Journeys Fall 2017

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MOVEMENT THAT MATTERS KIDS WHO ARE ALLOWED MORE TIME FOR PLAY LEARN BETTER AND LIVE BETTER

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On The Cover With piercing blue eyes and a smile as wide as goal posts, sixth grader Sally J. effortlessly took to the ropes course during the photoshoot! We partnered award-winning photographer Scott A. Woodward to capture one of the mostloved facilities at SAS. The high ropes course is located on the hillside behind the stadium field and is used in middle school and high school as part of the physical education curriculum. Read more about why it’s important that children make physical activity an integral part of their lives, on page 11.

Online https://www.sas.edu.sg/journeys

Editorial team Kyle Aldous Kinjal Shah Vanessa Spier

Design team Haziq Hairoman Amos Ong

Communications interns Christine Chung, Class of 2018 Sarah Lin, Class of 2018 Atharva Naik, Class of 2018 Sasha Quinlan, Class of 2018

Contact communications@sas.edu.sg

Connect

Š 2017 Singapore American School All rights reserved.

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CONTENTS 01

The Power of Relationships

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A Day in Chinese Immersion Hubs

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Captivating Classrooms: Gamelan Studio

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Classroom Without Walls: Building Connections

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Then and Now: Technology

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College Counseling at SAS

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Five Minutes with Mr. Jason Adkison

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Alumni: The First Year of College

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Word on the Street

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Alumni: From Israel to Singapore to Costa Rica

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Relationships and Healthy Development

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The PTA and Booster Club Welcome Back Barbecue

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Pointing the Way to the Future

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Notable Mentions

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Alumni: Forging a Frogman

Featured 37

When Education is a Matter of Life and Death

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JOURNEYS III

The Power of Relationships By D r. C H I P K I M B A L L Superintendent I believe in the power of relationships. I always have.

That belief was reinforced when some profoundly important relationships changed the trajectory of my life. While I’ve had some great experiences and a phenomenal education, there have been times when I was lost, lonely, broken, and lacked direction. Those seasons in life are really hard, and it was healthy relationships that pulled me through.

In the end, the most influential part of my life isn’t about what I studied or where I’ve been, but rather I have been most influenced by the relationships in my life, past and present. To be truly known, and to truly know others, is one of life’s greatest gifts.

feel safe and connected to individuals and activities in the life of the school, they are more likely to learn at high levels and experience personal success. Let me say it again. When our students are emotionally supported at school, they learn better.

My understanding of how much relationships can positively or negatively influence one’s life ultimately drew me to education as my life’s work.

Learning is best realized in a relational context.

Period. Said differently, kids learn better when they are learning with each other, and when they have relationships with adults based upon trust and deep care. This is a foundational building block of what we believe at SAS, and one of the differentiators of our school.

Extraordinary care has long been part of the fabric of our school, but we are more strategic than ever about dedicating our resources—including, and especially, time—to ensure student success in the social-emotional realm. I’m periodically asked about the trade-offs when we spend precious time building connections for kids. The relational investments we make are very purposeful—to create the conditions where students can learn most effectively. The investment in time for building relationships is actually an investment in learning.

Maslow’s hierarchy of needs shows us that humans require physical needs and safety needs to be met first, and psychological needs must be met second, before higher-order needs can be met.

In a school context we know that when those basic needs are not adequately met, students cannot learn. Research shows that if a student doesn’t find a productive way to build relationships with other students and adults in school, their learning is put at risk, and further, they are at risk of participating in other risky behaviors. Alternatively, when students 1

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When we published our strategic plan just over a year ago, we emphasized pastoral care as an essential component of the plan. We’ve been making great strides putting systems in place so that we can know and care for every single student on our campus. I am proud of the work that is underway and there is more to be done.

Many SAS students are already developing the social-emotional skills to be resilient, successful adults who contribute positively to their sphere of influence. They do this through their classes, participation in extracurricular activities and service, interactions with their families, and relationships with teachers and peers. But for some students, classes and activities are not enough, so we are putting safety checks in place through advisory and homerooms, through the house system in

“The greatest factor that determines life

satisfaction is not wealth or academic success but emotional health as a child.”

— Richard Layard et al, What Predicts a Successful Life? middle school and high school, and through new investments in counseling support. Our professional learning communities also help our teachers work together so they collectively know our students well as learners, and together they support and extend their learning as individuals.

In terms of what we are putting in place, we have adopted evidence-based practices in every division.

From Responsive Classroom in the elementary school to Core Social Emotional Learning Competencies (CASEL) in middle school, to a variety of vetted advisory resources in high school, we are creating dozens of new opportunities for building healthy and trusted relationships.

When we look at our desired student learning outcomes for our students, many of the skills required for students today extend far beyond traditional content knowledge that we have so beautifully delivered on. The skills students are developing not only enhance their social and emotional well-being, they also emphasize character and enhance skills in collaboration, communication, creativity, critical thinking, and cultural competence.

Over the past two years, I participated in a high school advisory with principal Dr. Darin Fahrney, culminating in the graduation of our seniors in May. Graduating those seniors was quite special for me. I was so proud of them after seeing them learn and grow over the past two years. I had heard the stories, I had seen the bad days and the good days, and I say with confidence that those students were known.

I now share an advisory group of freshmen that we will work with until they graduate in four years.

In the first days, I was nervous just like they were, but on that very first day, I was reminded of how incredible our kids are. Sometimes they are goofy and other days they are serious, but each one of our students comes with gifts and challenges that we will explore together over the next four years.

I imagine seeing them cross the stage in 2021, and I know unequivocally that those will be some of the most meaningful student relationships I will have at SAS. Regardless of who students are, introvert or extrovert, academic or artistic, a long-time resident or brand new to Singapore, we know that being known is critical to their success. We are wired to be in a relationship with one another, and we are healthiest when productive relationships are part of our life. At SAS we are committed to fostering these relationships, creating a foundation for students that will serve them the rest of their lives.

