Education Guide Fall 2011 - West Edition

EDUCATION GUIDE

FALL 2011

sibling rivalry

Plus: Parental involvement beyond the helicopter Social media tools schools fear and embrace and more...

The first families of high school sports WEST EDITION

Another MulticomMedia Publication

FALL 2011 EDUCATION GUIDE Town Crier

EDUCATION GUIDE

FALL 201 1

sibling rivalry

The first families ts of high school spor

Plus: Parental ond involvement bey ter the helicop

schools Social media toolsembrace both fear and more... and GUIDE Town Crier FALL 2011 EDUCATION

weST eDiTion Publication

Another MulticomMedia

Another

ON THE COVER: Humberside Collegiate’s Gavrakovos brothers all played on the same varsity lacrosse team.

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their thoughts on issues including how the race to create the perfect résumé for university may not be the golden ticket to success.

Being fall we’ve also included our annual extracurricular activities to help you and your children decide what they’d like to do when they’re not at school.

As always, we hope you enjoy our guide and you find the information we’ve collected to be of interest and of use as you and your children plan their educational futures.

en to help our schools celebrate their successes while not shying away from looking critically at what’s going on in the institutions that will shape our children’s futures.

In this edition we explore several issues directly related to the modern classroom: how schools are using social media to connect with their communities; what schools are doing to ensure their lesbian, gay, bisexual and transgenered students have a safe place to learn and grow; and the role parents play in their children’s education.

We’ve also asked several of the brightest minds working in education today to contribute

Inside the Education Guide

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Gordon Cameron

EDITORIAL ART DIRECTOR

I

t’s with the same excitement that teachers welcome back their students for the beginning of another school year that I welcome you to another Town Crier Education Guide. Education Guides are a favourite project of mine as I never tire of reading about the creative and innovative things going on in our schools.

For over 20 autumns the Town Crier has been celebrating the coming of the new school year with our Education Guide which brings together news and information about the latest programs, issues and trends within our schools. We’ve always striv-

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CHEERING SECTION:

Three sporting families who are dynasties in the making at their schools

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THE RIGHT NOTE:

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Talent shows not only showcase students’ skills but can teach many important lessons

For a limited time only, you can also find this guide on our corporate website: www.MyTownCrier.ca

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HAVING THE DISCUSSION:

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FALL 2011 EDUCATION GUIDE Town Crier

Beyond the bake sale

francis crescia/town crier

SUPPORTING THEIR DAUGHTERS: Parents Marc and Jill Kadonoff help their daughter Carly cross the monkey bars as her sister Hailey looks on. Jill works as liaison between Bishop Strachan’s junior school and her fellow parents.

Parent’s place in the school

P

What schools are doing to bring them in and manage the relationship arental involvement isn’t a new thing in Toronto’s schools, which count on volunteers for a range of functions including sitting on school committees and helping run various extra-curricular programs.

Some schools have even formalized the role parents play in their children’s education.

The Bishop Strachan School created a paid parent and community liaison position about eight years ago. As director of community relations at the school, Patricia Gounilock works

EDUCATION GUIDE Town Crier FALL 2011

By Kelly Gadzala

with parent volunteers on events and general communications.

“That partnership is important,” Gounilock says. “It’s vital for a healthy school.”

The role was unique at the time it was formed and is getting interest from other schools, explains As Bishop Strachan’s head of school Deryn Lavell.

“It’s not a model that’s familiar to Canadians,” she says.

The position came about, she says, because

there was a recognition that parents needed access to the school in a comfortable way and know they could get help with anything.

“This is an era of high anxiety for parents,” says Lavell. “They want to ask those hard questions. Having that (role) … can sometimes smooth the way.”

Jill Kadonoff is a volunteer who works closely with Gounilock and the junior school principals as one of two junior school parent coordinators at Bishop Strachan. She handles communication

“They want to ask those hard questions. Having that (role) ... can sometimes smooth the way.”

between the school administration and parents, helping to organize monthly “In the Loop” meetings with parents and delivering information to the two parent volunteers per classroom in the school.

While the role helps parents get information from the school about various issues — ranging from a student being bullied to what’s being served in the lunchroom — it also helps parents bring forward their issues and questions to the school, says Kadonoff.

With two daughters at the school, Kadonoff says her function helps her feel connected to what’s going on.

“I’m really involved,” she says. “I think it’s important for my kids to see that. They feel a good sense of pride.”

Also with two daughters at the school, Lucinda Kogan finished her two-year stint as a parent coordinator with the junior school in June. She’s been involved with the school in other capacities for several years, including volunteering in the library.

“I’m lucky enough that I can,” she says, adding parents who work can also get involved in less time-consuming ways.

One of the benefits of having a parent coordinator, who other parents can bring forward problems to, is that it allows people to be more candid, Kogan says.

“I don’t mention names,” she says. “It’s all private.”

But both Kogan and Kadonoff admit opening the lines of communication between the school and parents can sometimes cause what’s known as the Continued on Page 6

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francis crescia/town crier

Parents’ professional skills also come in handy Cont. from Page 5

helicopter effect, in which parents become a bit too clingy and overbearing.

“There are issues weekly,” Kogan says.

Some requests, such as banning chocolate milk from the school, have been a bit out there, she suggests — and sometimes you have to diplomatically put your foot down on issues like that, she says.

“That’s not going to happen.”

The role of parent coordinator, she says, isn’t for every one.

“Some parents cause a lot of issues themselves.”

Having said that, Kogan admits she has to consciously tell herself to let her kids do stuff for themselves in school instead of doing it for them.

“I notice the helicopter effect in myself as well,” she says. “Sometimes I need to step back.”

Moms aren’t the only ones playing important roles in schools. Pat Meneley could be called

a serial parent volunteer of sorts. His daughter attends Havergal College and he’s been chair of that school’s foundation board and a member of the school’s board for five years.

When his sons were at Sterling Hall School back in the late 1990s, he sat on that board too, and he’s also been involved with Upper Canada College which just graduated another one of his sons.

As an investment banker, Meneley lent his expertise to Havergal and helped the school to set up investment policies for the school.

“It’s very fulfilling to be involved. You’re working with some dynamic people around the table,” he says of other volunteers, mostly parents. “The school can’t really run without them.”

Volunteering in this capacity is a commitment, he says, but not onerous. You just have to measure how much of this you can take on, he adds.

“This isn’t a burden, it’s an opportunity,” he says. “We only go around the track once.”

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Feedback from kids

Grading the teachers

I

Website lets students rate their educators

By Tristan Carter

t used to be that teachers graded students. Not the other way around.

Well, thanks to the Internet, the tables have turned.

In 2001, American software developer Michael Hussey launched RateMyTeachers. com, a website that gives students and parents a chance to rate teachers, principals and librarians on a scale of 1–5 on the criteria of helpfulness, clarity, and easiness. Visitors to the site are also able to leave a comment about the individual being reviewed.

The site is controversial. Some view it as a useful tool while others question its value. There are some, like the Toronto District School Board, who even refuse to talk about it.

And the schools themselves don’t make it easy for students to provide online ratings of the staff. “I’m almost 100 percent sure that it’s blocked

in all of our schools,� Anna DeBartolo, chair of the York Region District School Board. “But kids have computers at home and they can do whatever they want.�

Because anyone can access the site and comment on any teacher from any school, DeBartolo said she thinks what’s been posted should be taken with a grain of salt. “As a school board we don’t support the site as a good resource for parents,� she said. “It’s too open to interpretation and contradiction and anybody can log on. “If I had to recommend a place for parents to look they could look at the Ontario College of Teachers website.�

York Region Parents’ Association member and mother of two Angela Chang said she doesn’t think the site is helpful. “I don’t see how it would be that useful for parents because they can’t really choose their

children’s’ teachers,� she said.

