West Education Guide, October 2013 by Town Crier

The Town Crier

Education Guide October 2013

The cursive writing debate Students seeing the world Puzzled by math no more

WEST Edition

“My vision for Appleby College is to produce among its most outstanding youngsters, potential leaders for the nation, who aspired for more than money, who understood their duty to serve and the importance of the world beyond Canada.” - Sir Edmund Walker

THE APPLEBY COLLEGE

Starting in the 2014-2015 school year, Appleby College will award up to ten one-time $10,000 scholarships to incoming students who have demonstrated exceptional leadership skills, both inside and outside of the classroom. The scholarship award will be applied against tuition fees, and all scholarship recipients and applicants will also receive consideration for Appleby’s $2.4 million financial assistance programme.

To learn more, visit www.appleby.on.ca or contact Matt Sheridan-Jonah, Executive Director, Admissions at 905-845-4681 ext. 169.

www.appleby.on.ca

FASCINATING MINDS

SINCE 1911

•Education Guide •Inside the guide OCTOBER 2013 West Edition

and editor - in - chiff

Eric McMillan

Associate

publisher and business manager

Kathlyn Kerluke

NEW IDEAS TO TAP: What’s trending in the classroom.

Associate

publisher and accounts manager

Jennifer Gardiner

Distribution

manager

Aunny Singh

City

editor

Dan Hoddinott

Special

projects editor

Ann Ruppenstein

Art

director

Shadi Raoufi Mailing Address: 46 St.Clair Ave. East, Suite 204 Toronto, Ontario M4T 1M9 Telephone: 416 901 8182 Editorial email: news@mytowncrier.ca Advertising email: ads@mytowncrier.ca THIS COVER: Jumping with the joy of learning at Holy Name of Mary College School. Photo courtesy HNMCS.

Thank you!

www.MyTownCrier.ca Publisher

Publishers’ message

MYTH BUSTERS: Debunking tales about private and independent schools.

4 Beyond books

Social media takes the lead in the classroom.

8 Global Perspective

Local teacher heads from Africa to Appleby

10 No more pencils

Is the art of cursive writing dead?

13 It all adds up

Calculating solutions to shortcomings in math comprehension.

18 Culture swap

To and from Toronto and Jeju Island: friendships come in the exchange.

his is a confusing and often stressful time of the year for everyone, especially for parents of school-age children. We’re just getting settled into a new academic year and we’re already facing major decisions as to where the kids will be studying next year. We at the Town Crier fear we’ve added a little to the uncertainty this time around. A few months’ ago we were unsure the Town Crier’s Education Guide would even be published again. There’s never been any doubt about the popularity of the guides. Readers, educators and advertisers have always received them warmly. However, corporate difficulties unrelated to the publishing of the Town Crier newspapers and guides caused the publications to go into hiatus this spring. By now everyone has heard the story of how the Town Crier staff strove to bring back the publications to keep serving our readership. The guides were always at the top of our lists of publications we felt must be preserved. With the recent success of our efforts, we approached our supporters with some trepidation to report that — despite what they may have heard — we were back with the fall series of education guides, albeit starting one month later than usual. Thankfully, we received immediate support from everyone. In return, we’d like to thank all the people, schools and organizations who have supported us over the years to help make the Town Crier Education Guide such a strong publication to survive these difficult times. And we’d like to thank those who have continued to support the guide with encouragement, advertising and kind words. The response has shown us we were right to revive the Education Guide and vindicates our plans to build on past success with even greater educational coverage in the future. We plan to serve you better and we know you’ll be with us all the way. Thank you.

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

Achieving below potential? • 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

OCTOBER 2013 EDUCATION GUIDE TOWN CRIER

Beyond books Twitter in class BY Perry King

tudents are using Twitter, Facebook and Instagram now more than ever and are carrying smartphones and tablets with their laptops into classrooms each day. Rather than hinder its usage, several independent schools want to extend and enhance a student’s learning experience with social media, to take advantage of its influence and effectively teach material that has been traditionally hard, such as calculus and literature. For Travis Cox, an English teacher at Newton’s Grove School in Etobicoke, Twitter has the potential to teach students about language and literacy. While speaking with him at the beginning of the school year, he explained how creating a Twitter account with a Grade 9 class as a media project opened discussion about its influence. “I talked to them about how it was a teacher account, not my personal account, and the differences [between them],” said Cox, who teaches students with varying experience and skill with Twitter. “And I would talk to them about media literacy, like, ‘When you choose your name, what does that say? What message are you sending out there?’” With the help of a Smart Board, Cox’s use of Twitter becomes highly visual, with images and video assisting his lectures about hashtags and advertising. Cox also folds social media learning into his writer’s craft lessons, explaining its practicality for professional writing. For him, social media gets students’ attention like nothing else. “I think that any time you can be visual with students, they’re so stimulated by videos,” said Cox, who has been teaching at Newton’s Grove (formerly called Mississauga Private School) since 2007. “From a student level, I think this is something they sponge, they soak up. “They’re ready for this. This is how they learn, and for them this is what they’ve grown up with. They’ve grown up as visual learners and they’re so good at it.” At Appleby College in Oakville, teachers use YouTube videos to explain math problems, and create Tumblr sites in history classes to better communicate the concepts being taught. But the independent school also wants to provide balance to its approach to social media. Head of school Fraser Grant explains that Twitter and Facebook can be distracting and teachers at Appleby need to demonstrate the educational value of the tools being used. “We don’t want our students on Facebook, distracted on Facebook, posting messages and pictures during class,” Grant said. “Obviously, no teacher wants that and we try to manage that very carefully.” This careful approach is guided by parental feedback and sensible discourtesy andrew macleod

UP TO SPEED: HNMCS students use the campus-wide wireless to engage in social media in class.

courtesy travis cox

PLUGGED IN: Travis Cox’s English and writer’s craft classes actively use social media to better learn about media literacy and to add another dimension to applied writing projects.

EDUCATION GUIDE TOWN CRIER OCTOBER 2013

courtesy appleby college

WHAT’S THE USE? Appleby College teachers are required to demonstrate the educational value of the social media tools they use.

cussion among teachers and students, he said. Holy Name of Mary College School, an all-girls independent school in Mississauga, is looking to its technology and social media policy to get ahead of the curve. With the guidance of IT director Andrew MacLeod and an official technology strategy, the school is invigorating the student experience with a newly built campus-wide wireless infrastructure, expanding bandwidth for teachers and students who want to bring in online tools to assist learning. Technology and social media is constantly changing, MacLeod notes, and the school expects to adjust its strategy as technology evolves and social media trends change. He points to the already-ubiquitous tablet technology being only three years old as an example of just how rapidly technology is developing. “Who knows what we will be doing in three years’ time?” he mused. By instituting a “bring your own device” policy into the classroom and the introduction of Google Apps for Education to the student body — which equips the girls with Gmail, Google Drive and Google+, among other services — the school is letting students apply their learning on their own terms, while teaching them responsible usage of social media. “I prefer to educate the students about what they should and shouldn’t put [online] rather than beating them with a stick if they do something they shouldn’t,” MacLeod said. “It’s better to educate them prior to using it rather than doing the retroactive action.”

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‘Who knows what we’ll be doing in three years’ time?’