Our strategic goal, pastoral care, is designed to make sure every single student has a connection, that every student is known and cared for, and that every single student has the best opportunity for learning as a result of the trusting relationships they have inside SAS. When we do this well, we know that our students will not only learn more effectively, but they will be fully equipped to positively impact others after they leave SAS. And as professionals, we know that we will have not only served our students well, but in many cases we will have positively changed the trajectory of their life.

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Gamelan Studio

Walk into the gamelan studio at SAS and you’ll find yourself in a whole new world of music! The gamelan (a traditional Indonesian music ensemble) program was first offered to SAS students in 1996 through Lasalle College of the Arts. It allowed students to explore regional diversity through different ways of learning and creating music.

In 1998, a gamelan set was commissioned especially for SAS. Hand-crafted in Indonesia’s cultural capital Yogyakarta, the set was shipped to SAS and today sits in a room of its own. Students from kindergarten through fifth grade learn Javanese gamelan and aspects of Sundanese performance as part of a spiral curriculum which introduces a variety of styles and concepts. Can you imagine being a part of this unique experience, learning Indonesian music and folklore?

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As you walk in, remember to leave your shoes at the door. And show your respect for this group of musical instruments by moving around them and not stepping over them.

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Typically, the gamelan ensemble has around 15 musicians. The SAS gamelan studio caters to a class of approximately 22 students, so every child can play a part. The room has multiple sarons which are struck with a tabuh (mallet), and provide the core balungan (melody) in the gamelan ensemble.

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The gong ageng is the tallest instrument and the spiritual leader of the ensemble. When the final gong rings, students stop playing until all vibrations fade away.

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Come on in and try this huge kendhang (drum). Usually it’s for the leader to control the speed of the song. Students, familiar with aural signals, join on cue and play for several minutes until the teacher begins to slow the tempo indicating the end of the piece is near.

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Then 1981

Even back in the 80s, SAS emphasized offering students the latest tools and resources to enhance learning. In 1981, the school purchased five computers. Students were able to tap into innovative technology and receive formal training in computer science and programming, and basic programming languages. They were later able to explore word processing, spreadsheet, database, and paint and draw applications.

The computers used floppy disks for viewing various types of content and did not have access to the internet.

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Today, SAS is a transformative Apple Distinguished School with a clear vision for how technology-rich environments support learning goals. Elementary school students starting kindergarten have an iPad outfitted with a suite of core apps that becomes a scaffold for learning.

The 1:1 laptop program in middle school helps students harness technology to learn in meaningful ways. In high school, faculty leverage technology across the curriculum to best meet the needs of all students, offering opportunities to maximize their learning, creatively express themselves, and prepare for success after SAS.

Now 2017

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Feeling inspired to replicate a Mr. Hoe classic at home? Find the full recipe at www.sas.edu.sg/recipe.

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By SASHA QUINLAN Communications Intern

He has dabbled in teaching high school history, AP Capstone classes, and is now a big part of the Catalyst program. Coach, teacher, and friend, Jason Adkison is a much-loved personality here at SAS.

What is your favorite dish?

Honestly, I am super easy. I love all of the ethnic foods around Southeast Asia. Give me a curry...as long as it’s vegetarian, I’m happy.

What’s your favorite restaurant?

Here in Singapore I enjoy going to Original Sin, and getting a good pizza. One of my favorite vegan places, now in People’s Park, is a Chinese family style place— all vegetarian.

You coached soccer at SAS. Do you watch and support any soccer teams?

I love the program here. I am a very big supporter of local programs, as well as local teams back in the US. Where I grew up (Florida), I support a lot of teams.

I am also a big follower of the US men’s and women’s national team.

How long have you worked at SAS? I am starting year 12. I was in the social studies department until recently, when I slowly transitioned into my role last year, which was with the AP Capstone program as well as Catalyst. In my first couple of years I taught world history and a course that is now extinct, called Modern Asian Perspectives. It was a fun course that I developed here at SAS.

What do you enjoy about working with high schoolers?

I just co-taught a class of AP Seminar kids.

I think it’s just about relationships. Even though it was my first time in there, I like to give them high fives, making sure they know I have their backs. Being in a classroom with students constantly is definitely something I miss.

Tell us a bit about your family.

My wife Erika is an art teacher in the elementary school. I have three boys and the eldest is in fourth grade. I have a second grader, and my youngest son is in pre-kindergarten.

What is your favorite memory at SAS? So many great memories! One that comes to mind, of course, is being a soccer coach for so long, and walking off the field as champions.

There is something you can’t take away from that feeling. Four-time gold winners! Having taken a step back from the program this year, I hope they keep that tradition. I personally think this school has always been very progressive, always thinking about what to do next. I really believe that we are doing a lot of great things and I’m happy to be a part of that.

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t n e m e v o M THAT MATTERS By KINJAL SHAH Communications Writer

Kids love their monkey bars, hopscotch, a little bit of fun, and dance.

But, there are only so many hours in the day and school’s supposed to be about learning.

Is recess important?

Do we really need to make time for play?

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Jump. Skip. Run. Play. Get on your feet. Just move!

The Singapore American School Instagram feed is ripe with teachers showcasing down time between lessons. Kids breaking out into a song and dance; short, quick brain breaks; a move and freeze game—all contribute towards movement.

Movement that matters.

The underlying belief is: if you move well, you think well. Feel well. And live well.

Every major health organization from World Health Organization to the Center for Disease Control, and even United Nations Educational, Scientific, and Cultural Organization (UNESCO) recommend that students get at least 60 minutes of daily physical activity.

Whoa! Really? Sixty minutes of play?