However, Chang said one of her daughters, Michaela Chen, did use the site when picking courses in high school. “I think that it can be very subjective because it is all based on opinion,� said Chen, a former student at Unionville High School. “So something like RateMyTeachers.com can be helpful but at the same time I think that there’s always the worry that it’s going to be abused and people are going to talk out of spite.�

RateMyTeachers.com claims on their site that more than 60 percent of comments are positive but does not specify whether that includes all submitted comments or just those that are approved by the volunteer moderators.

Crescent School’s headmaster Geoff Roberts has been reviewed 10 times on RateMyTeachers. com. Of those, only three comments are shown as the others, which date back as far as 2003, are

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EDUCATION GUIDE Town Crier FALL 2011

still pending review.

Roberts received both negative and positive comments but overall did not receive a passing grade in the ratings. However, his ratings don’t concern him as much as what he is being rated on. “Easiness is the one I’m a little bit concerned with,� he said. “I think it’s important that students learn how to manage rigour and teachers are there not necessarily to be popular but to help the student through whatever difficulties he or she might be having.�

He said he found the site interesting, but not very substantial.

None of his teachers have complained to him about the website or its content and the site is not blocked on Crescent School computers. Still, he said there are better ways for both parents and students to get a sense for a school and its staff. “I think always word of mouth is the most important and most reliable assessment for any school,� he said. “That’s where the truth actually lies.�

tristan carter/town crier

WHAT ARE THEY SAYING? RateMyTeacher.com allows visitors to score and leave comments about an educator’s classroom performance. Crescent School’s headmaster Geoff Roberts says the site is interesting but not very substantial.

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Networking socially

Brave new world Schools find ways to get connected

H

By Omar Mosleh

ow does a school go about making people feel part of something in a world where we are connected to everything but each other?

Schools, like society as a whole, are turning to online social media networks to foster a sense of community and engage students and staff.

It’s something Upper Canada College is dabbling in, said Cristina Coraggio, director of marketing and communications.

“It’s about having a dialogue, it’s not just us throwing information out,” she said. “Getting

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people to feel like they’re part of something, that’s the brilliance of social media.”

The days of simply sending out newsletters and posting information on bulletin boards are long gone, she added.

For instance, UCC’s YouTube channel features more than 100 videos showcasing student life that allow parents to see what their children are up to and offer prospective families from around the world a glimpse into the school’s activities.

“In this day and age, you can actually get a feel of the school without ever having stepped on campus,” said Coraggio. “That’s what we really try and get out there.”

For schools with boarding houses, building a digital community is especially important, as parents can often go weeks or longer without communicating with their kids.

Appleby College’s chief marketing and enrolment officer, Michael O’Connor, said his school recognized this early in light of their nearly 265 boarders.

“Social media has allowed us to develop closer links to the community,” he said. “Even though the parents are not physically present, they feel they’re connected.”

With nearly 6 percent of their students coming from China, Appleby has gone so far as to create accounts with popular Chinese social media sites such as Renren, due to Facebook and Twitter being banned in that country.

“It was a way for us to link back to Chinese parents,” said O’Connor.

Some schools have been slower to adapt than others. Last spring, St. Clement’s School set up a Twitter account, which they use to broadcast learning moments to parents, such as grade 1 students embarking on their first Shakespeare play.

“When staff hears of, or sees amazing things happening, it’s their job to tweet them out,” said Kelsey Edmunds, the school’s IT director. “It’s been fantastic.”

But students and staff are not the only targets.

Alumni also play an important role in many school’s outreach strategies.

Greenwood College School has set up what it’s calling the Greenwood Google Grad Map. The map consists of pins that link to 30-second videos explaining what alumni are doing with

their lives so they can connect with their former classmates.

But the leap into the social media sphere has not been without its obstacles.

For schools like e.p.i.c, which caters specifically to students from ages 3 to 6, privacy is a chief concern. They must be careful about revealing students’ names and only post slideshows on their Facebook page, so individual images cannot be extracted.

Despite this, platforms like Facebook have been embraced. The school’s principal Carolyne Cybulski said parents have reacted positively to their Facebook page updates.

“Parents can’t get enough information,” she said. “They value stuff related to their children.

They want to know what’s going on in the classroom.”

Parents are eager for info, but apparently not eager enough to stop into the school regularly to check the bulletin board.

“Nobody comes in to read the bulletin,” said Cybulski. “Nobody stands around to read the paper articles. They’re not interested. But they are using the Internet to find information.”

However, while social media may send traditional communication methods to the dustbin of history, John Carson, a communications officer at Greenwood, says as much as times change, much stays the same.

“To me, social media is just a way of talking to somebody in a different way,” he said. “It takes a while to build up, but I feel it’s really worthwhile because the awards and payback are so much more.”

FALL 2011 EDUCATION GUIDE Town Crier

11

Acing the admissions test

Be prepared SSAT can be nothing to worry about

E

By Omar Mosleh

mbarking on the Secondary School Admission Test (SSAT) can be a grueling process not only for students but for parents too.

The multiple choice aptitude test, which is used for admissions to some private and independent secondary schools, consists of verbal, mathematical and reading comprehension sections, as well as a non-graded essay.

While the test can be stressful due to the pressure of admission, private tutor Charles Trapunski says it doesn’t have to be that way.

“It’s a difficult test, it can be nerve-racking,” he said. “I find that making a connection and understanding a little of their interests helps them really get into the preparation.”

A graduate of the University of Toronto, Trapunski works one-on-one with students to get them into institutions such as University of Toronto Schools, tailoring his tutoring to each individual student.

The test is almost entirely multiple choice, except for the essay portion, which, while not graded, is included with every SSAT grade report sent to schools.

“I tell students (the essay) is the only chance you have to show your personality,” Trapunski said. “I always say refer back to something you have experienced, because that way you make a personal connection to the question.”

He also suggested students write about something they find interesting, rather than concentrating on the details.

“A bored person makes a boring essay,” he said. “Instead of focusing on crafting a perfect essay, really get into it.”

He recommended students draft at least a partial outline in their head, which they can adapt later because the essay question is very open-ended.

The math portion can be intimidating for some, especially because all calculations are done without a calculator.

“Every question has an answer. Stop and realize that there’s a trick,” he said. “It has to do with breaking down the question. Understand what the question is asking before you start.”

He also recommended students take their time with the math portion.

“Don’t get caught up in the moment and try to answer it as quickly as possible,” he suggested. “You will actually end up losing time that way.”

Lastly, and most challenging for some, are the verbal and reading comprehension sections, which test the students’ vocabulary in different capacities.

The reading comprehension portion is fairly straightforward, with passages that students must read and then answer questions about.

Trapunski recommends reading the passages slowly and taking your time.

The verbal section with its 30 synonyms and 30 analogies is often the most complicated, Trapunski said.

“They can be very difficult for students because maybe they’ve never seen the word before, or they just can’t place it,” he said.

Trapunski said an effective solution is to break the word up into smaller parts, sound out the root words and look at the word’s con-

text in the sentence.

“Study the origins and look at how the word came about.”

Trapunski’s tips on the test Essay portion Mentally prepare a general outline Have books in mind to refer to Write something you would want to read Get in and get out — don’t go on and on about the subject.

