pm 416-488-1125 416-745-1328 Upper Canada College Thurs., Nov. 4, 2010 www.ucc.on.ca Fri., Nov. 5, 2010 9:30am - 12:00pm

october 3

october 16

HALTON-PEEL OAKVILLE CONFERENCE CENTRE 12:00 P.M. TO 4:00 P.M.

TORONTO ROY THOMSON HALL 11:00 A.M. TO 3:00 P.M.

register online

for free admission ($10 at door)

www.ourkids.net/expo SPONSORED BY

HALTON-PEEL EXPO EXHIBITING SCHOOLS Appleby College Athol Murray College of Notre Dame Bronte College of Canada Buffalo Seminary Chisholm Academy Dearcroft Montessori School Fairview Glen Montessori Fern Hill School - Oakville Glenburnie School Gow School Halton Waldorf School Hamilton Academy of Performing Arts Hillfield Strathallan College Holy Name of Mary College School Karas French Immersion School Kingsway College School Lakefield College School Lynn-Rose Heights Private School MacLachlan College Meadow Green Academy Mentor College Oakville Christian School (OCS) Rotherglen School - MISSISSAUGA Rotherglen School - OAKVILLE Sommerville Manor School St. Jude’s Academy St. Mildred’s-Lightbourn School Star Academy Storm King School Team School Toronto French School TORONTO EXPO EXHIBITING SCHOOLS Abelard School Academy for Gifted Children - P.A.C.E Alderwood Toronto Private School Appleby College Athol Murray College of Notre Dame Bayview Glen Bishop Strachan School Bond Academy Branksome Hall Buffalo Seminary Central Montessori Schools CGS Chisholm Academy Citadelle International Academy of Arts and Science Cornerstone Montessori Prep School Country Day School Crescent School Crestwood Preparatory College Crestwood School Discovery Academy Dragon Academy Fieldstone School Giles School Gow School Great Lakes Christian High School Greenwood College School Grier School Havergal College Hawthorn School for Girls Holy Trinity School Humberside Montessori School J. Addison School John F. Kennedy International School Junior Academy Kildonan School Kingsway College School Linden School Lycée Français de Toronto Maple Crest Private School Maplebrook School Mentor College Metropolitan Preparatory Academy Montcrest School MPS Etobicoke Northmount School Pinehurst School Renaissance Academy Richland Academy Robert Land Academy Rosedale Day School Royal St. George’s College Shoore Centre for Learning St. Clement’s School St. Peter’s ACHS College School Sterling Hall School Storm King School Sunnybrook School Team School TMS Toronto Montessori Schools Toronto French Montessori Toronto French School Toronto German School Toronto New School Trafalgar Castle School Trinity College School Upper Canada College Villanova College WillowWood School York School

FALL 2010 EDUCATION GUIDE Town Crier

21

Find your perfect school

Find your perfect school and activity A directory of private and independent schools and extracurricular activities

ADD Centre Train your brain to pay attention

by Lynda Thompson, Ph.D., C.Psych.

The latest developments in Neuroscience document brain plasticity – the idea that the brain can change. One exciting application involves exercising the brain using a brain-computer interface that indicates, by monitoring brain wave activity, when the person is calmly paying attention. The brain wave pattern is different if the person is daydreaming or drifting off and those mental states are not rewarded. Paying attention is rewarded

with computerized feedback and encouragement from the trainer working with the client. This learning approach, called neurofeedback, is now established as an effective treatment for Attention-Deficit/ Hyperactivity Disorder. A meta-analysis just published in the journal Clinical EEG and Neuroscience (Arns et al, 2009) reviewed 15 controlled studies. All showed reduced symptoms of ADHD after neurofeedback training. Another study (Gani et al, 2008) showed that positive effects

were lasting; indeed, half the group who had done 40 sessions of neurofeedback no longer qualified for a diagnosis of ADHD when re-assessed 2 years after training.

This non-drug approach for ADD/ADHD, which produces lasting positive gains and no negative side effects, is something to pay attention to if you want your child to improve at school and in sports.

For more information, contact the ADD Centre at 416-488-2233 or check www.addcentre.com

Appleby College

and day student. Our curriculum offers a diverse education, combining academics with arts, athletics, community and global service. We challenge our students to try new activities and explore new ideas while giving them the tools and knowledge to see things in a fascinating way.

Situated on a 60-acre campus in Oakville, we provide the highest qual-

ity learning experience as well as personalized attention to each student. In fact, through our extensive guidance program 98 per cent of Appleby graduates advance to their first university of choice.