OCTOBER 2013 EDUCATION GUIDE TOWN CRIER

Art on loan E

By ROSE BASTIEN

courtesy hudson college

SOLD! Grade 3 students at Hudson College raised money to support Kiva micro-loans by selling their original masterpieces.

De La Salle College “Oaklands” Established in 1851

The first co-educational Catholic school in Ontario

Now accepting applications for Grades 5 to 12 OPEN HOUSE: Wednesday, October 16, 2013, 7–9pm 131 Farmham Avenue Toronto 416-969-8771

www.delasalleoaklands.org

KIDS GROW HERE.

Newton’s Grove School (formerly MPS Etobicoke) is much more than your average public school for much less than your typical private school. We keep standards high and class sizes small. We challenge our students to grow into a new personal best in academic and extracurricular life. Call now to enrol. t: 416 745 1328 e: info@newtonsgroveschool.com newtonsgroveschool.com

arly last September, Grade 3 students at Hudson College were read One Hen: How One Small Loan Made a Big Difference by Katie Smith Milway. This story, inspired by true events, is about a boy named Kojo who bought a hen with a small loan. The hen’s eggs were sold at market and, over time, Kojo was able to pay his school fees and eventually open a thriving egg business that employed many people in his poor village in Ghana. Kojo’s story inspired the Grade 3 students to talk about the different experiences children around the world have in how they live. Together, they created a list of the things that all children need in order to be healthy and happy. We agreed that these needs were the basic rights of children. The students were pleased to know that they had come up with many of the same rights for children as the United Nations: that children all over the world should have

enough food to eat, clean water to drink, a home to live in, access to doctors and medicine, and the opportunity to go to school. Through different texts the Grade 3 students came to understand that many children around the world do not have their basic needs met. Kojo’s story inspired them to take action — to raise money for loans for families in developing countries so that they could meet the basic needs of their children. A lesson was taught on the use of small loans, provided by organizations like Kiva, to help families in developing countries achieve economic independence. And so the Grade 3 Hudson College Kiva (www.kiva.org) microloan project was launched. For the rest of the academic year, the students were immersed in a curriculum that focused on the fundamental belief that children as young as age 7 and 8 are capable of understanding and engaging in critical literacy as a foundation for social action — or, as the academics call it, critical pedagogy. The Kiva project provided students with learning experiences that involved collaborative work intended to facilitate social change. The ideas of democratic responsibility were integrated into social studies, science and language arts through a variety of texts that promoted discussions related to the needs and rights of children. The culminating task for this yearlong project took place in May. The students turned their classroom into an art gallery, displaying artwork they had worked on throughout the year. They sent formal invitations to parents and family friends to attend an after-school potluck buffet. At the buffet, guests were told about the benefits of micro-loans as a charitable contribution, and were encouraged to purchase their children’s artwork to create funds for the school’s Kiva project. The 15 Grade 3 students raised $430 for Kiva micro-loans and also learned a great deal about international issues, setting and achieving goals, and collaboration — and that they can change the world one step at a time.

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Rose Bastien teaches Grade 6 at Hudson College. Last year, she taught Grade 3 and took part in the Kiva project with her students.

EDUCATION GUIDE TOWN CRIER OCTOBER 2013

Goodnews! Who gets the letter?

By CHANTAL KENNY

courtesy ucc

C “

ongratulations! I’m delighted to inform you that our Admission Committee was unanimous in its decision to invite Johnny to take his place in the Upper Canada College graduating class of 2015. PALMAM QUI MERUIT FERAT, our school motto, is quite fitting with its message to your son: Let him who has earned it, bear the reward. Starting in September 2013, Johnny has a great future ahead of him …” This is how the “good news” offer letter begins. Sadly, two other versions exist: the disappointing “wait list” and “denied” letters. The latter two outcomes speak to difficult decisions within highly selective candidate pools. Who merits the educational opportunity of a lifetime is a debatable matter. Are the students whom we deny less able and less talented? Are private school kids more successful for having been accepted, as opposed to students whom we denied, or others who chose a different educational path? Parents want to know what we look for in candidates — “Will my child have what it takes?” — while students typically want to know what we offer — “Will I find what I want?” Independent schools will differ in what they look for in prospective students as it relates to their school’s vision and mission. At UCC, we look for strong academic credentials and character, co-curricular involvement and leadership. We welcome candidates from different socio-economic backgrounds, thanks to our generous financial assistance program, to ensure we remain accessible to as many as possible. Other factors, including social skills and creativity, are just as important. These qualities, like teamwork and engagement, can’t be measured easily. But students who show a combination of these characteristics are typically the ones who receive the good-news offer of admission. Side note: it’s not uncommon for independent schools to respectfully compete for these great, great students as they, in turn, raise the bar in our respective institutions. A major benefit to living in Toronto is the number of quality independent schools to choose from. It’s fair to say that admission offices work hard to stay on top of best practices in assessing students from a variety of backgrounds. Our challenge is to continue to identify students whose academic record, on the surface, may not fairly represent the contributions they would make at our schools and beyond. My best advice: Get to know us. You won’t regret it. Chantal Kenny is the executive director of admission at Upper Canada College.

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OCTOBER 2013 EDUCATION GUIDE TOWN CRIER

Global perspective From Africa to Appleby

BY MIKE MOORES

his past summer, my wife and I experienced a trip of a lifetime. Thanks to Appleby College’s Teaching Excellence Recognition and Awards program, we spent three weeks immersed in the cultures, customs and traditions of East Africa, travelling extensively throughout Uganda, Kenya, Tanzania and Rwanda. It was an incredible experience. The sights, sounds and smells of East Africa will stay with us for the rest of our lives. Our journey took us from Kampala to Kenya’s Rift Valley to the Serengeti. Along the way we saw some of Africa’s most beautiful and breathtaking vistas. But, for us, the experience was not just about seeing magnificent animals — such as a family of 23 guerillas, a 25-strong pride of lions or the completely surreal elusive black rhino — interact in their natural environment. For us, this journey was about the people: the 24 strangers we shared our journey with who would become lifelong friends. The guide in Entebbe, Uganda who helped us pitch our tent in the middle of the night; the magnificence of the Maasai herdsmen tending their flock of cattle in Tanzania; and the smiling and innocent faces of the children of Rwanda who had survived the horrors of genocide. Our journey taught us how beautiful and precious life can be, and how the simplest of things can create the happiest of moments. We saw demonstrated the importance of

small gestures and the comfort that comes with a simple smile. In exploring East Africa, I wanted to truly experience what it’s like to arrive in a new country with a different language, different foods and social customs so that I could better understand the challenges our international students, from 35 nations, generally tend to have. I’ve brought back those experiences and am sharing them with my international boarding students as a way of helping enhance their Appleby experience. Throughout the journey, I kept a photo journal, which I will be using as an orientation tool for this year’s Powell’s House boarders during the residence’s Sunday evening Cultural Talks, where students voluntarily speak about a culture, country or custom they relate to. I also made a special point of meeting every single Powell’s House boarder on the first day of orientation, rather than dividing up the meet-and-greets throughout the week-long orientation. Today, I’m a better resource for my students and my colleagues. What’s more, what was meant as a professional development opportunity became a life-changing opportunity. I can’t wait to go back.