If you find that unbelievable, get this: schools in Finland offer students a 15-minute break after every 45 minutes of classroom time. During this break, students are almost always encouraged to play outdoors.

A recent article in The Washington Post talks about how sitting for longer than about 20 minutes causes changes in the physiology of the brain and body, robbing the brain of much-needed oxygen and glucose, or brain fuel. The brain essentially just falls asleep.

In most parts of the world, kids today spend their free time using technology.

Interestingly, this leads to challenges within the classroom because children are not moving their bodies. At least not enough for it to make a difference and stimulate their brain cells.

Usually people do not see movement as a top priority in children’s lives and education.

There is increasing pressure to cram more instructional time into one school day in an attempt to increase learning and boost scores, slowly shortening recess time. But, if holistic education is the goal, movement must be an integral part of the the offering.

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JOURNEYS 10

KIDS ARE BUILT TO MOVE How many kids can sit for hours at a desk laboring over lessons and homework?

Even though it may seem counterintuitive at first, longer time on task doesn’t make for better results. To the contrary, it only leads to faster and greater burnout.

If you give children time for unstructured, outdoor play, you hit the reset button— an amazing tool to re-stimulate those brain cells to focus. This down time helps to break the day into shorter sessions, allowing kids to take the pressure off and thrive in an environment where the mind-body connection can flourish.

“Physical activity is cognitive candy,” says developmental molecular biologist Dr. John Medina. Exercise boosts brain power. This presents a huge opportunity for and drawbacks suffered by students who don’t get enough exercise.

According to third grade teacher Gary Gray, “Allowing exercise and movement throughout the school day makes students less fidgety and more focused on learning and building friendships. Students find a more positive outlook on learning and enhanced attention to detail, and generate a buzz for all subject areas.”

“As a teacher, I find that flexible seating, song and dance, and frequent energizers improve student on-task behavior. Every morning we like to sing songs and dance.

At the beginning of the year, we practice a classroom morning song and routine and try to start our day with movement. This is often followed by our morning meeting that involves an active greeting, sharing, and activity that normally involves kinesthetic learning,” he adds.

Play is also linked to improvements in academic skills, classroom behavior, healthy emotional attitudes, and better adjustment to school life. The case for children doing something physical every day is growing. Jenny Seham of the National Dance Institute in New York City says she has observed for years the measurable academic and social results of school children who study dance. She notes the positive changes in self-discipline, grades, and sense of purpose in life that her students demonstrate.

the day I find that students get more energetic “ Throughout and need more time to jump, run, and play. During academic

lessons, I try to incorporate quick and fun energizers that last a few minutes. These quick games or activities offer moving, laughing, chanting, or more dance. They can also generate more awareness to students’ five senses.”

Gary Gray, third grade teacher

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track and field, baseball, softball, soccer, and rugby

air-conditioned gymnasiums

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HIGH-ROPES course

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outdoor covered play areas

THE EAGLE WAY Regularly scheduled movement breaks throughout the day and movement used within and between lessons results in better-behaved, more engaged students who can more easily focus on and retain what they are supposed to be learning. Educational activities occurring simultaneously with physical movement influence academic achievement.

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Many of our classrooms at SAS have flexible seating which gives students another opportunity to stay active. Flexible seating allows students to burn more calories, increase motivation, and improve metabolism and core strength.

There are steppers, balance boards, exercise balls, soft mats, and floor peddlers inside classrooms. These tools not only keep students engaged, but also help the teacher with classroom management.

The new flexible learning spaces are designed so that opportunity for movement is maximized even in a classroom setting. It helps boost language development, problem solving, risk management, and independent learning skills.

The physical education program at SAS is a robust program designed around the philosophy of lifetime activity. Physical education classes cover a variety of athletics and help students learn the value of daily exercise. Students apply concepts like collaboration, communication, and character as they learn to play different cooperative games.

1,000 -seat stadium

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swimming pools

Purpose-built facilities encourage students to play sport and adapt to a healthier, well-balanced lifestyle.

All we need to do is move.

an indoor

CLIMBING wall

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JOURNEYS 12

13 JOURNEYS

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By KINJAL SHAH Communications Writer

Play life to the fullest.

Henry F., fifth grade

This is Eagle country.

Dr. Darin Fahrney, high school principal

You are cute!

Life is art.

Amelia A., pre-kindergarten

Elliott C., preschool

The world is a book, and those who do not travel read only a page.

Daniel Gach, elementary school teacher

Be surprised!

Game on!

David Huang, eleventh grade

Sophia L., fourth grade

Improbable does not mean impossible.

Darlene Poluan, Quest advisor and high school teacher

A unicorn doesn’t stand around worrying about what others think. It just sparkles!

Martha D., seventh grade

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Always learning.

Jahaan S., eighth grade

What’s your story?

The bonds of friendship. The mentorship of teachers and staff. Memories made in moments big and small.

The learning that shines through perseverance.

Every interaction, every pursuit, every class, and every activity at SAS weaves the fabric of our community to make us who we are.

We want to celebrate all things SAS. Share your story with us, and we may share it with our community online or in Journeys.

Connect with us at communications@sas.edu.sg and help us tell the story of what makes SAS a special place.

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JOURNEYS 16

Relationships

Healthy Development

What’s the connection?

By D r. J E F F D E V E N S High School Psychologist

As research shows us and children tell us, the role of relationships is key—inside the classroom, or outside, between friends, teachers, or families, relationships are the glue that sustains student growth and success.

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“I’m concerned when kids grow up with affluence because there’s often a lack of opportunities for hardships which are necessary for developing character…”

These sentiments, shared by retired Navy Seal Andy Stumpf, were part of a presentation given to SAS students on the topic of leadership. With stories from his years as a Navy Seal including Basic Underwater Demolition Seals-Training (BUDS), deployments, suffering loss, and raising awareness and financial support for families of fallen soldiers, Mr. Stumpf spoke of the importance of goal setting, avoiding ego, perseverance, and teamwork.