Quantitative portion Understand the concept first Do the minimum amount of computations Take your time, but be efficient Remember that every equation has an answer Verbal/Reading comprehension Look at the word in context of the sentence Sound it out Break it down to its root words Read sentences slowly and carefully

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Focus on achievement

Too much is too much Driving students to succeed can be unhealthy

L

By Lois Rowe

ooking out toward what is often described as a rapidly changing, globally focused and economically uncertain future, parents have come to place a high value on education for their children. To many, education is the safety net where success is measured by academic achievement, curricular and co-curricular recognition and admission to prestigious universities. But the perceptions about what leads to this success can cause tension, stress and anxiety for students and their families.

There is a belief that students must distinguish themselves in academic performance and in a broad range of co-curricular endeavours. This is what is perceived to be true achievement. The result is that engagement in school life begins to look and sound like a grocery list of résumé-building items that students check off. Earn high academic standing in all subject areas — check.

Compete at a high level in at least one sport — check. Attain performance standing in music — check. Maintain a portfolio of artistic accomplishments or creations — check. Volunteer free-time to a worthy not-for-profit agency — check. Be an identified leader in your school — check. Acquire awards and recognition for good character — check.

If it is seen to be beneficial to achieve a level of excellence in one area, students are led to believe that it must be better to do so in as many areas as possible, if not all areas. At some point, enriching the student experience becomes an unhealthy and unrealistic burden, especially among those individuals who may already be sleep deprived, anxious and emotionally fragile.

To understanding the fallacy of achievement, student, parents and schools need to work together to unravel current perceptions connected to achievement.

Research into what is essential in a 21st-century education reveals what is really valued is less about honours and accolades and more about skills and attitudes connected to problem solving, resilience, open-mindedness and commitment.

In support of this research, schools need to evaluate the culture of achievement that exists within their community and be mindful of the expectations, implicit or explicit, being placed upon students in the quest for achievement and success.

Further, schools should assess classroom instruction to ensure it includes the skills necessary for each student to learn to make suitable choices that

P

arents considering schools for their children are encouraged to look beyond the curricular and co-curricular programs and the school facilities when researching schools. They should also include the following questions:

1

In addition to being instructional leaders, do the teachers see their role as

reflect his or her goals in a realistic manner. Finally, schools must ensure that educators are trained to recognize behaviours or physical signs of stress and that appropriate support and programs are in place. All aspects of this assessment of culture require open and honest dialogue with all community members.

At Havergal College in the spring of 2011 we held a series of evening sessions entitled The Mirage of Achievement for parents, students, faculty and staff designed to explore the future of education and to open the dialogue about the concept of achievement as it impacts student learning. Included in this series was a screening of the film The Race to Nowhere that, in a comprehensive and provocative way, explores many of the issues connected to what often has been labeled “doing school”.

Then, guided by experts in the field, the series presented research into self-harm behaviours associated with stress including eating disorders, sleep disorders and perfectionism, all of which are connected to pressure for achievement.

With a full audience at each of the four sessions, we found parents (and students) are looking for opportunities to learn about and discuss topics — often considered taboo — that impact their children’s lives. The series provided the forum to have open and frank discussions in support of Havergal’s strategic goals of developing self-efficacious and globally capable students, faculty and staff.

As individuals — students and adults alike — begin to realize the value of being self-efficacious, they see they are able to be successful anywhere, at any time and with anyone.

Globally capable individuals are reflective about who they are in the world and what they can uniquely contribute. The result is thoughtful engagement and a realistic perception of real achievement that will prepare students for their futures.

At some point it becomes a burden

Lois Rowe is vice principal of Havergal College. She played a key role in shaping Havergal’s 2009-2014 Strategic Plan, A Culture of Capability.

Questions to ask prospective schools mentors who are available to guide students in making thoughtful choices and assist them in balancing the demands on their time?

2

Is the school deliberate in providing structure and instruction in the skills necessary to navigate the extended menu of opportunities: teams, clubs,

community involvement opportunities, leadership portfolios and school-based initiatives?

3

Does the school appropriately honour student achievement, taking care not to reinforce behaviours that are over the top in the quest for achievement?

4

Are there support networks within the school that openly address issues of mental health and self-harm behaviours?

5

Is the school a supportive environment where your child will be known, mentored, monitored and honoured?

— Lois Rowe

FALL 2011 EDUCATION GUIDE Town Crier

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Great educators

Teaching boys to be men Upper Canada College’s Jim Power

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By Kelly Gadzala

hat makes the man?

It’s a question Jim Power clearly thinks about often.

Entering his eighth year as principal at Upper Canada College, Power jokes that working in an all-boys’ school sometimes makes him feel like he’s drowning in testosterone.

But it seems that immersion makes him the perfect leader in the historic school.

Born and raised in Philadelphia, Power has taught in a variety of independent schools in the United States, both co-ed and same-sex, before becoming head of Georgetown Preparatory School for boys in Maryland — a post he held for 11 years before coming to Upper Canada College.

Teaching boys can be challenging, he suggests, as it’s usually men that make the bad decisions.

“I think boys tend to follow the pack,” he says.

They know what’s right but often can’t fol-

low through with the right decisions as they’re impulsive, he says. That’s why Power will sometimes speak at assemblies and such about the need to hit the pause button and consider the consequences of actions before doing something.

Although Power is a huge proponent of character education — and arguably an expert as he wrote his dissertation on the topic — it’s evident there aren’t always clearcut answers when it comes to showing boys the right path to being decent human beings — something his blog, The Power Point, explores.

Blogging since April 2009, Power has ruminated on topics like peer pressure, school athletics, bad decisions made by sports figures and the death of his father. Male role models, their choices and the impact of such decisions are the over-arching themes to many posts.

In one post, Power questions whether he should buy one of his sons a sports jersey with the name of a convicted animal killer on it. In

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another, he expresses regret at not asking his father more questions about himself.

With four of his sons having attended UCC — his eldest just having graduated this past June — his boys have been influential as well.

But it’s not just male role models and notions of manhood that concern Power. On the macro level, one of the biggest challenges, he suggests, is adapting our educational methodology.

“We all know education has to change and we don’t know how to change it.”

Creativity is becoming more important, he says, but traditionally we’ve favoured linear, analytical thinking.

“What I really struggle with is how do you teach creativity?”

The answer, he says, lies in encouraging risk-taking, something he acknowledges is a hard thing to accomplish in a competitive environment.

“We talk a lot about it.”

Impacting

Kingsway College’s Derek Logan

By Omar Mosleh

ingsway College Headmaster Derek Logan is a man who remembers his students’ names, whether he taught them five or 15 years ago.

He casually lists students ranging from Marcus, who was shocked to hear that Logan was once a teacher, to Andrew, a grade 7 goalie who offered Vancouver Canuck Robert Luongo some sage advice in the Toronto Star prior to the final Stanley Cup game.

But most impressive is when he received an email from Mike, who stumbled across Logan’s

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EDUCATION GUIDE Town Crier FALL 2011

name on Kingsway’s Facebook page. When asked if he was the same Mr. Logan who taught at Turnbull Ottawa Private School, Logan distinctly remembered the student — right up to his chess habits.

“I remembered him walking down the halls with a big stack of books and a chessboard,” Logan said. “I thought, ‘That’s the chess player.’ ” In a school of just under 300 pupils, the former history teacher said he keeps close links

Fairy tale career Havergal College’s Susan Groesbeck

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By Ann Ruppenstein

hose who know Susan Groesbeck from her 40 years in education may already know about her interest in fairy tales.

It all started with her honours thesis in university, the first of three degrees, which focused on the origins of Snow White and the Seven Dwarfs. Her research then continued into her master’s studies when she received a Fulbright grant to study in Germany, where The Brothers Grimm tales originated.