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Mike Moores is a physical education teacher and house director of Powell’s House at Appleby College.

he joy of a good story, discovered in a storied place. Of appreciating Shakespeare, Austen and one another. Of sharing your impossible dream and realizing it is possible.

he joy of being girl.™

D i s c o v e r “ T h e j o y o f b e i n g g i r l ” a t o u r O p e n H o u s e o n Tu e s d a y, O c t o b e r 2 9 ( 9 : 0 0 a m – 1 1 : 3 0 a m ) . 4 1 6 . 4 8 2 . 4 7 2 4 | a d m i s s i o n s @ h a v e r g a l . o n . c a | w w w. h a v e r g a l . o n . c a courtesy our kids media

EDUCATION GUIDE TOWN CRIER OCTOBER 2013

Town Crier Ad - 3/8 page hor - 8.75”x4” - colour - Library - October 2013

When the price is

right

A •

How Much Tuition Costs. This is the biggest cost and often the biggest deciding factor when it comes to private school. A school’s tuition usually depends on two factors: its location and the type of school it is. Schools located in the heart of a large city like Toronto will likely have a much higher tuition than a rural school, simply because of real estate prices. The type of school is also key in determining tuition fees. Boarding schools have consistently higher tuition to factor in the living expenses of the students. Reputation may also play a role. Some of the country’s most prestigious boarding schools can cost between $40,000 and $50,000 or more a year more. Other types of schools mean much, much lower costs. Religious schools generally have the lowest tuition fees.

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What Tuition Gets You. At a private school, a year’s tuition gives a student

g n i d n a t s t ou in every way!

Come to our Open House! Saturday, October 19, 10am-2pm utschools.ca/admission fb.com/utschools

Private school worth the cost morning at a typical private school looks something like this: kids stroll in with crisp khakis and designer blouses and wave goodbye to their chauffeurs and nannies and parents, who quickly drive off to their six-figure jobs in a new Mercedes. At least that’s what the misconception of a private school would have us believe. In fact, that stereotype is nowhere near the reality of a modern private or independent school in Canada. Today’s students come from very diverse financial backgrounds, thanks to schools’ efforts to increase financial aid, scholarships, payment plans and discounts. Still, a private education is a significant decision to make as a family when it comes to financing tuition and the other costs that come along with private school. So, what’s really involved when paying for private school?

At UTS, students thrive in a community of engaged peers and passionate, committed teachers. With opportunities to excel in academics, athletics, the arts and student leadership, the UTS experience is –

By CARLY MAGA and his or her family much more than just a series of classes. Because class sizes are so small, and private or independent school staff is known to be extremely dedicated and skilled, a private education can provide tutoring services or extra guidance, using top of the line resources and equipment not offered by the public school system. This is especially important when a child has a learning disability. A private school can also provide daycare services, in a much more challenging and constructive environment than most traditional services. And since Canada has some of the most expensive daycares in the world, a private school tuition usually costs only slightly more and provides many more benefits. Private and independent schools are also known for their extracurricular activities, which come mostly, if not entirely, covered by tuition. Given that private schools have proven to give students a leg up when it comes to attending university, networking and surpassing academic standards, a private school graduate is very likely to land a high-paying job. Tuition can be considered a downpayment for a child’s future salary. Lunch and snacks are also sometimes included in a school’s fees.

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What Isn’t Included In Tuition. A parent with children in private education can expect a few extra costs to cover on top of tuition, which can include uniforms, equipment or trips involved in an extracurricular activity, or a laptop computer. However, the decision on a private education should rest with what’s best for your child, not the fees involved. Many families of all incomes are finding ways to make any tuition work.

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Our Kids Private School Expos: When you find the right school for your kids, they’ll be happy, and you’ll see a big difference in their love of learning. Meet with top schools in your city and from across the country at the Our Kids Private School Expos in Toronto and Halton-Peel this fall. Get your 50% off family admission vouchers at www.ourkids.net/expo/.

Dedicated to Developing

the Whole

Child

JK to Grade 12 Co-Ed School

O P E N H O U S E D AT E S : October 19th from 12 pm to 4 pm October 25th from 10 am to 12 pm 21 Ascot Avenue, Toronto 416.631.0082 hudsoncollege.ca

OCTOBER 2013 EDUCATION GUIDE TOWN CRIER

No more

pencils

BRIAN BAKER/TOWN CRIER

Is the art of cursive writing dead?

b BY BRIAN BAKER

he writing isn’t on the wall just yet for the art of cursive writing. As digital technology depletes the necessity of using a pen, schools are trying to adapt to help their kids succeed in today’s world. Many educational facilities throughout midtown Toronto are not wanting to retire their ballpoints just yet — at least until they know the long-term effects. The Linden School, an all-girls roost situated near Yonge Street and St. Clair Avenue East, whose students come from varying backgrounds, is watching the trends closely. Beth Alexander, a core teacher who specializes in keyboarding at Linden, says it’s an interesting time to be a teacher, with plenty of research being done on the effects of limited cursive teaching in class. Linden hasn’t stopped teaching handwriting, but the daylong classes are long gone, as the focus shifts to keyboarding. “We don’t know yet what not having a lot of cursive does to students in terms of their brain development or their skill development in ways not related to cursive,” she says. “It’s something we’re keeping our eye on. “Things are changing quickly and we’re not sure how it will shake out.” In her 10 years at Linden, Alexander has seen parents shift their concern from cursive to keyboard safety and how to avoid repetitive stress woes. “An argument I am hearing is cursive is quick when you’re taking notes in university,” she said, adding other parents express their thoughts only on the loss of an art form. “Interestingly, our senior art teacher has the kids practice cursive and drawing.” Some of the students who end up at Linden come from schools like Maria Montessori, which introduces its kids to the basics of cursive writing at age 3½. Jim Brand, principal at the North Leaside school, says he is a strong supporter of cursive in the classroom. It is important to

10 EDUCATION GUIDE TOWN CRIER OCTOBER 2013

expose kids to it as early as possible, he believes. “The main thing is, when you’re writing it’s a part of the development of your hands and the development we, as human beings, associate with things,” he says, “The flow of cursive writing is in keeping with our own nature. “You don’t have to keep taking your hand off the paper and you’re not artificially developing these shapes. You’re actually developing the flow.” For Brand, it’s not about the inability of signing one’s John Hancock, but more about developing hand-eye coordination, as well as stimulating a child’s creativity. “Give a child a piece of paper and a pencil and they don’t make rigid, straight up-and-down shapes,” he says, his voice bubbling with enthusiasm. “They make flowing coils and things like that.” Over at Crescent School, in the Bayview and Lawrence area, handwriting is far from being lost in historical texts. Margot Beech-Kennedy, head of student services for the lower and middle schools, says it is status quo when it comes to cursive in her neck of the woods. “There are lots of places where cursive still shows up in dayto-day life even though we’re becoming more technological,” she says, adding they’re keeping their students grounded in both the paper and the digital world. Like Linden, Crescent teaches handwriting in Grade 3. They continue the process through Grade 4 and then mandate that certain projects in Grade 5 and Grade 6 be written in cursive. She laughs at the tongue-in-cheek question of whether students who under-perform in handwriting become doctors, but adds they accommodate all means of communicating the English language. “What I also see in our boys, some are very successful in using cursive and that’s a really excellent way for them to express their thoughts on paper,” she says. “Some are more adept at using their laptops, and some still prefer to print — even into the upper grades — and we try and provide our boys with whatever means