To learn more about Appleby College please contact Matt Sheridan-Jonah, Executive Director, Admissions at 905-8454681 ext. 169 or mjonah@appleby.on.ca .

Arrowsmith School Arrowsmith Program: A cognitive program strengthing a student’s capacity to learn Knowledge about the causes of learning difficulties has been changing over the past three decades. Dr. Doidge’s book, The Brain that Changes Itself, featured the work of Arrowsmith in Chapter 2. Research has demonstrated that the brain can be modified and that learning difficulties are not an unchanging fact of life. The Arrowsmith Program has designed innovative computer and auditory exercises to correct the underlying problem by strengthen-

22

EDUCATION GUIDE Town Crier FALL 2010

ing parts of the brain that are underperforming and impacting a range of learning problems from reading, writing, problem solving, reasoning, comprehension, non-verbal learning, attention, dyslexia, working memory and processing speed. Upon completion of the program students mainstream with no further curriculum modification. Sarah who could not read is now an architect. Jane who struggled with writing is now a journalist. Bob who could not

Crescent School Crescent School: A Unique Educational Experience for Boys A school for boys since 1913, 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 opportu-

nities designed to allow each boy to find and develop his unique abilities. Students, in turn, 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.

Please visit www.crescentschool.org

Fieldstone Day School Fieldstone – In A Class Of Its Own! Fieldstone Day School has the distinction of being Canada’s only “Global Knowledge” private school for students from Junior Kindergarten to Grade 6, and was recently accredited

by Cambridge University, in the United Kingdom, as the first school in Canada to deliver the Cambridge Curriculum from Grades 7 to 12. Cambridge diploma

courses will be offered beginning this fall, allowing Fieldstone students the unique opportunity to earn their Ontario Secondary School Diploma in addition to a University of Cambridge International Certificate of Education (AICE), recognized globally as a mark of academic excellence.

The world renowned Cambridge

Curriculum together with the rich and innovative Global Knowledge curriculum will enable Fieldstone students to acquire a broad foundation of knowledge that is essential to a successful adult life. Small classes, individualized attention, challenging curriculum and outstanding teachers place Fieldstone Day School at the top of the class. www.fieldstonedayschool.org

Holy Name of Mary College School Inspire Your Daughter Choosing the right school for your daughter is a critical decision for parents.

All-girls’ schools recognize and focus on the particular ways girls learn. Research indicates they produce graduates who achieve greater academic success, are more self-confident and develop stronger leadership skills.

In 2008, St. Michael’s College School

of Toronto and the Felician Sisters of Mississauga, two icons in education with long traditions of academic excellence, came together to establish Holy Name of Mary College School as a private university preparatory school for girls in grades 5-12.

At HNMCS our core values are integrated into both the curriculum and daily life at school where knowledge is linked to

growth in faith, strength of character and self esteem.

Give your daughter the gift of an education that will help her develop academically, spiritually and personally. You will be amazed as she develops into a confident and accomplished young woman.

For more information please visit www.InspireYourDaughter.ca

Hudson College

Creating fascinating minds at Appleby College At Appleby College fascinating is built into everything we do – from our extraordinary curriculum to the unique opportunities and experiences we provide to our students, more than 750 young men and women in Grades 7 to 12.

A non-profit, independent school founded in 1911, we offer a university preparatory education to both boarding

your perfect school and activity

problem solve is now a systems analyst.

Dan who struggled with understanding numbers is a successful venture capitalist. The power of changing the brain through the Arrowsmith cognitive program is that it gives the individual the capacity to learn effectively for the rest of his or her life. If you would like more information about our program or testing please contact Daina Luszczek a t 416-963-4962 or by email a t info@arrowsmithschool.org.

Dedicated to developing the whole child Looking for a new school? At Hudson College we offer a challenging, nurturing & rewarding learning environment that allows students to reach their maximum potential. We are a co-ed, multicultural day school from PK to university entrance. Recognized for its excellence by the Ontario Ministry of Education, our balanced curriculum meets & exceeds Ministry guidelines.

Our small class sizes & promise of

a Total Personal Support system dedicated to developing the whole child ensure that all students receive the kind of individual attention needed to develop their special skills, strengths & personal interests. Our dedicated & experienced faculty care deeply about our students & their education. They share a true passion for teaching, participating in all aspects of school life as mentors, coaches & leaders.