To this day, whenever a fairy tale unit arises in one of the classrooms at Havergal College, Groesbeck takes the time from her role as the school’s principal to share some of her knowledge.

“I’m yearning so much to do it that I’m blatantly asking,” she says. “I love being in the classroom, so I enjoy being asked to come in.”

It was as a teacher that Groesbeck, who is in her fourth year at Havergal, kicked off her career. Since then she has worked in public, private, co-ed and single-sex schools in Canada and the United States.

This past July Groesbeck was given the 2011 Ransome Prize, an award that recognizes a woman who has made an impact on the lives of other women, for her leadership role in girls’ education.

At the end of the last school year, she also hosted a special dinner for graduating students who had attended the school since JK, SK or grade 1. She says they refer to them as “survivors” and the last group represented 29 of 40 initial grade 1 students.

“We gathered pictures of them from their years here and the fun thing is I set up a shrine for each girl here and they saw themselves in pictures around the room,” she says.

As an American transplant, Groesbeck says she shares a special bond with the school’s boarding students.

“I am also here as a non-Canadian and my husband and I have daughters but we miss our daughters,” she says. “(The students) become our family.”

She says all students and faculty belong to houses that are named after important people in the Havergal community and she belongs to the Marcelle De Freitas house, which she says is the only house named after someone who is still alive.

“We just celebrated her 90th birthday in the house with her,” she says. “She came for her birthday party and she comes to all our celebrations and graduations.”

Along with fairy tales and modern mythology, Groesbeck says she also enjoys reading

what her students are reading. Ever since the first Harry Potter book came out, she says she identified with the character Dumbledore because like him she was the headmaster.

“I was the headmaster of an independent school in Atlanta, Georgia,” she says. “I thought headmaster Dumbledore was eloquent, kind and smart. I loved all the Harry Potter books and Dumbledore became a kind of symbol of goodness for me.”

— With files from Kelly Gadzala

young lives with the students and their families.

“I know all the students by name, and most of the parents as well,” he said. “I think partly because I was a historian, it’s helped me to remember.”

Logan has been head of Kingsway for four years and while he’s had a long career in education, he said it’s the students that keep him on his toes, such as when a grade 1 student randomly came into his office and started breakdancing.

“The thing about teaching is that every day is different,” he said. “You’d think after 18 years of education you’d probably have seen most of it, but every once in a while I get surprised.”

And while Logan’s passion for youth is obvious, he said it’s also the teachers that make Kingsway College a great school.

“I’m very fortunate to work with an outstand-

ing staff,” he said. “You could put a tent on a hill, and as long as you staff that with the right people, you’re going to have a great school.”

While Logan’s assistant head deals with most of the school discipline, he sometimes meets one on one with troubled students to try and steer them in the right direction.

“I try to get them to realize this is just a mistake,” he said. “That’s all it is, and if you learn from that mistake, you’re going to be a better person.”

He initially became interested in education while working as a teacher’s assistant at York University. He decided to accept a position at a private school because when he graduated from teacher’s college in 1993 there weren’t many opportunities available in the public school board, he said.

When asked what some of his most proud accomplishments are, he mentioned a 1,600square-metre addition to the school, which included a science lab, music room and office space.

He was even more proud of a student he formerly taught who later went on to contact him after becoming a teacher.

“Sometimes you don’t know the impact you have on kids,” he said. “It’s very satisfying to know that.”

But Logan is most proud that he has managed to retain his passion for education after all these years. To him, that’s the most important trait a teacher can offer.

“You need to be enthusiastic about what you’re doing,” he said. “You’re impacting young people’s lives, and they only get one chance at grade 1.”

FALL 2011 EDUCATION GUIDE Town Crier

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Avoiding debt for credit

Money management

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Teaching kids the ins and outs of financial literacy

By Christl Dabu

ost students today may know more about Facebook than about their pocketbooks, but Ontario’s new financial literacy curriculum — the first time ever the topic will be taught in a large scale in the country — intends to change that.

Starting this fall public schools across Ontario will be required to integrate financial literacy topics throughout the curriculum for grades 4 through 12.

From the concepts of earning, saving, spending and borrowing to how to plan for life after high school, students will be taught critical money-management skills.

“Financial literacy education provides a critical set of lifelong skills,” says Ontario Ministry of Education spokesperson Gary Wheeler. “Students will be prepared to make effective decisions about how to manage money in the short and longer term.”

Raising a financially savvy generation With the exception of the Planning 10 course in British Columbia and Ontario’s new curriculum, financial literacy has only been briefly touched upon in class for most public and private elementary and secondary schools in Canada, says John Waldron author of Wealth Ed: Money Management for Ontario Teachers.

“It’s the first time financial literacy is being integrated into multiple subjects in multiple grades on a province-wide basis,” he says.

Record debt levels, the digital era of consumerism and the 2008 global financial crisis have made it more urgent than ever to teach students about the financial facts of life. “(Financial literacy) is lacking in the households and in the classroom. I think in general, young and old struggle to understand money and money management,” he says, noting record levels of debt and consumer spending in most developed countries including Canada. “We need to raise the bar among the entire population and start to develop the newer generation of financially savvier individuals.”

Ontario’s new curriculum has practical importance for students even at an early age, Waldron says, allowing them to have a better understanding of needs vs. wants, the importance of saving for the future, and the proper use of credit.

Learning the financial facts of life Financial literacy courses vary in breadth and depth but many private schools are already familiar with teaching money management, personal finance and business skills.

Crestwood Preparatory College includes financial literacy in all business courses.

“I think it’s really important because financial health is about how to enter the adult world with confidence,” says Sue Lyons, who teaches a popular Introduction to Business course for grade 10 students with an entire unit on personal finance. “Your financial health determines happiness in other areas, such as in relationships with friends, family and coworkers, so you try to start as young as possible to integrate these values.”

Grade 10 classes have participated in “Financial Fridays,” when students take part in various financerelated activities including viewing the TV show Til Debt Do Us Part, which tackles financial problems facing couples. Through the show, students come up with solutions to the couples’ financial woes and compare them with each other.

— Christl Dabu is the editor of Our Kids Go To School magazine, produced by Our Kids Media.

Graduation day

A mother reflects

L

Looking back on a lifetime of schooling for her eldest son

By Francisca Gambino

ast spring my husband and I had the honour of escorting our son to a graduation breakfast hosted

by The Country Day School.

Reminiscent of the first day we walked him to kindergarten, reality hit hard that morning when I looked around the atrium and admired my son and his classmates. I was exceptionally proud of the young man that I watched from across the room but wondered when did this happen? I still can’t believe how fast this stage of life had come at us.

Like those who have passed before us and those still yet to come, we recently celebrated our child’s emotional, academic and personal growth from a budding scholar off to junior kindergarten, into a bright and insightful young man. Truth be told, my husband and I can’t take all of the credit for his remarkable transition.

As parents, you work hard to choose the right educational institution best suited to your child’s

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EDUCATION GUIDE Town Crier FALL 2011

needs. Our son’s school provided him with a solid foundation that has helped to define him as an independent, intelligent and personable young man who will mark the next phase of his life as an undergrad at Carleton University.

However, I would be lying if I said that successfully navigating the school years is as simple as choosing the right school.

Like all good parents who have their children’s best interest at heart, my husband and I are guilty of overindulging in our children’s growth and development based on our own expectations. Over the years, we have invested an astronomical amount of time and money on organized sports and recreation, education, social events and outings, and tech toys whether they asked for it or not.

As adults in charge of our children’s well being, we think we have it all figured out. Surprisingly, our kids know a thing or two as well. Properly

guiding and directing a child’s development should be a cooperative effort between parents, educators and kids.