S d

they need to be successful.” Still, there is no impetus to change the curriculum at Crescent when it comes to handwriting. One young-at-heart spirit who doesn’t want to see cursive go the way of the inkwell is writer and graphic designer Abigail Lee. The 32-year-old has hand-written a children’s book called Some Bunny Loves You! Available at local bookstores and on Amazon, Lee’s book shares the adventures of a young girl and her pet bunny as they travel the world. Her perspective on the cursive writing debate centres more on giving the brain a full-body workout, in this digital age where “people are just texting.” “It’s wonderful, but it only improves half of the brain,” she says, with childlike fascination, “whereas the handeye coordination and motor skills actually get developed by handwriting — both right and left hemispheres of the brain.” Her love of handwriting led her down a creative career path. During her honour roll year at York University, Disney came calling to recruit her for her graphic design services. Lee travelled the world for the famous cartoon company, and the inspiration for Some Bunny was born. All the artwork was done while she

lived in California, before the North York-born Lee moved back to the Greater Toronto Area to publish with Miracle Press. The initial plan was to give the book to orphans in the varying countries she had visited. “I wanted to be able to translate my book and personally go and give it to the orphans, and tell them, somebody does love them, in their language,” she says, adding the book has been translated into Korean, Japanese, Chinese, French, Spanish and even Haitian Creole. “It was something I wanted to do, to capture such a historical passion and also to be able to deliver that to the children now,” she says. The curriculum at these midtown schools reflects a steady-as-she-goes approach when it comes to handwriting versus printing or the digital world. Maria Montessori’s Brand crosses his Ts and dots his lower-case Js with his response to the question of what he tells parents who balk at the practicality of handwriting. “I would say, ‘Okay, if you take that stance, then get rid of art and phys-ed, do all of your stuff on an iPad and forget about the other aspects’,” he said. We need to teach cursive writing, he says, “if we want to be well-rounded human beings, who aren’t captive and dependent on technology.”

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brian baker/town crier

WRITE OR WRONG: Maria Montessori School teachers Stephanie Roughton, left, and Anindita Plock still teach cursive writing even though it is no longer mandatory in Ontario curriculum.

OCTOBER 2013 EDUCATION GUIDE TOWN CRIER

New ideas to tap courtesy our kids media

What’s trending in the classroom

ducation is no longer just about reading, writing and arithmetic. Experts are increasingly focusing on developing a new, 21stcentury breed of student: holistically educated, technologically savvy and adept at navigating a diverse, rapidly globalizing and changing world. Students possessing these skills will be better prepared to meet future challenges with poise, compassion, empathy and creativity. When it comes to assessing and integrating relevant trends in educational thinking, private and independent schools in Canada are leading the way. This is partly because of their abundance of resources and partly because they have the flexibility to do so — the “freedom to become trendsetters, even,” says Struan Robertson, head of school at Lakefield College School. “Through targeted professional development,” Robertson says, “private schools can focus on specific areas of development and involve industry experts to assist us with the implementation of new ideas.”

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1. Holistic Development Private and independent schools are increasingly focused on helping students develop lifelong skills that will help them succeed as they move through high school and university. The focus is on the whole child: cognitive, social, emotional and physical development. Through this approach, private schools ensure each student has access to advanced academic learning coupled with life skills, character and leadership development, and an interactive and enriching curriculum — all of which will work together to help them achieve success in their careers and life. One of the most critical examples of this shift in thinking about the whole child is the new approach to mental health and wellness. When it comes to stamping out bullying and nurturing a supportive community, private schools have stepped up to the plate with extensive health and wellness programs, counselling services and mental health resources to help students get support when needed, cope with change and learn to thrive. With a focus on prevention, private schools are able to boost students’ selfconfidence, self-awareness and engagement in learning and wellness.

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2. Diversity and Global Citizenship Exposure to global education and diversity — from volunteering in a community halfway across the world to helping to develop diversity awareness initiatives in their own classrooms — begins as early as Kindergarten in many private and independent schools. Private schools are shaping these future global citizens through servicelearning trips, exchange programs and cultural, sports and academic expe-

12 EDUCATION GUIDE TOWN CRIER OCTOBER 2013

BY Kimberley Fowler and Erin McLaughlin ditions aimed at taking students beyond the walls of their classroom. The Global Experience Program offered at Havergal College provides full-time support and programming for students looking to make an immediate difference in the world. Students participate in exchange programs and curricular excursions that give them the tools to solve complex problems across demographics, while realizing the important role that culture plays in understanding the world. Manfred Von Vulte, deputy headmaster at Northmount School, says “the tenant of service” is critical to the education of his students. “Becoming a leader does not happen by chance or sheer natural ability alone,” he said. “We foster programs internal and external to the school that gives our students pause to think and then act on issues, which require of them a true sense of active generosity locally, nationally and internationally. “Great schools know that they do not exist as an island in society but are part of the human experience.”

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3. IT and New Media As technology evolves at a head-spinning pace, many private schools forge ahead as digital innovators. Lessons are enhanced using Smart Boards or interactive digital whiteboards. Teachers use social media, blogs and Wikis to foster group work and promote collaboration. Even iPads are being used to teach both academic and social skills. “Our classrooms are highly interactive and have a huge technology base,” says Jan Campbell, executive director of the Conference of Independent Schools of Ontario. “Our schools offer everything from online classrooms to inter-school technology competitions to technologically enhanced media arts programs.” Technology promotes creative ways of teaching and caters to all types of learners. Paul Keery, a social sciences teacher at MacLachlan College in Oakville, uses podcasting and video production to engage high school students in his history classes. Instead of just reading facts from a textbook and writing research papers, his students are writing scripts, recording audio and video footage and finding archival clips that bring historical events to life. “It changes the way the students internalize the information,” he says.

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It all adds up Calculating solutions to math hangups

ath can be a frustrating subject for many students, who often fear having to repeat their least favourite class. But at Metropolitan Preparatory Academy, mathematically challenged students often choose to repeat their math classes — and are never forced — says Grade 8 math teacher Yvonne Reitmeier. Metro Prep’s grades 7 and 8 classes are semestered, which means a 13-year-old student who repeats Grade 7 math in the fall can rejoin peers in Grade 8 math in the winter. “We make it clear that we’re not doing it as a punitive thing,” says Reitmeier. “We’ll say, ‘We want you to get your skills down pat and be so confident that every day you’re going to come in and feel great about this stuff.’” At Montcrest School, special education teacher Dawn Frank has been collaborating with a pair of researchers for the past two years to develop and apply teaching strategies for students with a variety of math disabilities, including math anxiety and dyscalculia — essentially the numbers version of dyslexia — with a focus on preventing math challenges in the younger grades. “We find that many kids are really struggling because they’re not visualizing numbers,” she says. To address the problem in kindergarteners and first-graders, Frank has been using Cuisenaire rods: multi-coloured wooden rods representing numbers that are proportional. “They associate the colour and size of the rod with the number so they’re not having to count,” she says. “We’re trying to get them away from using counting as a strategy, so they can visualize twoand-eight, six-and-four, seven-and-three.” A white number 1 rod with a blue number 9 rod are the same length as an orange number 10 rod. The rods can later be used to teach multiplication, Frank says. Students can see what five-times-six looks like by building a rectangle with the rods. Reitmeier, who calls textbooks an “Achilles’ heel” for students facing difficulties in math, teaches her subject creatively too. She creates activities that encourage students to discover formulas on their own. To help eighth graders learn about circumference, Reitmeier challenged one of her classes to measure the distance around circles. After some brainstorming, one student suggested using string. Reitmeier happened to be carrying a large bag of string. “They quickly realized it’s really hard to measure something round with a ruler,” she says. After using the string to measure circumference, the students began measuring diameters and discovered that each circle’s circumference was about three times larger than its diameter. “That introduces the concept of pi (π, approximately 3.14),” she says. “If they understand what they’re doing, then the formulas make more sense.” In a unit combining volume and rates, Reitmeier takes advantage of the very large fish tanks around the school by challenging students to find out how much water is in each tank. Without giving them any clues, she leads her students to a garden hose and says she wants to figure out how quickly water comes from the hose. “I’ll say, ‘Rate tells us how fast something happens so in this case