Situated on a large, quiet, air-conditioned campus in central Toronto, our modern facility features spacious classrooms, large gymnasium, state-of-theart computer & science labs, music & fine arts rooms. We also offer Advanced Placement courses in senior-level Math, English, Business & Science. www.hudsoncollege.ca admissions@hudsoncollege.ca 416-631-0082

Hudson’s balanced curriculum is rich in sports, languages, sciences, music & the arts.

Kingsway College School Knowing what matters in life The moment you walk through the doors of Kingsway College School, you enter a place where learning is a part of life. Our Four Doors to Learning – academics, arts, athletics and citizenship – form the foundation upon which our students will build their future.

KCS has a rigorous approach to academics with a core curriculum that is continuously infused with develop-

ing critical lifelong skills. Our program incorporates differentiated instruction to optimize learning for all students. In the arts, students learn to express themselves creatively through visual arts, drama, vocal and instrumental music.

In athletics, KCS celebrates the joy of play, teamwork, physical skill and mutual respect. Citizenship learning and activity is embedded in every aspect of a KCS

education and formally part of our curriculum. Through diversity awareness, our children learn that the multicultural world is something to be celebrated and embraced.

Our graduates leave KCS, knowing what matters in life. They lead with vision and humility, excelling at what they set out to do. Call 416-234-5073 x211 or visit www.kcs.on.ca to learn more about KCS. FALL 2010 EDUCATION GUIDE Town Crier

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your perfect school and activity

your perfect school and activity

Kumon Math and Reading Centres

St. Clement’s School

Give Your Children the Tools to Write Their Own Success Stories

A balanced approach to education

Kumon, the world’s largest after school education program, has been giving children the tools to write their own success stories since 1958. Whether coming to Kumon for remedial support or enrichment, the stories of more than 4 million Kumon students worldwide speak of growing self-confidence, improved grades and a heightened dedication to education, and

St. Clement’s School is where tomorrow’s women learn. Since 1901, SCS has developed women of character by encouraging academic excellence, self-confidence, leadership, and independent thinking in an enriching, supportive environment. Known for its strong academic program, St. Clement’s School has Ontario’s most extensive Advanced Placement program. Comprehensive academics, com-

the future.

Kumon students achieve these results thanks to a personalized program dedicated to helping them consistently experience success. From starting each student at a level that ensures confidence and selfreliance are nurtured from the first day, to focusing on the mastery of concepts through daily practice, to continued dis-

cussions with every student to ensure the program is meeting their unique needs, the Kumon Program offers each student the opportunity to take active ownership of their education and their success.

For more information, visit www.kumon.ca.

Become a Kumon Fan! Join us on facebook at www.facebook.com/kumon.

Teach Me Goodness, Discipline and Knowledge.

MPS Etobicoke - Striving for excellence

At MPS, we cultivate a culture of learning, one that will foster our students’ personal and academic growth for the rest of their lives.

from JK to Grade 12. Through high academic standards and an emphasis on educating the whole person, we prepare our students for the post-secondary institutions of their choice. Our program stresses skill development through individualized achievement, made possible by virtue of small class size and a dedicated staff.

Students are encouraged to think for themselves, to become problem solvers and leaders of tomorrow.

We believe that students learn best in a nurturing environment that offers praise, encouragement and opportunities for success.

For more information please visit www.mpsetobicoke.com

Preschool to Grade 5 teacher/student ratio (maximum 1:12 for JK-5; 1:8 in preschool) provides this unique learning environment. Stimulating academics and meaningful social interaction provided at an age appropriate level are combined with a caring spiritual atmosphere which provides the foundation for a fulfilling and useful life.

Our curriculum, including French, art, music and scripture studies, is enhanced by enriched learning opportunities such as frequent field trips and thought provoking discussion that are only possible in such a small class environment.

Please call us to arrange a visit to the school. www.olivetnewchurch.org

Power Soccer 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.

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Star Academy Learn to Love to Learn™ - it really should be that simple.

At Star Academy, the student is the starting point for all learning. Star provides a safe, yet challenging and stimulating environment for all of our students.

We ensure that each child consistently strives to meet their full potential, both academically and socially. Technology is a focal point of the teaching and learning that takes place at Star. It is fully integrated into all subjects, utilizing tools such as

interactive white boards, laptops, desktops, educational software, etc. All students have access to their own laptops and use their computers frequently as a key educational resource tool. Graduates from Star are wellprepared to take advantage of the benefits of information technology, as they pursue their future academic career and beyond.

The low student ratio (10:1) at Star Academy makes the classroom environment conducive to learning for all students.

Moreover, a team-teaching approach

not only ensures seamless execution of lessons, but also provides consistency and stability for all students.