Think about it. There is a reason that your children don’t always fit your ideal of what they should like or dislike, or the sports that they should play, or the school they should attend: it’s because they aren’t you. Your children are unique. Embrace their character, support their dreams and praise their efforts.

So, as the parent of a high school grad my best advice is to listen to your children. Take the time to get to know them before they’re grown and gone: the years come and go in a heartbeat.

Bloodlines run strong

Sports a family affair Siblings get that extra assist from parents

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FRANCIS CRESCIA/TOWN CRIER

TRIPLE THREAT: Samantha, Jamie and Ally Haggart huddle around their mom, Katherine, who they say has been a touchstone for their high school sporting lives at Northern, Greenwood College School and Lawrence Park.

By Brian Baker

lly Haggart calls back.

After a 15-minute chat with her family — mother Katherine and her fellow triplets Samantha and Jamie about what it means to be a family involved in high school sports — there’s a note of concern in the second call from the Lawrence Park CI snowboarder.

She’s forgotten a key nugget of information, and there’s a request to right the wrong.

“I want people to see how dedicated my mom is to the school and all of the athletes,” Ally says.

“She acted as that parental figure to them and not just me.

“It would not have been possible if it was not for her.”

It’s been a year of hard work that both she and mother Katherine put in to build the new snowboarding team in Panthers country.

Though Mother’s Day is long past, the work of a student-athlete’s mom through the school year and summer season is never done.

“I guess I’ve paid Shell Canada’s mortgage or something lately,” Katherine says, with a laugh.

“Lots of gas, lots of driving, even just getting them to practice, never mind the events.

“We often want to stay to cheer them on so we’re spending a good chunk of the day at the event.”

Her pride: Ally, honoured with the OFSAA Character Award for leadership at Lawrence Park; Samantha, who swims and snowboards for Northern SS; and brother Jamie who attends Greenwood College School, skiing the slalom for the Grizzlies.

Even though his mother’s focus is more on his sisters, he’s as cool as the hills he glides on.

“Along with my school we go around Ontario.

It’s usually hard to hop on the bus in the morning but it is rewarding,” he said. “It’s great.”

Having three 16-year-olds go to three different schools may be a brooding dilemma but Katherine would have it no other way.

“It’s great that they have their own space to be their own people in their own schools, and especially when you’re dealing with triplets there’s this tendency to compare,” she said. “The girls, except

for snowboarding, have tried not to be in the same sports or activities.”

Samantha agrees.

“It’s nice because you can have your own group of friends,” she said. “I guess if we all went to the same schools we would have the same group of friends.”

North Americans have a soft spot in their hearts for sports families. Look no further than the Sutters of the NHL, the Mannings of the NFL and the Ripkens of Major League Baseball.

The first family of sports at Humberside Collegiate is the Gavrakovs with a history that dates back to the class of 1952 when grandfather and then-football captain Ted White married his highschool cheerleading sweetheart Shirley.

Grandsons Adam, Rob and Will are all one year apart in school and have performed a feat never seen before by Huskies: they played on the same varsity lacrosse team, says mother Sue Gavrakovs.

“We took a picture of all three boys and my Continued on Page 18

Three A+ students.

You can't change the wind...but you can adjust the sails.

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• Attention Span is Short • Distractibility • Difficulty Organizing & Completing Work • Impulsivity • Learning Difficulties • Asperger’s syndrome

Which one has ADD? Neurofeedback plus coaching in Learning Strategies can provide a lasting improvement in learning.

Research results are available.

Director: Dr. Lynda M. Thompson (416) 488-2233 Co-author with pediatrician Wm. Sears of The A.D.D. Book www.adcentre.com

FALL 2011 EDUCATION GUIDE Town Crier

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Cont. from Page 17

father sent it around to all his chums that were still around and in all their memory they couldn’t remember three brothers on the same varsity team,” she says.

Much like any family, a little healthy competition doesn’t hurt, as Adam, now, at the University of Western Ontario, always measures his sporting feats by most lacrosse goals or lowest score in golf with his brothers.

“We’re always competing between the three of us, like any siblings would, but it’s good out of the way in sports so it doesn’t come back into the house and cause a ruckus,” he says.

What transpired from that friendly rivalry are the life skills that parents Sue and Greg Gavrakovs have come to respect in sports.

“From a young age we encouraged them to take part in just about anything they were interested in,” Sue said. “We went the route of T-ball and soccer, and hockey was a constant throughout.

“As they got older, after experiencing all the different things, they started deciding their own paths.”

Travel back east to Leaside and you’ll find a family of four girls who have been tethered together through soccer and tennis.

The Petsis sisters, age 12, 14, 16 and 19, have a common bond through sport.

With Vivian and Konstantine’s eldest

18

daughter Stephanie now attending University of North Dakota in Grand Forks, another daughter, Thea, has come up to replace her on the Lancers sports teams.

The 14-year-old will join her other older sister Thalia among the ranks of the soccer team.

And Thalia expects it to be a seamless transition much like hers to the team when Stephanie was attending Leaside High School.

“I came on pretty confident because I had an elder sister on, so I had an advantage over everyone,” she says.

“I wasn’t nervous for games because I always used to watch her play and watch her go for OFSAA. “I’m pretty excited to have my sister, Thea, on the team because I know she can communicate,” she adds. “She’s probably as confident as I was.”

During Stephanie’s childhood the Petsis family travelled along to watch their sister play both tennis and soccer, which in turn led to Debbie, 12, and Thea, to pick up the sports just as quick.

“The little ones kind of got left out in a way because we had to drive around a lot for Stephanie their whole life,” Vivian says. “(But people) wonder how Debbie reads the game so much, and it’s probably because she’s been watching it.”

With her third daughter hitting the French immersion program at Leaside

EDUCATION GUIDE Town Crier FALL 2011

FRANCIS CRESCIA/TOWN CRIER

RUNNING WITH THE PACK: Humberside Huskies Adam, Will and Rob Gavrakovs got into sports at the encouragement of their mom, Sue, centre, because to her sports taught life skills that her sons wouldn’t get anywhere else.

this September, Vivian has one issue that needs to be addressed.

“A lot of teachers don’t like sports at Leaside,” she said. “Luckily you have the good ones that support you.”

Vivian says Stephanie was shy, so she often wouldn’t explain why she missed classes. And in other cases, daughter Thalia’s volleyball went with-

out coaches because of a lack of volunteers.

It wasn’t until the Lansdownes, a husband-wife teaching team, volunteered to work with the volleyball team that it had a coach.

Stephanie admits volunteerism was limited at Leaside.

“They usually have some teachers

who have been doing those sports for years,” she said. “They were all gym teachers but they all knew about the sport because they had been coaching it for years.

“But I do feel there could be some more coaches, I guess, or volunteers who don’t go to the school.”

Since attending school in the United States, Stephanie has learned how vital high school sports south of the border are.

“That’s their biggest thing, and they train every day like we do for rep soccer up here,” she says.

“When you want to go play on a team for university they look at your high school results and State, which is our OFSAA.” It was at a Leaside girls soccer tournament where Stephanie was scouted, but in the end she opted for the tennis court instead of the footie field.

Not to cast aspersions on Leaside’s athletics program, Vivian, is grateful for the opportunities the Lancers offered Stephanie and continue to offer Thalia, freshman Thea and will offer Debbie when she arrives in two years.

“They’ve given them the opportunity like with Stephanie going to OFSAA,” Vivian says.

And it gives students something to do with their extra time.