BY ERIC EMIN WOOD

courtesy montcrest school

GO FIGURE: Students learn basic math using creative methods such as Cuisenaire rods.

we need a volume and a time,” Reitmeier relates. “They’re going to come up with the answer on their own without me saying, ‘Let’s get a bucket and stopwatch.’” In the end, the kids will time how long it takes to fill a nine-litre bucket, a formula they can apply to the length of time it takes for the hose to fill one of the school’s fish tanks. “We’ll develop all of that without ever actually having to sit down and say, ‘This is a formula you need to memorize and apply,’” Reitmeier says. “That way it’s their idea and they’re excited because they’ve figured something out.” Montcrest’s Frank also emphasizes the importance of building foundational skills: asking a small child to set the table helps build one-to-one correspondence — matching abilities — by teaching the student to lay out an equal number of forks and plates. Giving children a certain amount of money and helping them figure out how much they can use to purchase something, or playing card games, dice games or board games helps build numeracy. Frank says according to current estimates 4–6 percent of students have dyscalculia, while a much higher percentage have what she calls “acquired dyscalculia” — a situation stemming from not having developed certain foundational skills. “I’ve worked with students that are both,” she says. “And you can see that, given help... they can really take off quite quickly and function really well in their high school academic courses.” While Frank’s efforts don’t have concrete results to share yet, she and the researchers are testing students before and after their lessons to make sure they retain what they learn and to measure their fluency. “If you were reading the word “cat” and you had a student who was saying, ‘kuh... ah... tih...’ they’re reading it, but they’re not reading it fluently, so it doesn’t work,” she says. “Math works the same way: if it’s taking them more than a few seconds to come up with five times six is 30, then they’re not doing it fluently and it’s going to interfere with their ability to do other things.”

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OCTOBER 2013 EDUCATION GUIDE TOWN CRIER

Myth busters

o girls learn better without boys? Is the cost of private school beyond the reach of most parents? Is a co-ed environment necessary for students to properly develop life skills? To answer these woes, the Town Crier Education Guide gathered an expert panel of educators from around the Greater Toronto Area to debunk some of the myths, misconceptions and concerns parents have about enrolling their sons and daughters in private and independent schools.

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Myth #1: Independent schools are only for the wealthy.

Regardless of their families’ financial means, Upper Canada College is committed to welcoming great boys to the school, says principal Jim Power. “It’s about accessibility and providing the opportunity for all boys with true potential to have equal access to our school,” he says. “To that end, UCC has committed $3.7 million to its needs-based financial assistance program this year that will benefit 15 percent of students from Grade 5 up. “That dollar total will increase for the next school year, when the goal is to have 20 percent of boys receiving financial assistance.” Power says the school believes the value of a UCC education would be devalued if student admissibility were based solely on financial ability and

14 EDUCATION GUIDE TOWN CRIER OCTOBER 2013

By ANN RUPPENSTEIN photo courtesy bayview glen

not also on important criteria such as a boy’s character, leadership potential, values and ability to contribute to campus life both in the classroom and through co-curricular activities. Maggie Houston-White, director of admission at Havergal College, adds that the independent girls’ school also offers scholarships and bursaries in an effort to eliminate the tuition fee barrier for exceptional academically minded young women who will contribute to the school community and would benefit from the quality of the learning environment.

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Myth #2: At single-sex independent schools, students do not know how to interact with the opposite sex. There are many opportunities for the young women and men who attend single-sex schools to interact beyond the classroom, says Houston-White. She cites the Coalition of Single Sex Schools of Toronto, which works deliberately to organize co-ed opportunities in academics, athletics, the arts and community partnerships to ensure that students collaborate throughout the school year. “At Havergal, girls have the benefit of both an academic program that is based on substantial research on how girls learn best and a co-curricular program that allows for co-ed collaboration,” she says.

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Myth #3: High academic standards can contribute to a pressure cooker environment. St. Clement’s School principal Martha Perry says they occasionally run into parents who are considering the school but are worried it’s a pressure cooker environment with girls who are stressed and solely focused on academics. Although Perry admits the school is renowned for its focus on academic excellence and is proud of its high standards so students gain skills and confidence needed to succeed outside of the classroom, she says St. Clement’s School also ensures unique support systems. One of these tools in place for students is called LINCWell, an enrichment and support program for grades 1‑12 focused on study and problem solving skills, mentoring in areas like goal setting and resilience, and stress and time management. “This umbrella program enhances our girls’ academic experience and offers guidance for all students,” she says, adding they also offers programs and speakers for parents and the broader community. “In 2012, St. Clement’s partnered with Crescent to host Dr. Wendy Mogel, author of Blessings of a B-, who spoke about the necessity of letting children stumble so they learn from mistakes and failure. “This year, LINCWell hosts Rachel Simmons, an educator and coach who helps girls and young women grow into authentic and emotionally intelligent and assertive adults.” Perry believes another unique aspect of St. Clement’s is the spirit of community and pride, which they attribute to being a small school where girls from grades 1 to 12 work and play within the same facility, sharing many common spaces. “This contributes to a school environment that is fun and engaged and exudes a vibrancy and positivity that is regularly noted by visitors to the school,” she says. “The opportunity to laugh together is an important support for the students, and sustains them in the challenging work they undertake in the classroom.”

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Myth #4: Misogyny 101. Boys’ schools promote the antiquated mindset of male superiority and reinforce gender stereotypes. Nothing could be further from the truth, stresses Crescent School’s headmaster Geoff Roberts. In fact, he says, any such perpetuation of the myth of male superiority based simply on gender is not only dishonest, but also dangerous for boys. “Boys’ schools are faced with new challenges in today’s world,” Roberts says. “Boys are more anxious now about their futures than ever before and their parents share that worry. “Boys’ schools are positioned magnificently to address this anxiety by intentionally and explicitly building the boys’ confidence authentically, by valuing their achievements and demanding they meet consistently high expectations. We expose the myth of their supposedly inherent superiority by insisting that achievement is gender blind.” According to Roberts, a boys’ school can present and discuss reactionary responses in students, the ever-evolving image and emerging reality of manhood and the complexities of male gender roles openly and directly without the fear of tittering or invoking stereotypes. “Ironically, in the absence of girls, our boys have more opportunity to speak about the gender stereotypes that surround and can consume them,” he says, adding they are not just teaching the boys of today but discoursing with the men of tomorrow. “They are freed from the real or imagined hindrance of social disapprobation in a co-educational classroom and encouraged to explore the nuanced intricacies of what it means to be a man in their complex world.”