As he dispensed pearls of wisdom, I reflected on the kids in the audience, wondering what challenges will they encounter and what sort of supports they need to face the future. I already knew part of the answer to my question. It was in my office in the form of a 160-page report titled Developmental Assets: A Profile of Our Youth.

As part of the ongoing work supporting our 2020 strategic plan of pastoral care, SAS partnered with the Search Institute to understand what factors, termed “developmental assets,” influence healthy growth among adolescents. For the past 20 years, the Search Institute has surveyed over three million youth about how they experience developmental assets.

Developmental assets consist of 20 internal and 20 external assets including support, empowerment, boundaries and expectations, constructive use of time, commitment to learning, positive values, social competencies, and positive identity.

The more assets teens have, the healthier outcomes they’re likely to experience entering adulthood.

What’s the glue that promotes and sustains all the developmental assets? Answer: Relationships. After decades of forming hypotheses, conducting surveys, crafting and rewriting definitions, analyzing data, and writing journal articles, Search Institute researchers and practitioners have arrived at a surprisingly simple conclusion: Nothing…nothing has more impact in the life of a child than positive relationships (Benson, 2010).

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The Search Institute has identified six areas for supporting healthy adolescent/adult relationships.

Seeing teens for who they are.

What does it mean for a teen to be seen by a teacher? A major national survey asked 15-yearolds, “When an adult gets you what are adults doing?”Answers include listening to them; being honest with them; showing up and being dependable; remembering earlier talks and recalling information in present conversations; laughing at their jokes; and setting higher standards. All of this is common sense, but it’s not always common practice. Educators and parents who are intentional about seeing kids produce some of the most engaging classes and vibrant young adults.

Providing opportunities for teens to move out of their comfort zones.

Challenging a teen to do something they’ve never done before, having every reason to be afraid, and yet encouraging them to step into the unknown provides opportunities for them to grow. The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy (Martin Luther King, Jr.). At SAS the unknown may include Catalyst projects, varsity sports, Advanced Topic courses, internships, student government, Interim Semester experiences, and a myriad of other school-related activities that allow kids to step beyond their comfort zones.

Helping teens cultivate a vision of their future self and connecting it to the present.

Who do teens see themselves becoming and what active steps are they taking to transform this into reality? Teens tend to project their current status as static or fixed. The challenges parents and educators face include helping kids plan ahead, forge a path, and embrace the uncertainties.

This involves helping children understand that the choices they make today will affect who they become tomorrow.

Providing emotional care.

Teens don’t care what adults know, until they know that adults care. If schools aren’t intentional about supporting emotional wellbeing and creating a culture of empathy and concern, then kids

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won’t have healthy relationships, no matter how intentional schools are about promoting academic pursuits. Relationships and emotional care are not a means to an end—they are the end! When schools focus on cultivating hearts, kids thrive in all areas, including academics. This is true for adults as well. Schools must be intentional about fostering a caring school climate that extends well beyond the books, tests, and projects.

Having teachers who acknowledge, “We’re on this journey together.”

Do kids have an awareness that their teachers are getting something healthy from their interactions with them? Think for a moment about your most memorable teachers. Chances are these individuals were much more than content experts. They too were learners on a journey with you. They talked about their lives, shared parts of their adolescent/ adult experiences, invited you to laugh at and with them, and made you feel like you were filling part of their need for humanity. Psychologist Carl Jung notes, “One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings.” The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.

Increasing the autonomy of the young person.

Are schools providing an increasing youth voice to make choices and determine their outcome and autonomy? In education circles, this is termed individualized learning. What active steps are schools taking to provide teenagers with opportunities to demonstrate knowledge in a myriad of ways, beyond traditional educational practices? Herein lies the difficulty. How much foundational knowledge is necessary before allowances are made for individual exploration?

Increasingly this question is being asked in education circles. A challenge schools face is determining what the foundation will be prior to individual exploration. These are often spirited discussions involving students, parents, educators, administrators, and the greater community. What’s becoming increasingly clear is schools that don’t make allowances for individualized learning are being relegated as antiquated, industrial, and lacking innovation.

Why do relationships matter?

I sometimes work with students who attempt to harm themselves. Sadly, it’s a part of the work I wish I didn’t have to address, but I do. Suicide is the third leading cause of death among persons ages 10 to 14, second among persons ages 15 to 24. As I listen to teens stories of pain, hurt, and heartache, I often wonder, “What’s the ‘glue’ sustaining them?” That is, who are the people in their lives that are helping them stay safe for now? I ask this because I know what it takes to help keep kids safe. The National Longitudinal Study on Adolescent Health surveyed more than 90,000 students in grades nine through 12 and found that a student feeling of connectedness was the number one protective factor against suicidal behavior. Parents, who are those individuals in your child’s life supporting their sense of connectedness?

As a school community, we’re committed to supporting and sustaining a caring school climate for all stakeholders. Relationship building isn’t a program; it’s a mindset. It’s about being intentional in the ways we serve hearts and minds. This is a dynamic process, one requiring continual cultivation, care, and concern.

A feeling of connectedness was the number one protective factor against suicidal behavior.

—National Longitudinal Study on Adolescent Health

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alk. Talk. Talk. Talk. p. Snap. Snap. Sna y. Study. Study. Stu Text. Text. Text. Te alk. Talk. Talk. Talk.

Snap. Snap. Snap. S udy. Study. Study.

The Mayhem of Multitasking By KYLE ALDOUS Director of Communications

Any ardent fan of multitasking will tell you that accomplishing so many tasks at once brings a sense of pride. But is it all in the head?