“It beats kids being on the streets,” she says. “Even the girls at Leaside. Do you prefer them sitting out there sitting, smoking on the hills or out at the malls?

“School sports is your social part too,” Vivian adds. “They need to have that balance. They can’t always be in the books.”

When the games are all over, Thalia says, there’s always something to talk about around the dinner table.

“We have something in common, it’s something

FRANCIS CRESCIA/TOWN CRIER

SISTERHOOD: Stephanie Petsis, far left, started the ball rolling for her sisters when she took up soccer and tennis at a young age. Now Debbie, Thalia and Thea are following in her sneakers playing for some of the same sports teams at Leaside High School.

we can talk about and there will always be an argument about who’s better at what sport,” she says. “But at the same time it can take us apart because it splits us up.

“We’re just scattered everywhere. Dad’s taking Thea to soccer, I’m going to practice with a friend and Stephanie is going here, but we always have time to come together at the end of the game.”

OPEN HOUSES Tuesday, October 25 and Wednesday, November 2 at 7:30pm

Office of Admissions: 416-653-3180 ext. 195 or 438 www.stmichaelscollegeschool.com

Ontario’s only independent Catholic school for young men Grades 7 to 12.

Bursary and Scholarship Opportunities Available.

F

ier

FALL 2011 EDUCATION GUIDE Town Crier

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Performing peers

Got talent?

Shows can bring esteem

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By Caitlin Orr

umping your principal in a dunk tank doesn’t seem like much of a talent.

But it does take some skill to throw a ball that will hit the target, dropping any educator willing to take the risk into an oversized bucket of cold water.

This activity was a splashing addition to Bayview Glen’s Upper School’s talent show held on one of the swelteringly hot last days of school.

It was assistant head Brian Auld’s first time being dunked, so he wasn’t sure what to expect, but that didn’t faze him.

“I’ll do anything for the kids,” Auld says.

Teachers like Victoria Park CI’s Dennis Mungar agree talent shows are a blast as they get teens screaming, cheering, dancing, and clapping.

“It’s really fun to see all your hard work pay off,” said Katie Dingwell, a grade 12 student who helped plan Bayview Glen’s event.

But beyond the fun factor, talent shows can be a stage for learning some non-academic lessons.

For shyer students, the talent show is a chance to let their gift shine when everyone’s watching. For those who love to perform, it’s a way to inspire their peers by example.

Kids grow personally from the experience, says Bob Gray, a music teacher at York Mills CI. “They have to get up in front of their peers so they need to have some inner strength in order to do that,” he says.

Past talent show audiences at these schools have been treated to monologues, magic tricks and standup comedy.

Of course, traditional singing and

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EDUCATION GUIDE Town Crier FALL 2011

photo courtesy Sarah Scheuermann

SING: Bayview Glen grade 10 students Harrison Pokrandt and Jennifer Baird favour the crowd with their rendition of Marianas Trench’s “Cross My Heart” at the school’s talent show.

instrumental whizzes abound. Newer groups like York Mills’ Glee Club, inspired by the hit TV series about show choirs, also contribute.

More athletic acts included martial arts demonstrations, cultural dances and hip-hop numbers.

These are not all small-time performances — some students’ specialties have gotten big. One of York Mills’ performers, Terry He, has 400,000 views for his top video on his YouTube channel.

Another two York Mills students were recruited by a Korean entertainment company to become pop stars, says talent show organizer and graduating student Rosy Zhao.

Other performers, like Bayview Glen’s Sarah Fisher, are nurturing dreams of a career based on their talent.

She wants to be a singer-songwriter and performed one of her own songs at the talent show. After graduating last spring, she plans to spend the year working on music.

And while not every student has career aspirations in the arts, they treat their hobbies with passion.

Angeli Pineda, who sang a Snow Patrol song with friend Emile Shen at Bayview Glen’s talent show, also played bass and sang in a band that practised every weekend last year.

Students like Dingwall and Zhao are often in charge of running auditions and rehearsals for talent events, with teachers playing a supervising role.

Zhao says one thing she hopes participants take away from the talent show experience, aside the fun of it all, is a sense of responsibility.

“If you miss a rehearsal, you’re not just ruining your group, you’re

photos courtesy Sarah Scheuermann and Rosy Zhao

PLAY THAT FUNKY MUSIC: Many acts at school talent shows involve music, including those performed by Bayview Glen’s Angeli Pineda and Emile Shen.

ruining the whole order of things,” she says.

Ideally supervising teachers simply okay the decisions of the students, but sometimes they have to step in to make sure performances are appropriate.

“These days you have to really censor things or it comes back to haunt you,” says Gray.

He adds the talent show is not like a club where anything goes.

That’s one reason Kirsten Boutilier, a drama teacher at Central Technical School, is hesitant about the value of talent shows.

“Sometimes when the girls dance it gets a little risqué and provocative,” she says.

Things can get competitive too. At Victoria Park CI, students compete for first, second and third place to win gift cards to a nearby mall.

All talent shows have to narrow down the numerous auditions into a

one or two-hour event, which means many students don’t make the cut.

Some teachers think it shouldn’t get any more cutthroat than that.

“If you already value (the students) in and of themselves for the effort they have put into it, then a competitive element isn’t necessary,” says Boutilier.

At York Mills, Gray feels that judging a competition within the school poses too great a risk of turning it into a popularity contest.

“I’d like to stay away from those,” he said. “We have enough of those with student council elections.”

There’s already enough competition in academics and athletics to merit the talent show being a purely fun-filled event, says Bayview Glen’s Auld.

Fun-filled and profitable as Auld’s sacrificial dunk raised $500 for the school’s Feed the Hungry initiative downtown.

Open House Open House Schedule for Private & Independent Schools

Schedule for Private & Independent Schools

SCHOOL DATE TIME

CONTACT INFO SCHOOL DATE TIME

Appleby College Sat., Oct. 22, 2011 10:00am - 2:00pm 905-845-4681 www.appleby.on.ca Sat., Oct. 29, 2011 10:00am - 2:00pm

Sat., Nov. 26, 2011 10:00am - 2:00pm

416-920-6265 Grade 7 - 11 Branksome Hall www.branksome.on.ca Tues., Oct. 25, 2011 9:00am - 11:00am

5:00pm - 7:00pm

JK - Grade 6

Wed., Nov. 2, 2011 9:00am - 11:00am

5:00pm - 7:00pm Lower School 9:30am - 11:30am 416-449-2556 Crescent School (Grades 3-6) www.crescentschool.org Thurs., Oct. 27, 2011

Thurs., Nov. 24, 2011 Middle & Upper School 9:30am - 11:30am

(Grades 7-12)

Thurs., Oct. 20, 2011

Tues., Nov. 22, 2011 Holy Name of Mary College School Sat., Oct. 29, 2011 10:00am - 2:00pm 905-891-1890 www.inspireyourdaughter.ca Sat., Nov. 26, 2011 10:00am - 2:00pm Hudson College Sat., Oct. 29, 2011 12:00pm - 4:00pm 416-631-0082 7:00pm - 9:00pm www.hudsoncollege.ca Wed., Nov. 9 , 2011 12:00pm - 4:00pm

Sat., Nov. 12 , 2011

Sat., Nov. 26 , 2011 12:00pm - 4:00pm Kingsway College School Wed., Oct. 19, 2011 9:30am 416-234-5073 www.kcs.on.ca Wed., Nov. 16, 2011 9:30am & 7:00pm La Citadelle Open House Last Thursday of Every Month 416-385-9685 www.lacitadelleacademy.com 10:00am & 2:00pm MPS Etobicoke Sat., Oct. 29, 2011 10:00am - 1:00pm 416-745-1328 www.mpsetobicoke.com Our Kids Private School Expos Register online at www.ourkids.net/expo www.ourkids.net Toronto