Overall, Star Academy’s main goals for your child are to foster independence, both socially and academically, and to develop a lifelong love of learning. In turn, our school gives you the confidence and peace of mind that your children are attending an institution that truly cares about their success.

Visit www.staracademy.ca

share one thing in common - they are all proud Georgians. Boys flourish in an intimate, nurturing environment where they are known and respected. RSGC has been educating boys since 1964 and has created a unique programme and atmosphere that are designed to bring out their best. A small school gives boys the opportunity to

The philosophy of StudySpot is simple: Good students utilize certain skills to reach their potential and manage school more effectively. Unfortunately, these skills are rarely taught directly in school, and many students have trouble acquiring them on their own. Our goal is to equip students with the skills they require to be effective

students overall, and to provide them with the opportunity for improvement that will last throughout their academic lives.

Our view is that schools and traditional tutors spend far too much time on content and not nearly enough time on skill development. Underachieving students need to learn, develop, and practice skills like

note-taking, textbook management, study techniques, and organizational and time management strategies. In the context of a positive and inspirational relationship with a coach or mentor, our students learn how to learn.

For more details, please visit www.academiccoaching.ca.

Sylvan Learning Centres Toronto Kickoff a stress-free school year

Blink and you could miss giving your son the best education of his life.

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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. For more information, please contact our Admissions Office at 416-653-3180, Ext. 195 or Ext. 438 or visit us on the web: www.stmichaelscollegeschool.com.

Students see lasting benefits from the Academic Coaching approach

Royal St. George’s College Set amid the trees and Victorian houses that line the streets of Toronto’s Annex community, Royal St. George’s College might not stand out as you walk by the campus. In fact, you might think it’s another home - and in many ways, it is. It is home to a tight-knit community of 426 boys from every background who

through the teachings of the Catholic Church and a demanding curriculum that extends beyond the classroom into our diverse array of co-curricular programs. Our campus is fully networked and offers students an opportunity to make use of modern research tools, electronic study aids, and state-of-theart athletic, drama and music facilities.

Study Spot Educational Services

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

Founded in 1852 by the Basilian Fathers, St. Michael’s College School stands as Ontario’s only independent Catholic school for young men. The school offers an enriched, Catholic, liberal arts program that prepares young men for university and to carry on as leaders in their community.

Our mission is to educate the whole person

What makes Star Academy different from other schools?

Olivet New Church School Olivet New Church School has been providing students with exceptional academic and character education since 1893.

We believe that education should be an extension of the home and that optimum learning happens when a child’s love for learning is fully engaged. Olivet’s excellent

oped and launched LINCWell, a comprehensive program of student enrichment and support that includes the creation of two beautifully-designed student centres.

With its motto, “Learn well, Lead well, Live well,” LINCWell offers a school-wide integrated approach to education helping students to sustain high academic standards, creativity, health, and wellness.

Please visit scs.on.ca

St. Michael’s College School

MPS Etobicoke When you send your child to school, you want to know that they’re getting an exceptional education, but you need to know they’re being cared for and respected as individuals. That’s what sets MPS Etobicoke apart and it’s why parents have been sending their children to us for over 30 years.

MPS is a private school for students

bined with the school’s rich co-curricular program, ensure that “Clementines” are prepared for the challenges of the world’s leading universities. The school’s vibrant facilities include a performance and lecture hall, a dance/drama studio, two gymnasiums, a bright and inviting library, state-of-the-art science laboratories, and more – all reflecting the varied activities of SCS students. SCS has recently devel-

focus on big ideas. Individualized learning, a challenging academic program, and a strong set of values that emphasize respect, integrity, and voice, give Georgian boys the grounding they need to become the men our world needs. So if you want your son to think big, think small.

Visit www.rsgc.on.ca

By: Sylvan Learning For many children, the first day of school doesn’t only mean new teachers and new friends – it can also be a source of anxiety with homework assignments and tests just around the corner.

To help children get ready for the new school year and to minimize academic stress, Sylvan Learning offers these tips and ideas to make the transition from summer to school easier.

Back-to-School Tips: • Get back in the routine. Ease transition from lazy summer days to the structure of the school year by re-establishing bedtime, mealtime, reading and homework routines.

• Set education goals. Help your child set goals at the very beginning of the year.

• Develop a relationship with your child’s teacher. Take the time to meet your child’s teachers at the beginning of the school year.

• Homework routine and place. Designate

a specific time and place for homework.

• Stay on schedule. Your child should keep a schedule of all classes, assignments and key dates, such as project deadlines and test dates.

• Emphasize organization. For some students, having color-coded binders for each subject helps them stay on track throughout the school year.