Kyle Aldous, director of communications at SAS, debunks the myth of multitasking.

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It’s Tuesday night and it’s time to get some homework done...

7:00 p.m.

Sit down to begin Mrs. Began’s Molecular Biology homework.

You’re going to dominate this assignment. Nothing can stop you now.

7:01 p.m.

Your phone vibrates. You better check it, in case it’s something important.

A text about a math assignment from Mr. Skimin? You better respond.

7:02 p.m.

Incoming Skype call from another friend. Well, you can’t ignore your best friend. Take the call. It looks like there’s something pretty crazy on Snapchat right now.

7:07 p.m.

Turn on Spotify—it’s hard to do homework without a little background music, right?

7:08 p.m.

The phone vibrates again. It’s a text about basketball practice.

Better hop on Whatsapp and pass the info on.

7:12 p.m.

Look back at the assignment from Mrs. Began.

7:15 p.m.

Open up another window and pull up Netflix. (insert almost six hours of relatively similar activity)

12:30 a.m. Mom comes down and says you really need to get some sleep.

Perfect timing, you just have one last question to finish up before calling it a night.

Overall, it was a successful night. Not only did you get your homework done, but since you’re so good at multitasking you did all of these things too:

• Texted back and forth with 13 different people.

• Had three Skype calls.

• Caught up on two episodes of House of Cards.

• Scrolled Instagram.

• Kept seven snap streaks alive.

• Listened to the new Imagine Dragons album.

• Ate an entire bag of Cool Ranch Doritos.

Solid evening, right?! The old adage “to do two things at once is to do neither” doesn’t apply to you. You just got eight things done almost concurrently. Boom!

This example may come from a student perspective, but let’s not kid ourselves that this applies only to the rising generation. As I write this article I can feel the pull of my inbox, several texts have popped up, and I’m tempted to just quickly check ESPN. In fact, many working professionals boast of their ability to multitask on their resumes. (Quick resume tip: remove this bullet item from your resume now.)

Multitasking is that seductive siren beckoning you to “be more productive by doing more with each minute.” Why just do one thing when you can do two, three, or four things all at once? The word itself, with its grossly misinformed definition is

where our problems began over 30 years ago. The word multitasking was originally created to describe the work of early computer processors. Computer processors were completing tasks so rapidly that it seemed like they were doing them all at the same time. The truth is that even computers do not engage in simultaneous work. They engage in extremely fast “task-switching.”

We are exactly the same. We cannot actually focus on two tasks at the same time. Like our CPU counterparts, we also engage in task-switching but we do it wildly slower than a processor and we run a far greater risk for error.

A 2009 Stanford University study found that “heavy media multitaskers performed worse on a test of task-switching ability, likely due to reduced ability to filter out interference from the irrelevant task set.”

Ironically, those who engage in attempting multitasking more frequently are actually worse at it.

Clifford Nass, a Stanford communications professor, and one of the researchers involved in the study said, “the research is almost unanimous, which is very rare in social science, people who chronically multitask show an enormous range of deficits.

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multitask all the time and people who rarely do, and the differences are remarkable. People who multitask all the time can’t filter out irrelevancy.

They can’t manage a working memory. They’re chronically distracted. They’re even terrible at multitasking. When we ask them to multitask, they’re actually worse at it.”

While many mistakenly believe in their multitasking abilities, the greater lie we tell ourselves is that when it comes time to actually focus we know exactly how to flip the switch and move into an intensely focused state.

Professor Nass said, “The people we talk with continually said, look, when I really have to concentrate, I turn off everything and I am laserfocused. And unfortunately, they’ve developed habits of mind that make it impossible for them to be laser-focused. They’re suckers for irrelevancy.

They just can’t keep on task. Our brains have to be retrained to multitask.”

In essence as we continue our pursuit of multitasking we are training our minds to have a shorter attention span and develop an inability to deeply focus. Coincidentally, these are two of the often-cited indicators of someone diagnosed with attention deficit hyperactivity disorder (ADHD).

Professor Nass said, “Attention deficit is a bit of a misnomer. Pretty much everyone has the same amount of attention to allocate. It’s where we allocate it. And what people with attention deficit do is they spread their attention over what we would call an inappropriately large span of stimuli, whereas non-attention-deficit people focus.

That’s exactly what multiple media and multitasking train you to do, spread your attention.”

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There is much research left to be conducted in the field but the initial findings are troubling. The lure of multitasking is so powerful that many people literally retrain their brain to operate more like someone with ADHD under the mistaken pretense that they are being extremely productive or efficient in their work. This is even more dangerous when you consider the fact that many of today’s youth are jumping into this method of work at earlier ages than ever before.

At the 2014 UK Girls’ Schools Association annual conference, Dr. JoAnn Deak, a 30-year education and child psychology specialist, made the following remarks: “The more developing minds do this the more it stimulates parts of the brain associated with pleasure. Activities that do not involve rapid and repeated switching between tasks—such as listening to a teacher talking—become boring, while those that do become sought after. We’re creating a generation of minds who have extreme difficulty dealing with long-term input. Anything that isn’t multitasking is perceived as boring.”

Just in case you’re still thinking that it doesn’t really matter and that your performance so far hasn’t been impacted, think about this: a University of London study found that multitasking led to a 10-point drop in performance IQ. That is twice as much as someone smoking marijuana.

THE ANSWER Multitasking is technically impossible, can lower IQ, and actually results in decreased productivity—yet we continue to pursue it with maddening intensity.

What can we do to get ourselves back on track?

We might also consider reframing the importance of the work we do. Would you want your surgeon multitasking during surgery? Or would you want your surgeon multitasking while in medical school?

In his book Deep Work, Georgetown professor Cal Newport makes several suggestions to help those lost in pursuit of multitasking glory to get their minds and schedules back in a place where true productivity can thrive.