Sat., Oct. 15, 2011 11:00am - 3:00pm

Oakville

Sun., Oct. 23, 2011 12:00pm - 4:00pm

CONTACT INFO

Book your tour today Royal St. George’s College www.rsgc.on.ca Tues., Oct. 25, 2011 7:30pm St. Michael’s College School www.stmichaelscollegeschool.com Wed., Nov. 2, 2011 7:30pm The Bishop Strachan School Junior School 9:15am www.bss.on.ca Tues., Oct. 18, 2011

Thurs., Oct. 27, 2011 4:00pm

Wed., Nov. 16, 2011 4:00pm

Senior School

Wed., Oct. 19, 2011 7:45am

Thurs., Nov. 3, 2011 4:00pm

Wed., Nov. 9, 2011 4:00pm

Tues., Nov. 22, 2011 7:45am The Linden School Fri., Oct., 28, 2011 9:00am - 12:00pm www.lindenschool.ca Mississauga Campus: (Age 3 - Grade 7) Toronto French School Wed., Oct., 26, 2011 9:30am www.tfs.ca Toronto Campus: (Age 2 - Grade 1)

Wed., Oct. 19, 2011 9:30am

Junior School: (Grade 2 - Grade 5)

Please call for a tour Senior School: (Grades 6 - University Entrance) 9:30am

Wed., Nov. 2, 2011 University of Toronto Schools Sat., Oct. 22, 2011 10:00am - 2:00pm www.utschools.ca Thurs., Oct. 27, 2011 9:30am - 12:00pm Upper Canada College www.ucc.on.ca 6:00pm - 8:00pm

Fri., Oct. 28, 2011 9:30am - 12:00pm

416-533-9481 416-653-3180 416-483-4325

416-966-4406 416-484-6980

416-946-7995 416-488-1125

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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 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 Appleby College – Fascinating Minds Since 1911 Appleby College is a non-profit, independent school for more than 725 young men and women in Grades 7 to 12.

Founded in 1911 and located on a 60-acre campus in Oakville, Ontario, Appleby offers a university preparatory education to both boarding and day students.

The curriculum offers an exceptionally

diverse education that combines rigorous academics with dynamic arts, athletics and community service.

At Appleby College, we encourage our students to discover and embrace their passions.

We challenge them to try new activities, explore new ideas and take chances.

We promote the development of the whole student, blending academic excellence, athletic achievement and creative expression with opportunities for leadership and community engagement both at home and around the world.

To explore all that Appleby has to offer please visit www.appleby.on.ca.

Branksome Hall Be Remarkable Branksome Hall is more than meets the eye. Yes, we are an independent school for girls from Junior Kindergarten through Grade 12.

Yes, we are located on a picturesque 13-acre campus in the heart of Toronto.

Yes, our International Baccalaureate (IB)

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Program’s emphasis on inquiry-based learning prepares young women to face the challenges and opportunities of our ever-changing world.

And yes, our graduates are welcomed by stellar universities across Canada and around the globe.

But we are much more: • We are a caring community.

• We are a home away from home.

• We are a place where remarkable things happen.

Discover our IB advantage: www.branksome.on.ca.

your perfect school and activity Crescent School A School for Boys for Since 1913 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 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, hon-

esty 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.

Holy Name of Mary College School Invest in your daughter’s future Holy Name of Mary College School (HNMCS) was built on the foundation of the great faith, courage and determination of the Felician Sisters who founded Holy Name of Mary in 1964. Although times have changed and our school has developed into a modern educational institution that prepares young women for the many challenges of the modern world, our core values still provide the guidance by which our students learn and develop into confident and caring young women and ensure a healthy, positive learning environment.

As a university preparatory school for girls in grades 5-12, HNMCS is fortified by a strong liberal arts education, a sound understanding of the role of technology in the world, and a belief that in our community we acknowledge and celebrate the many and varied gifts and talents of our classmates and teammates.

True to our belief that education provides us rich opportunities and the greatest of freedoms, we firmly believe that the best education comes when we combine our book learning with experiential learning;

when our world becomes our classroom. Our girls are encouraged to take advantage of every learning opportunity offered to them, in all its various forms. The Arts, Religion, Athletics, Mathematics, Languages, History and Sciences come alive in concerts, field trips, study visits and sporting competitions.

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.

Hudson College 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-con-

ditioned campus in central Toronto, our modern facility features spacious classrooms, large gymnasium, state-of-the-art 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

Kingsway College School Knowing What Matters In Life At Kingsway College School students learn the habits that matter most for success in life. Our difference is in the design: academic, artistic, athletic, and citizenship skills are taught in innovative ways for 21st century learning. Habits such as persistence, resiliency, making a difference, and leadership capabilities make up the foundation of a KCS education. KCS has a rigorous approach to academics with a core curriculum that is

continuously infused with developing critical lifelong skills. 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.

By deciding to raise your child as a lifelong learner, you’re already part of the KCS community.

Call 416-234-5073 x211 or visit our web www.kcs.on.ca to learn more about KCS.

La Citadelle International Academy La Citadelle International Academy of Arts & Science La Citadelle International Academy of Arts & Science is a unique bilingual private school in Toronto that was founded in September 2000 on a clear vision of international education and rooted in the fundamental concepts of Canadian bilingualism, holistic education and a spirit of excellence in education. La Citadelle International Academy of Arts & Science offers an efficient educational setting based on student-centered classrooms with an optimal student to teacher ratio, attention to individuals students, experienced and devoted teachers and specialized facilities.

The growing reputation of La Citadelle, acknowledged by its IB accreditation, is founded on an exceptionally caring environment, an advanced curriculum from Pre-Kindergarten (2 _ years old) to university entrance and a comprehensive and balanced program leading to mastery learning in French, English and a third language (Spanish or Mandarin), Liberal Arts, Mathematics and Science and some unique courses such as Computer Music, Method of Study and Character Education.

With three years of total French instruction at the Kindergarten level and eight years

of bilingual instruction at the elementary level, students acquire the skills and knowledge required to start an advanced secondary education that has been customized to offer them a very solid foundation to successfully pursue higher learning in the most prominent universities around the world.

Open House: The last Thursday of every month at 10:00a.m. & 2:00p.m.

15 Mallow Road, North York, M3B 1G2 tel/fax: 416-385-9685 info@lacitadelleacademy.com www.lacitadelleacademy.com FALL 2011 EDUCATION GUIDE Town Crier

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your perfect school and activity MPS Etobicoke MPS Etobicoke - Striving for excellence 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 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.

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.

Royal St. George’s College If you want your son to think big, think small.

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

St. Michael’s College School The Leader in Catholic Boy’s Education 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 programme that prepares young men for university and to carry on as leaders in their community.

Our mission is to educate the whole person through the teachings of the Catholic Church and a demanding curriculum. The school’s strong academic curriculum is complemented by faith

development, leadership opportunities and a diverse array of co-curricular activities.

Our 10-acre campus features a fully networked 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.

Following graduation, our students

remain engaged with the St. Michael’s community through an Alumni Association that boasts a vibrant membership of over 7000 worldwide.

Prospective students and families are invited to our Open House evenings on Tuesday, October 25th and Wednesday, November 2nd from 7:30 p.m. - 9:00 p.m.

For more information, please contact Greg Paolini, Director of Admissions 416-6533180 ext.195 paolini@smcmsail.com.