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Myth #5: Students can’t maximize their learning in a co-ed environment.

A co-educational environment not only provides an important first step in helping students to prepare for the real world, it is the real world, says Bayview Glen’s Eileen Daunt. The head of school feels strongly that placing boys and girls in the same classroom maximizes the learning potential of both. “The focus in today’s education is not on how boys and girls learn differently but on personalizing the learning experience for each child and differentiating instruction for all,” she notes, adding the school provides opportunities to develop the whole child and teach skills students need to be successful beyond its walls. “The differences within the genders are often as great as those between the genders, and we must keep in mind that everything is a variable based on the individual.” Daunt explains that in a co-ed classroom boys and girls interact as individuals and peers, as well as learn how to speak each other’s language and benefit from one another’s point of view.

courtesy st. clement’s school

“Students work together as colleagues and come to understand that success hinges on one’s ability to respect all opinions and to relate to one another as valued collaborators and worthy opponents, regardless of gender,” Daunt says. “The co-educational environment prepares both boys and girls to thrive, not just in the classroom but in the workplace and beyond.”

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Myth #6: Girls and boys learn the same way.

Increasingly, research shows that there is a biological difference as to how girls and boys perceive the world and that this translates directly into how they learn differently in the classroom, says Holy Name of Mary College School’s head of school Marilena Tesoro. Tesoro says boys and girls even see differently. Male eyes are drawn to cooler colours like silver, blue, black, grey and brown, she points out, whereas female eyes are drawn to textures and colours. And whereas boys require a teacher moving around the classroom to keep focused, girls don’t require much movement. Girls work well in circles, facing each other, using descriptive phrases and are drawn in by lots of color in overhead presentations or on the chalkboard. “These are just a few examples of why single-gender schools are about maximizing the students’ learning,” she says. “This is particularly important for girls, who tend to go underground with their talents and abilities sometime between the fifth and ninth grades. “Girls need the right environment to encourage them to take on all leadership roles, explore non-traditional courses, develop greater self-confidence and build selfesteem.”

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Myth #7: It’s more convenient to send my child to a day school closer to home. One of the biggest concerns raised by parents who live in Etobicoke and High Park about sending their sons or daughters to Appleby College is the distance their children will need to travel to and from the school in Oakville, states head of school Katrina Samson. To address this challenge, Appleby announced two significant changes in its school program last spring. The first was a shift in their weekly schedule. The second involved a restructuring of the busing program, increasing the number of bus routes and making busing more accessible to more students. In the past, Appleby’s compulsory co-curricular program ended at 5 p.m. but the new schedule ends an hour earlier on Tuesday, Wednesday and Friday afternoons. In addition, school also starts an hour later on Monday mornings, at 9 o’clock instead of 8. “Our goal in making these changes was to allow students more time with their families and to have them home or in study earlier,” says Samson. This year Appleby offers 10 customized bus routes, with two dedicated routes servicing the neighbourhoods and communities in Etobicoke and High Park. “The routes take an average of one hour travel time with new student pickup and dropoff locations within a maximum three to five minute walking radius from their home,” says Samson.

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OCTOBER 2013 EDUCATION GUIDE TOWN CRIER

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16 EDUCATION GUIDE TOWN CRIER OCTOBER 2013

Open House Schedule for Private & Independent Schools SCHOOL DATE

TIME

CONTACT INFO SCHOOL DATE Fri., Oct. 25, 2013 10:00am - 2:00pm 905-845-4681 St.Clements School www.scs.on.ca Fri., Nov 15, 2013 10:00am - 2:00pm

Appleby College www.appleby.on.ca

Sat., Oct. 19, 2013 Sat., Oct. 26, 2013 Sat., Nov. 23, 2013

De La Salle College delasalleoaklands.org

Wed., Oct. 16, 2013

7:00pm - 9:00pm

416-969-8771

Royal St. George’s College www.rsgc.on.ca

Havergal College www.havergal.on.ca

Tues., Oct.29, 2013

9:00am - 11:30pm

416-482-4724

Holy Name of Mary College School Sat., Oct. 19, 2013 www.hnmcs.ca Sat., Nov. 16, 2013

10:00am - 2:00pm 10:00am - 2:00pm

Hudson College www.hudsoncollege.ca

12:00noon - 4:00pm 10:00am - 12:00pm

Sat., Oct. 19, 2013 Fri., Oct. 25, 2013

10:00am - 2:00pm

Newton’s Grove School Please call for information info@newtonsgroveschool.com Our Kids www.ourkids.net

Private School Expos Halton-Peel Sun., Oct.20, 2013 Toronto Sat., Oct.26, 2013

TIME CONTACT INFO 8:30am - 11:00am 416-483-4835 8:30am - 11:00am 9:30am - 11:30am 8:30am - 11:00am

416-533-9481

St. Michael’s College School Tues., Oct. 22, 2013 www.stmichaelscollegeschool.com Wed., Oct. 30, 2013

7:30pm - 9:30pm 8:30am - 11:00am

416-653-3180

905-891-1890

The Linden School www.lindenschool.ca

Fri., Nov. 8, 2013

9:00am - 12:00pm

416-966-4406

416-631-0082

University of Toronto Schools www.utschools.ca

Sat., Oct. 19, 2013

10:00am - 2:00pm

416-946-7995

9:30am - 11:30am 4:30pm - 6:30pm 9:30am - 11:30am

416-488-1125

416-745-1328

Thurs., Oct. 17, 2013 Thurs., Oct. 24, 2013

Thur., Oct. 24, 2013 Upper Canada College www.ucc.on.ca Fri., Oct. 25, 2013

Waldorf Academy www.waldorfacademy.org

Grades 1-8 Wed., Oct. 23, 2013 4:00pm - 6:00pm Childcare, Nursery & Kdgn Sat., Oct. 26, 2013 10:00am - 12:00pm