We may not all be surgeons, but it doesn’t mean that your work is not important. We each engage in important work, are part of important relationships, and are asked to do things that bring value to others. When you understand how important your work is you may begin to reconsider the type of effort you are offering.

Stick to the Schedule Newport suggests blocking your day off in 30-minute increments and then sticking to the schedule. If you think it’s going to take an hour to complete Mrs. Began’s MoBio assignment, then block it off and let nothing interfere. Then schedule time for social media, shopping, hanging out with friends, etc. You don’t necessarily need to stop scrolling Instagram, but you need to isolate its power over you. Instead of spending 10 minutes here and there, effectively destroying any shot at focusing on a task, you block off 30 minutes or an hour to do all of your social media in one swoop and then you move on completely and wholly to the next task.

Keep a Compelling Scorecard Often we get lost in a mad dash to do as many things as we can and forget to determine what the most important things are. When you understand what you’re trying to accomplish and exactly how you’re going to measure it, you will be less inclined to simply do more and you will be more apt to focus on the right projects and tasks.

Now, let’s reimagine our beginning scenario.

An hour is blocked off for homework. With no distractions, there are fewer mistakes and the information is retained better. Next up, several hours talking with friends—but imagine how a relationship might grow when you know the other person is fully invested in you and you are fully invested in them. With an hour scheduled for social media, you make your way through multiple feeds, offer engaging commentary, and post your own content as well. Lastly, you decide to watch a little Netflix which you can now fully enjoy because you have already methodically made your way through the evening, checking things off the most important things first. Even if it takes the same exact amount of time the benefits of focused energy are immense in relationship building, work output, and keeping your mind sharp.

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JOURNEYS 24

Pointing the Way To the Future

From kindergarten hubs to the high school Center of Innovation, spaces throughout SAS received a makeover this summer—offering glimpses into the SAS campus of the future and demonstrating how facilities can help us personalize learning.

Our facilities are a cornerstone of our systems that support learning, and something we consistently hear are a highlight of the SAS experience. While we’ve long had some of the best facilities of any international school in the world, we know that with our increasing direction to personalized learning, our spaces will need to be multi-functional, adaptable, and flexible as well.

As we looked for ways to incorporate collaborative, interdisciplinary spaces, natural light, indooroutdoor connections, and places for community, several design principles guided us in drafting our facilities master plan which will be finalized and publicized later this year.

Over the last year, teams of faculty, students, parents, board members, and an architectural team created several pathfinder projects—smaller scale projects that would allow us to experience in the short term the learning environment we eventually want to implement throughout the school—for more inquiry-based learning, collaboration, and interdisciplinary studies.

Completed in August 2017, our first pathfinder projects reimagined some of our spaces so teachers can make the most of these learning environments.

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KINDERGARTEN HUBS This flexible learning environment is just one part of personalized learning, complemented by a viable curriculum with clear learning targets—a nonnegotiable commitment that we hold dear. Each classroom hub houses two teachers, two instructional assistants, and their assigned groups of students.

These hubs enable teachers to develop meaningful relationships, provide a combined knowledge of students’ needs, and the ability to accommodate a broader range of learning styles to best meet the needs of each student.

As teachers help students acquire skills they need most for their future—our desired student learning outcomes of character, collaboration, communication, content knowledge, creativity, critical thinking, and cultural competence—students are engaged in meaningful ways so that they learn better than ever before.

CHINESE IMMERSION HUBS The Chinese language immersion program encourages students to work toward fluency while building the foundation for continued academic success. Opportunities are integrated into every moment, allowing students to gain a deep understanding of the language and truly become global citizens.

A hub of two full-curriculum kindergarten Chinese language immersion classes enables teachers to collaborate. Moveable walls and distinct learning spaces provide flexibility to best instruct and facilitate learning for these students.

The immersion program model is a 75/25 model, meaning 75 percent of daily instruction is in Chinese, with the other 25 percent in English (specials of art, music, PE, and English/language arts). Through it, students don’t just learn a language, they use the language for learning.

SIXTH GRADE CLASSROOMS Research shows that learning is amplified when it is collaborative and social, and working with others often deepens understanding. The middle school sixth grade hub allows the community to experience a learning environment that enables a more inquiry-based approach to education, flexible grouping and time, collaboration, and interdisciplinary studies.

The A-side classrooms and group room in sixth grade are combined to form a learning hub complete with two learning studios, a grand commons room, two smaller breakout rooms, and a science/ maker studio. The space accommodates 106 students, one-third of the sixth grade.

Students in 6A have advisory and Tri Time, are part of the house system, have learning support as needed, have the same lunch and break times, and take electives with all grade six students.

STUDENT LIFE CENTER Students learn more when they feel known, cared for, and connected to their school. The student life center—the living room of our high school—is designed to foster relationships, providing a place to recharge, receive and give support, and contribute.

With spaces well-suited for studying, club meetings, discussion, and celebration, the student life center is a central component of the high school experience. Our personal academic counselors have offices within the center for easy access to students and families who are seeking advice, as well as to those who just want to have a quick chat.

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CENTER OF INNOVATION The Center of Innovation is a hub for information, innovation, and impact, where students explore their interests in new and flexible ways. The innovators-inresidence program (including industry professionals, entrepreneurs, authors, makers, and interns) uses the space to drive rich learning and development through networking and mentorship. Backed by authentic guidance and real-world experiences, students take on Catalyst projects, Advanced Topic (AT) courses, the AT Research Capstone, emerging technologies, and global online learning opportunities and build build real-world competencies in communication, collaboration, critical thinking, creativity, and cultural competence.

An incubator of innovation, the center inspires the community to pursue passions and bring ideas to life. Housing flexible design areas, a prototype STEM lab, individualized makerspaces, meeting areas, and quiet spaces, the space encourages students to explore, ideate, innovate, prototype, and often, learn from failure.