Study Spot Educational Services Students see lasting benefits from the Academic Coaching approach 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

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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 at www.academiccoaching.ca.

your perfect school and activity The Bishop Strachan School Girls Can Do Anything BSS knows how girls learn and believes they can do anything. With over 140 years of experience helping young women become leaders, BSS is among the premier girls’ schools in North America.

Day and boarding students from JK to Grade 12 have the opportunity to learn, explore and mature in a creative and

challenging environment.

There is a wide range of Advanced Placement courses available as well as a full co-curricular program to keep your daughter engaged in the life of the school.

BSS stresses community service as a cornerstone to helping our students mature and learn in a variety of settings. If you seek

a school that will ensure your daughter will emerge a well-rounded, confident and academically competitive young woman, visit www.bss.on.ca.

With the right education, girls who want to change the world become women who do.

every age and stage of development.

Linden’s small classes allow our teachers to embrace the individual learning style of each student. The strong rela tionships Linden girls develop with their teachers and peers generate a strong sense of belonging throughout the school community. These connections stimulate our students to

take ownership of their education and to believe in their ability to impact the world around them. When a girl finds her voice at Linden, she knows it can make a meaningful difference.

To discover if Linden is the right fit for your daughter, visit www.lindenschool. ca or call us at 416-966-4406.

Open House Date: October 28, 2011

The Linden School Where girls find their voice Since 1993, The Linden School has inspired girls to develop confidence in themselves through innovative teaching methods, empowering experiences, and meaningful connections to their peers and their community. Our evidencebased approach to teaching is girlcentred, incorporating the most current research about how girls learn best at

TFS-Canada’s International 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.

University of Toronto Schools (UTS) A unique learning environment for high-achieving students University of Toronto Schools (UTS) is a co-educational university preparatory school, grades 7 -12, affiliated with the University of Toronto.

Founded in 1910, UTS offers highachieving students the chance to study with engaged peers, guided by a stellar staff of highly-qualified teachers. A specialized curriculum and unique learning

environment encourage creative interests, physical activity and a sense of social responsibility as well as providing myriad co-curricular pursuits and ample opportunity for student leadership.

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

UTS is renowned for educating genera-

tions of outstanding graduates including two Nobel Laureates, 20 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. UTS has a financial assistance program to which families may apply.

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

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 FALL FALL 2011 2011 EDUCATION EDUCATION GUIDE GUIDE Town Town Crier Crier

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LGBT and gender issues

All positive Students and schools work to make everyone feel welcome

G

By Kelly Gadzala

ender equality. Sexual diversity. Safe schools.

These aren’t just buzzwords in the educational realm.

Toronto schools are grappling with how to create safe and accepting spaces to combat homophobia, transphobia and other harmful gender-based behaviours.

While some such initiatives are formalized — for instance, the Toronto District School Board’s Gender Based Violence Prevention office offers workshops aimed at educating staff and students on building healthy relationships and healthy sexuality — schools are finding ways to create their own diversity frameworks relating to gender and sexuality. Many of which involve student-initiated extracurricular activities or groups.

As University of Toronto Schools admissions officer Garth Chalmers explains, even though the school has an equity document created in 2009 to help guide staff on equity issues, students’ involvement in creating an inclusive environment is crucial.

The school has had an active gay-straight alliance club since the 1990s, and four years ago an external organization called the Harmony Movement ran a diversity leadership training program for students.

The goal was to develop student-run workshops that are in turn given to other students.

Teacher James Campbell explains an exercise the group did called the Wall of Stigma. The facilitators posted the names of various groups — for example, women, black people, lesbians and gays — and then the students anonymously wrote down words they’ve heard in jokes that are associated with those groups.

Then the workshop leader will take the papers and literally stick them onto those in the room to which the word applies.

At first there was uncomfortable giggling, Campbell says, but then there was dead silence when the lesson had sunk in.

“There was this very powerful moment.”

The challenge as Campbell sees it is to incorporate equity issues and education into the curriculum in an ongoing way and to all grade-levels.

“How do we integrate this into everything we do?”

For teacher Maureen McCarthy, lessons on equality needn’t always be pragmatic. Instead they

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Photo courtesy Linden School

A PLACE TO TALK: Recent Linden School grad Noa Katz, at right, helped to from the school’s Gender and Sexuality Inclusive Club to start a dialogue around these issues.

can come from the culture created at University of Toronto Schools.

For instance, the gay-straight alliance group she advises ran a campaign at the end of the last school year in which senior students gave a workshop to grade 7s to explore questions like, “What does it mean when you say, ‘That’s so gay’?”

At the end of the workshop, kids got to write questions down on pieces of paper, which were in turn posted on walls around the school. One question was, “Is it offensive if I’m surprised if someone is gay?”

Two days later, the answers provided by the members of the gay-straight alliance were posted on the walls underneath the questions.

While McCarthy says she’s noticed teachers and students reading the questions and answers, she says the benefit of such exercises don’t always have to be that literal.

“Sometimes it’s just about being in a space where this is something we can talk about,” she says.

Schools can’t get around addressing sexual and gender diversity issues, she suggests.

“It’s going to be discussed anyway, “ she says. “It has to be normalized.”

Gender scholar Michael Gilbert, a philospohy professor at York University, has just written a yet unpublished book on gender diversity and how it affects our lives.

Discussions around gender roles need to happen in the educational world to ensure trained and educated people are the ones having the dialogue, he says.

“Some parents do not preach tolerance.”

Schools also need to address the lack of toleration for gender non-conformists as feminine boys are often scorned and bullied and someone identified as gay is frequently vilified, he says.

Gilbert recently gave a lunch-and-learn series to teachers at his granddaughter’s school, Havergal College about the relationship between sex and gender and the assumptions we make about both.

In our society it’s acceptable for a girl to be a tomboy, he says, but not for a boy to be a sissy.

“I’m a cross-dresser,” Gilbert says. “I experience things from both sides.”

At some schools, the road to creating an inclusive environment boils down to changing the actual language we use when we talk about gender and sex.

At The Linden School a club formed in 2010– 2011 is called the Gender and Sexuality Inclusive Club.

The name was deliberate, says Kate McEvenue, guidance counselor and faculty advisor for a club.

“We didn’t want it to be a gay-straight alliance,” McEvenue says, adding students didn’t want those groups to be oppositional and they also wanted to discuss more than sexuality.

The goal of the club is to create a space where people could discuss issues and build a community in an inclusive way, she says.

The club has also led one-hour workshops for grades 7-12 during which they discussed definitions of various terms and talked about sexism and attitudes towards different genders and sexual orientations.

Recent Linden School grad Noa Katz started up the club because she says she noticed sexuality and gender issues weren’t really being discussed by her peers.

“There were assumptions made about everyone being heterosexual,” Katz says.

During weekly meetings the group has discussed what coming out at Linden would look like (several teachers are openly out, says McEvenue) and how that process could be made as comfortable and positive as possible.

They’ve also discussed negative cultural assumptions — for example what Katz calls compulsory heterosexuality — and do exercises in which the group goes through magazines and identifies assumptions being made about gender and gender roles.

It’s important to have a group like this in school setting as students are starting to think about sexual identity Katz says.

“There have been some students who have come out since we started the club,” she adds. “And I’d like to think it’s partly because of the club.”

Examining and breaking down assumptions about gender by asking hard questions, like, “What does it mean to be part of a girls’ school?” and “Who gets to decide who goes to a girl’s school?”, can be uncomfortable, Katz admits. But it’s clearly worth doing.

“When you start to break down gender, everything else breaks down too,” she says. “It brings people out of their comfort zone as our society is so focused on a gender binary.”

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