416-962-6447

OCTOBER 2013 EDUCATION GUIDE TOWN CRIER

Friendships

exchange

come in the

Culture swap

BY ANN RUPPENSTEIN

uring one of the nights last spring when the Macmillans of Toronto were hosts to two teenagers from Branksome Hall’s sister school in Korea, the visiting exchange students prepared a traditional dinner for the family. “We were very honoured to have had a meal cooked for us,” says mom Janet Macmillan, whose daughter Kate is currently in Grade 10 at Toronto’s Branksome Hall. “They planned the meal from start to finish. “After many hours of preparing and cooking, my family was presented with a gourmet meal of Korean favourites. We tried everything, and were very impressed with the presentation and pleasure that the exchange students took in offering us the meal.” By taking part in Branksome Hall’s international student exchange program last year, Kate was able to visit South Korea for two weeks in March and attend the sister school on Jeju Island, then the Macmillan family got to provide a home for two girls from Branksome Hall Asia in part of April and May. “I really enjoyed the time in Seoul because there was a lot of traditional Korean architecture there as well as new modern buildings that interested me,” Kate recalls, discussing some highlights of her journey. “In Jeju, the school was amazing and the girls were all very nice, and I loved getting to know them and creating friendships there.” The aim of the school’s exchange program, which also sees students head to Australia, Bermuda, England, France, New Zealand, Scotland, South Africa and Spain, is to provide an enriching experience in another culture and broaden the girls’ perspective by helping them grow as individuals, become active members of new communities, make new friends and develop global understanding and awareness. “I thought it would be a great opportunity to see more of the world, because I’ve never been to Asia,” Kate says, thinking back to what made her want to take part in the trip. “A lot of my friends were going so I thought it would be a good chance for me to bond with them, and I was looking forward to meeting girls from my grade in another country and sharing some of my personal experiences with them and listening to some of their personal experiences.” The exchange to the new school on Jeju Island took place for the first time last semester. In addition to the group that came here in April and May, a second group of students from Branksome Hall Asia were in Toronto during the summer, but stayed at the school’s residence instead of with host families. The Toronto students attended classes for several days at Branksome Hall Asia, where they were easily integrated since most classes are held in English. The group also went on excursions in and around Jeju Island. Included were visits to a tea museum, a fishing area and rural markets. They also climbed up Mount Hallason, an old volcano and the highest mountain in South Korea. Even though the trip was full of new experiences for Kate, she also learned new things about Korean culture a little closer to home. “When the girls came here for a month I took them to Koreatown, which I had never been to before,” she says. “I also learned a lot about responsibility and selfawareness. “I learned how to be responsible for myself as well as take care of two other girls and give them a nice home and treat them fairly and respect them.” Having the girls in her home allowed her to get to know them on a deeper level. They enjoyed watching TV together and sharing comments, going out on walks and talking. “They really enjoyed meeting our family and being a part of the family,” Kate says, adding the girls’ interests were similar to her own: they all enjoyed TV, music, movies and books, as well as learning and being outdoors. “They loved talking with

18 18 EDUCATION EDUCATION GUIDE GUIDE TOWN TOWN CRIER CRIER OCTOBER OCTOBER 2013 2013

photos courtesy branksome hall

my parents and my brother and me, just playing cards or watching a movie or helping to cook dinner.” For mom Janet, her highlights of the experience included sharing information about their families, about Canadian and Asian schools, and also about Canada and South Korea, the island of Jeju and the city of Toronto. “We got to know the girls’ personalities as we shared information and experiences during our time together,” Janet adds. However, it’s the impact on her daughter she figures was most significant. “Not only did she have the rare opportunity to travel to another part of the world, but by living there and then hosting fellow students here, she experienced the sharing of cultures and a unique bonding with new friends,” Janet says. “The responsibilities and privileges of being a guest and a host have broadened my daughter’s understanding of the global community of education, which Branksome Hall stands for with its International Baccalaureate program. “She has benefitted from this experience in her confidence to travel to new places and meet new people and cultures. This was a perfect example of how experiential learning completes academic studies.” In addition to a bounty of lessons about local and global awareness, Kate says she also learned about communicating with girls who speak a different language, the importance of building strong relationships and how her tone and actions could be affecting other people. As a parent, Janet says her take-away from the exchange program is an experienced appreciation for the International Baccalaureate program and the benefits it offers students around the world. “It is crucial for our daughters to have an appreciation of how to work in the global market and take an active part in inclusivity in all aspects of their lives,” she says. Kate admits the exchange not only helped her gain a more global understanding, but she also sees a potential future abroad. “It increased my interest in working globally and studying abroad, and possibly even moving to different places around the world when I’m older,” she says, excitedly.

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Your perfect school ADD Centre World Cup Soccer and Olympic Gold by Lynda Thompson, Ph.D., C.Psych. AC Milan led the field when its Scientific Coordinator Bruno Demichelis decided his players needed the mental edge in 2006. He added neurofeedback training to the biofeedback he was already doing. Neurofeedback re-trains the firing patterns of neurons in the brain and allows for improved self-regulation of attention and emotions. The year after the Mind-Room initiative added neurofeedback to the players’ training, AC Milan won both the 2007 Champions League final and their first FIFA World Cup. Neurofeedback uses a brain-computer interface to reward certain brain patterns

such as those showing broad awareness or intense concentration. There is no reward if the brain waves show anxiety or tuning out. Healthy patterns and mental flexibility are strengthened. The ADD Centre leads the field in providing Neurofeedback in Canada. Bruno Demichelis had come to an ADD Centre professional workshop to learn neurofeedback techniques. These workshops, accredited by the Biofeedback Certification International Alliance are held twice a year for an international array of professionals, mainly doctors and psychologists including sports psychologists who have done bio-neuro-

feedback with Canadian Olympic teams. At the Vancouver Olympics, Alex Bilodeau won our first gold medal and said in an interview (Maclean’s magazine March 1, 2010) that the training decreased his tension and improved his focus. Neurofeedback training at the ADD Centre is available year round for clients who range from children with problems paying attention (ADHD, Asperger’s, LD) to athletes and executives who want better self-regulation skills and the mental edge enjoyed by world class winning athletes. For more information contact the ADD Centre at 416-488-2233 or check www.addcentre.com.

Appleby College Fascinating minds since 1911 At Appleby College, we encourage our students to discover and embrace their passions. Regarded as one of Canada’s leading independent schools, we are committed to providing an exceptional educational experience for students in grades 7–12 by blending academic excellence, athletic achievement and creative expression with opportunities for leadership and community engagement.

Coeducational by design, Appleby’s 750 students, representing more than 35 countries, receive the highest quality learning experience with 95% of graduates accepted into their university and program of choice. Recognized for our commitment to global education with a strong focus on languages and global issues, Appleby offers the Appleby College Diploma with

Distinction in Global Leadership that supports an understanding and appreciation for diversity of cultures and perspectives. To explore all that Appleby has to offer please contact Matt SheridanJonah, Executive Director, Admissions, at (905) 845-4681 ext. 169 or mjonah@appleby.on.ca. For more information please visit www.appleby.on.ca.

De La Salle College “Oaklands” Enter to learn. Leave to serve. Open House: Oct. 16, 2013 (7–9pm) De La Salle College “Oaklands”, founded in 1851, is an independent, Roman Catholic, co-educational university preparatory school. The school offers programs for students from Grade 5 to 12. The College offers an advanced liberal arts curriculum, which is enhanced by a variety

of extracurricular programs, enabling students to develop leadership skills, self-confidence and a sense of social responsibility. Our graduates go on to be scholars at some of the finest universities across the country and around the world. The school is accepting appli-

cations for grades 5 through 12 for 2014-2015. For more information or to arrange a tour of the facilities, please contact our Office of Admissions: (416)9698771. www.delasalleoaklands.org

Havergal College Preparing young women to make a difference Behind the ivy-covered walls of Havergal College, girls develop into extraordinary young women with inquiring minds, global capability and selfawareness. A Havergal girl is encouraged to investigate and explore the world around her while discovering her own unique capabilities. She is not afraid to

ask questions and take risks. She is an excellent communicator who is adaptable and confident. She balances a variety of opportunities while living her life with passion, knowing she possesses the academic and life skills to make a difference and be effective anytime, anywhere and with anyone. As an Old Girl, she will join our con-

tinuum of 8,000 alumnae who are networked to each other and to the world. To experience the Havergal difference, book a visit to our beautiful 22acre campus. Encourage your daughter to discover the joy of being a girl! Contact Admissions: 416.482.4724, admissions@havergal.on.ca or visit www.havergal.on.ca.