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JOURNEYS 28

A DAY IN CHINESE IMMERSION HUBS 29 JOURNEYS

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By KINJAL SHAH Communications Writer

The kindergarten Chinese immersion program was launched this year with the goal of offering students language opportunities integrated into every moment, allowing them to gain a deep understanding of the language and truly become global citizens. Catch a glimpse into the lives of our Chinese immersion class.

For someone who’s never attended a language immersion class before, I was pretty excited to see what I would uncover as I entered the Chinese immersion hub at Singapore American School.

I reached the hub at 7:55 a.m. to see Zhang and Li lăoshī and Xi and Yan lăoshī preparing for the day. They were happy to have me and ran through their program for the day, letting me know that they will not be speaking in English at all for the rest of the day. I wasn’t quite sure how to respond to that. I speak six languages with proficiency ranging from native to fluent to rusty, but Chinese isn’t one of them.

I promised to be as invisible as I could to 29 curious four-year-olds, hoping I would not be a distraction.

One hub. Two teachers. Two instructional assistants. 29 students. 15 with Ms. Julie Zhang, and another 14 under Ms. Holly Xi. A hub of two full-curriculum kindergarten Chinese language immersion classes enables teachers to collaborate. Moveable walls and distinct learning spaces provide flexibility to best instruct and facilitate learning for these students.

The day had begun.

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JOURNEYS 30

8:00 a.m.

Students started trickling in, a little curious about the lady with a camera but pretty much ignored me for the rest of the day. The room was suddenly filled with chatter. But not something I’d understand.

Nǐ hǎo (hello)! Zǎoshang hǎo (good morning)!... Nǐ hǎo ma? (How are you?) flooded the room and finally both sections of the room settled down in a circle patiently awaiting further instruction.

During this morning meeting, the students greeted each other and their teachers, talked about their favorite colors, animals, and foods, read the date, and even took attendance—all in Chinese! I was amazed to say the least but also curious to know how the day would proceed.

Qǐng ānjìng (please be quiet), Wǒmen yìqǐ chàng gē (let’s sing a song together), and hěn hǎo (very good), were words I heard throughout the day.

My eye caught two very different personalities in this amazing little world of kids who were adventurous enough to explore and enjoy this little slice of Chinese culture. One, a shy little girl called Stella. The other, a bubbly, cheerful personality who goes by the name of Florence. To me, they were both so different, but so very similar in the way they approached every single task and came out victorious. Kudos to the teaching team who did nothing but encourage all the children, nudging them just enough through modeling and prompts.

8:30 a.m.

Time for some math. My first thought: I’ve never learned mathematical concepts in 31 JOURNEYS

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another language, and I was unable to understand how this could be accomplished.

The classes were combined and with the roll of a die, flashcards, and little toy animals, the children explored numbers. Florence was pretty quick with her numbers, and with a little encouragement from her teachers, Stella also responded extremely well!

As I sat through the next 30 minutes, I realized that these kids were being trained to not only read and write but also think in Chinese.

This was far more than a bilingual program. It was a truly immersive experience where even concepts are taught in the language.

9:00 a.m.

Recess. Snack time. Play time. I chatted with a couple of girls about what they thought of learning Chinese.

“It’s hard, but fun.”

“I love singing in Chinese.”

Handing over a banana, “Can you please help me peel this xiāngjiāo?” Another says, “This is a cǎoméi (strawberry).”

Whoa! Two weeks into school and they were already using Chinese words in conversation.

9:30 a.m.

Next, Mr. Pearson, the counselor, came in to talk about learning goals for students.

Starting with why they came to school, he asked each student what they hoped to achieve through the year.

10:15 a.m.

If I were a kid, this would be my favorite part of the day. Out came play dough, ice-cream sticks, and a table-top clock set up at stations

across the room. Kids could walk over to the activity of their choice and make Chinese letters from the materials provided, or spin the clock hands to try and read the time. What an amazing way to learn how to write before they actually learn how to write characters.

A dedicated administrator, Ms. Sally Lean, who lived in China for almost two decades, the elementary school admin team, the whole kindergarten professional learning community team, and even counselors who speak Chinese team up to ensure that best practice models are implemented into the immersion classrooms.

11:05 a.m.

Lunch. Lunch Recess. Play.

immersion at this age? Even when we go out to eat, I get my daughters to place their orders in Chinese, and it’s an amazing experience!”

At ELA, students had a fun time doing a little bit of English writing practice followed by activity stations which explored the building of words.

Florence was pretty quick with her writing work and it didn’t take her too long to get the hang of the activities that followed.

1:15 p.m.

Back in their immersion hubs, the students learned about family. It was great to see that the teachers put up family photos of children and taught them how to address their bàba, māma (parents) and xiōngdìjiěmèi (siblings). This was

“Zara has been learning Chinese since she was two, but she’s never been willing to speak. Yet in the third week of school, she just naturally blurted out several things in Chinese so her confidence is improving already.

This afternoon there were two black marks in the carpark and Zara said it looked like the number two (二) in Chinese characters!”

— Louise and Kevin Donaghey

11:55 a.m.

Here, one class went swimming and the other for music. These specials, as well as English/language arts (ELA) classes, are conducted in English.

followed by a sing and dance session teaching family relationships. Again, I was amazed to see that the kids knew the songs, especially when it came to the chorus. It was great to see Stella dance and open up!

The immersion program model is a 75/25 model, meaning 75 percent of daily instruction is in Chinese, with the other 25 percent in English (specials of art, music, PE, and English/language arts). This means that all their classroom learning is in Chinese, so the students don’t just learn a language, they use the language for learning.

1:45 p.m.