Call Sylvan today to learn more about our education plan for success. 416-236-2553

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your perfect school and activity Toronto French School TFS Delivers Excellence in French and English Bilingual and co-educational, Toronto French School delivers an enriched curriculum with an international perspective and an emphasis on academic excellence and personal development. Our students prepare for the International Baccalaureate Diploma and students here have the option of pursuing a bilingual IB. TFS is renowned for its bilingual cur-

riculum. As early as age 2 and all the way to university entrance, TFS helps its students develop outstanding skills in both French and English. Fewer than 10% of new students have a French-language background when they enroll at TFS, but all are bilingual when they graduate. Our introductory program, offered from Junior Kindergarten to Grade 7, successfully integrates students with no

background in French.

The co-curricular program at TFS includes recreational and competitive sports, music, visual and dramatic arts and leadership activities. Students benefit from exceptional facilities and a diverse, non-denominational environment. We have two campuses: Toronto and Mississauga. If education means the world to you, visit www.tfs.ca.

Toronto International Academy - Yonge & Bloor Campus Proper study habits lead to success. Do you have them?

Every student has the potential for success. We help our students realize their success by putting a focus on proper study habits.

At TIA, we provide a strong support team. Our highly qualified teachers and guidance counsellors work with students to create a healthy, respectful and challenging

learning environment. With a maximum of nine students per class, we set high standards for strong work ethics, integrity, selfmotivation, independent thinking, and selfrespect. As part of our curricular programs, we also offer scheduled tutorial sessions to help students advance their study skills in Math, Science and English. Graduates have

a strong competitive edge in preparation for the demands of their post-secondary studies. Grades 9 -12. AP, SAT and TOEFL prep. classes available. Summer school offered in July & August. 416-924-1011 or yb@tiaschools.com Preparing for success starts at TIA. www.tiaschools.com

Trinity College School Considering the boarding school advantage A recent study by The Association of Boarding Schools (TABS) demonstrated that graduates credit boarding for making them better people and leaders. And when asked if they believed themselves to be academically prepared for college or university, 87% of boarding students responded in the affirmative, while only 39% of their public school counterparts could say the same.

At Trinity College School our own data regarding university placements, scholarship offers from universities and parental feedback is similarly supportive of the added value of a boarding education.

Typically, over 60% of students in our graduating class are offered university scholarships.

Within a reality that sees increased competition for university placement, the

necessity to form lasting business contacts and friendships and the need for a global perspective and superior communication skills, the international community offered by a boarding school is the ideal setting for fostering such attributes and opportunities.

Excerpt from Headlines, a blog by Trinity College School Headmaster Stuart Grainger - www.tcs.on.ca/headlines

University of Toronto Schools A unique learning environment for high achieving students University of Toronto Schools (UTS) is a co-educational university preparatory school, grades 7 through 12, affiliated with the University of Toronto. Located on U of T’s St. George Campus, UTS offers high achieving students a specialized curriculum and a unique learning environment that encourages creative interests and physical activity as well as a sense of

social responsibility.

Virtually all UTS graduates are admitted to highly-selective North American colleges and universities, many on scholarships.

UTS is renowned for educating generations of outstanding graduates including two Nobel Laureates, 22 Rhodes Scholars and numerous leaders in commerce, industry, academics, the arts, sports, government

and public service.

Admission to UTS is based on academic and overall performance. Financial accessibility is supported through a generously endowed bursary fund, to which families may apply, and which has been set in place to provide opportunities for qualified applicants.

Please visit www.utschools.ca

Upper Canada College Meaningful futures start at Upper Canada College At Upper Canada College, we believe in preparing our boys for a changing world – for a tomorrow where character and creativity will be as important as discipline and knowledge.

Through world-class academics, athletics facilities (including a new state-ofthe-art arena) and programs, the arts, community service initiatives and more, we provide each student with an environ-

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ment to thrive and discover his own personal passions and strengths. With a 100 per cent university placement rate, our graduates will be ready for a meaningful, fulfilling future.

We’re especially qualified to prepare our boys, thanks to our “big school” opportunities with a “small school” personal approach. Our teachers bring the latest skills and knowledge to the classroom, as

well as a commitment that’s truly enduring and inspiring. As the country’s leading and oldest independent boys’ school, UCC graduates receive both the International Baccalaureate Diploma and the Ontario Secondary School Diploma. Student aid is available.

Discover UCC: www.ucc.on.ca Contact Chantal Kenny, executive director of Admission, at 416-488-1125, ext. 4123.

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