OCTOBER 2013 EDUCATION GUIDE TOWN CRIER

Your perfect school Holy Name of Mary College School Inspire your daughter Holy Name of Mary College School is an independent Catholic school for girls in grades 5–12. At HNMCS we have a culture of achievement that develops the individual capacity of every girl. Our curriculum is tailored for girls who are given every opportunity to develop and excel in the way they learn best. It is no wonder that research reveals that graduates from all-girls schools achieve greater academic success, have

more self-confidence and develop stronger leadership skills. All leadership roles are filled by girls. A unique compilation of academic excellence, athletics, the arts, outdoor initiatives, and co-curricular activities provide countless opportunities for leadership and enriching experiences for girls to develop their voices as leaders. We treasure our affiliation with St. Michael’s College School that balances

the benefits of single gender education with co-ed activities such as theatre arts, symposiums, co-curricular activities, social justice initiatives, field trips and social events. Come and experience the transformative power of an all-girls education at HNMCS in a distinctly Catholic school community. For a private tour please email admissions@hnmcs.ca. (www.hnmcs.ca)

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 JK 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

Newton’s Grove School More than your average public school for less than your typical private school For 35 years, as Mississauga Private School and MPS Etobicoke, we’ve delivered an excellent education to every student in our care. Now as Newton’s Grove School, we continue to embrace the best in traditional and cutting-edge education in a partnership between student, parent and teacher. Students achieve individual excellence through traditional values: self-discipline, hard work, accountability and persever-

ance, learned in a dynamic, interactive, progressive environment. A challenging, structured, skill-based academic program stresses written and oral communication, problem solving, critical thinking and analysis, and mastery of the fundamentals. A high engagement program of arts, music, drama, computers, physical and extra-curricular activity, provides a holistic education. Our new, custom-designed campus has a bigger

school library & resource centre, science and computer labs, a full size double gym/training facility, soccer field and softball diamond, music room/studio with individual practice rooms and a multi-use eat-in cafeteria-theatre. Newton’s Grove School moves to 140 Queen’s Plate Drive in the 2014/2015 school year. Language of instruction: English. Uniforms required. Class size: 12–18 students.

Our Kids Our Kids Private School Expo features top-ranked schools Whether or not you have decided on sending your child to a private school, a visit to the Our Kids Private School Expo is an exceptional tool parents. Hosted by Canada’s trusted source on private schools, the Our Kids Expo is your best opportunity to get a real look at the education options available to your child.

20 EDUCATION GUIDE TOWN CRIER OCTOBER 2013

Meet with 100+ of the very best private schools, speak with education experts, and decide on a school that your child will thrive at. “I am so happy I came here. The expo really opened my eyes about the variety of schools available. I had a really hard time finding information on my own. This event

saved me so much time.” – Elina Mer Give your child a top-ranked education. Attend the Our Kids Private School Expo in Halton-Peel on October 20th, and in Toronto on October 26th. Please visit www.SchoolExpo.ca for a list of exhibiting schools and to get your 50%-off family admission voucher.

Your perfect school 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 opportu-

nity 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 416-425-6062 (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 commu-

nity 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, responsibility 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.

Founded on the principle of academic excellence, one hundred percent of the school’s graduates achieve university admission, and students are among the top achievers in provincial and national competitions in languages, mathematics, sciences and robotics. The Junior School (Grades 1 to 6), Middle School (Grades 7 to 9), and Senior School (Grades 10 to 12) are dis-

tinct but interconnected communities that work together to create a supportive environment and exceptional school spirit. St. Clement’s girls are also involved in plenty of opportunities outside the classroom — from sporting events and arts performances to House Day events and student-run clubs. Learn more at www.scs.on.ca.

St. Clement’s School Academic excellence St. Clement’s School is an independent, university preparatory day school for approximately 470 girls in Grades 1 to 12. Reflecting the School’s mission of developing outstanding women who are intellectually curious, courageous and compassionate, each student is encouraged to pursue her academic and personal goals with passion and confidence.

St. Michael’s College The leader in Catholic boys’ education Founded in 1852 by the Basilian Fathers, St. Michael’s College School offers an enriched, Catholic, liberal arts programme that prepares young men, Grades 7-12, for university and to carry on as leaders in their communities. The school offers a demanding curriculum that is complemented by faith development, leadership opportunities and a diverse array of co-curricular

activities. Its property features a campus-wide wireless learning environment, modern research tools, electronic study aids, as well as first class athletic, art and music training and performance facilities. Each year, over 95 per cent of St. Michael’s graduates are accepted at their university of first choice; approximately half of these graduates are rec-

ognized as Ontario Scholars. Open Houses will be held on October 22nd and October 30th, 7:30-9:30 p.m. For more information or to register to attend an Open House, please contact Marilyn Furgiuele at 416-653-3180 Ext. 438 or furgiuele@smcsmail.com, or visit www.stmichaelscollegeschool.com.

OCTOBER 2013 EDUCATION GUIDE TOWN CRIER

Your perfect school The Linden School Where girls find their voice Founded in 1993, The Linden School continues to offer a rich learning environment where girls consistently develop remarkable levels of confidence. Linden’s dedica ted and inno -

vative teachers provide a variety of empowering experiences which ensure meaningful connections are made — between the academic program and the outside world and to

one another. The strong relationships Linden girls develop with their teachers and peers generate a strong sense of belonging throughout the school community.

University of Toronto Schools Outstanding students, stellar staff 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 high-achieving students the chance to study in the company of outstanding peers, guided by a stellar staff of highly-qualified teachers. A special-

ized curriculum and a unique learning environment encourage creative interests, physical activity and a sense of social responsibility as well as providing myriad co-curricular pursuits and leadership opportunities. UTS graduates are admitted to highly selective colleges and universities in

North America and beyond, many on scholarships. UTS is renowned for educating generations of outstanding graduates including two Nobel Laureates, 20 Rhodes Scholars and numerous leaders in commerce, industry, academics, the arts, sports, government and public service.

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 offers rate at the country’s and world’s most prestigious post-secondary institutions. Financial assistance available beginning in Grade 5. www.ucc.on.ca/Admission

Waldorf Academy A passion for the art of learning Waldorf Academy, near Casa Loma in downtown Toronto, offers an education that ignites a passion for the art of learning. The curriculum nurtures and challenges students with a comprehensive academic, artistic, cultural, physical, practical & moral education. At the same time, it respects & works with the developmen-

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tal stages and students’ unique learning styles. At Waldorf Academy, dynamic, committed teachers lead students on a path to becoming responsible, independent, free-thinking individuals. The grade school curriculum integrates mathematics, science, literature, history, geography and two languages — French and Chinese —with outdoor

education and the arts, including music, drama, movement, handwork, woodwork, painting and drawing. Daily, extended Main Lesson periods allow students to explore academic subjects in depth. Graduates experience a smooth transition into independent and public high schools. www.waldorfacademy.org