Back to exploring mathematical concepts in Chinese, with rolling the die, and playing with different objects and toys. It was amazing to see the teachers call out Stella and some other kids to roll the die and respond to questions and see how their confidence levels got an instant boost.

12:35 p.m.

The students went to Kevin Donaghey’s class for ELA. Donaghey’s daughter is also part of the Chinese immersion class, and I asked him why he and his wife chose to opt for the immersion curriculum instead of the regular program.

He responded, “Why not? I can teach my kids English, but where are they going to be able to experience this level of language and cultural

2:35 p.m.

Immersion students also attend perceptual motor classes. It’s a great way for kids to acquire and improve movement accuracy.

3:00 p.m.

Queueing up to go home! Say Zàijiàn (goodbye) to teachers and friends!

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JOURNEYS 32

TECHNOLOGY AND PERSONALIZED LEARNING

By KINJAL SHAH Communications Writer

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When not in school, a lot of things kids do are connected in some way to technology.

By integrating technology into the classroom, educators are changing the way they provide students with the tools and opportunities that put students in charge of their own learning and equip them for the next century.

It’s been less than two decades since we’ve entered the 21st century, and technology is moving at a crazy space, becoming an integral part of our lives. Penetrating workplaces, homes, and even classrooms in one form or another, it is becoming increasingly more and more predominant.

We can research just about anything that we want to on our desktops, tablets, smartphones, smart TVs, and even smartwatches. Social media is no longer as baffling to use, and the way we use technology has transformed the way we live.

Singapore American School educational technology specialists guide teachers, work with students, run digital citizen boot camps, host informational parent coffees, team up with counselors, advise on digital media, and lead the way in creative approaches to teaching and learning to leverage and maximize technology use.

Woven into the curriculum and collaboratively taught by counselors, educational technology coaches, and teachers, digital citizenship is increasingly becoming part of the SAS DNA. The school’s educational technology team has led more than 250 trainings, sessions, and meetings to date to support teachers in integrating technology.

A PLAYFIELD FOR STUDENTS At the preschool level, the Reggio Emiliainspired approach—an inquiry-based learning method—encourages students to ask questions, investigate, and learn about things that genuinely matter to them.

In elementary school, teachers and ed tech coaches guide students to set goals and monitor their progress, and use technology to express themselves, demonstrate their learning, and support the development of critical skills and core knowledge.

When a fifth grader asked, “How does a keyboard work?”, the ed tech coaches collectively decided that the easiest way to discover how something works is to take it apart. Collecting an old computer keyboard from the middle school library and borrowing a screwdriver from the elementary creation stations, the student proceeded to deconstruct the keyboard.

Through a combination of online videos, and her own experience with deconstructing and reconstructing the keyboard, the student was able to understand the inside mechanics of a tool that many of us use in our day-to-day lives.

She was able to record her learning journey on her iPad and share the video for her fellow classmates to glean from.

Personalized learning has aided our students in identifying “why” questions, while we as educators work to co-facilitate their journey to finding the “how.” With a desire to learn about 3D printing, another fifth grader used Tinkercad, a 3D design program, to construct a miniature robot figurine. In using Tinkercad, he had to figure out what the dimensions of each element of his design needed to be, in order to ensure that it would be printed to his specifications.

Applying his understanding of geometry and measurement concepts from math class, he was able to use iterative design thinking to digitally

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JOURNEYS 34

construct an appropriately sized robot figurine.

Watching the 3D printer as it weaved the filament into his desired shape and color, the student was able to develop a more profound understanding of the 3D design and printing process.

Elementary students are encouraged to ask questions and analyze data across subject areas while learning to express themselves in writing, presentations, and discussions. Using technology for self-expression, demonstrating learning, and supporting development of critical skills and knowledge offers an unconventional learning pathway.

“Two years ago, after one of our fourth grade students began exploring virtual reality games, I knew we had to connect with Manuel Clement, a virtual reality designer at Google. After meeting at a Google Apps for Education Summit, we coordinated a Google Hangout and got Mr. Clement together with Ms. Koehler-Smith’s class.

The students were able to learn everything about coding, virtual reality, and working at Google,” says Tara Linney, educational technology coach.

MIDDLE AND HIGH SCHOOLERS EXPLORE TECHNOLOGY INTEGRATION Middle and high schoolers maximize learning, creatively express themselves, and prepare for success after SAS. Middle schoolers use Tri Time to take their understanding of the inquiry process and apply it to their own interests, laying the foundation for a lifetime of engaged, personalized learning. Faith J., who designed the prototype of a treehouse she planned to build during the summer said, “I get to do a lot of stuff that interests me, other than my electives. I would have never done this if it weren’t for Tri Time.”

High school students participate in semester- and year-long projects that push them to ask difficult questions and pursue answers. Computer science to engineering science, robotics, STEM, mobile app development, graphic design, and even game design allow students to enhance literacy, research, and explore technology integration.

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The mandatory Catalyst project tasks juniors and seniors with identifying a topic that interests them and requires building a project around that interest.

These projects demonstrate our students’ ability to ask hard questions, investigate solutions, and publicize and present their findings.

At SAS, students curate digital content as they collaborate, experiment, reflect, and engage in the pursuit of individual passions and interests.

For students looking to extend their learning, a two-week project-rich summer semester experience gives them opportunities beyond those offered in traditional classroom settings.

High school students may also extend their learning further in Quest, a year-long project-based program, and Advanced Topic courses which have been designed to mirror college-level work.

SAS is also a member of the Global Online Academy (GOA), a consortium of the top independent schools from around the world.

As a member of GOA, SAS students can enroll in courses as diverse as The Graphic Novel or Medical Problem Solving. Learning alongside their peers from the US and other international schools, SAS students have an exciting and flexible online learning opportunity that will challenge them to further develop cultural competence and global citizenship skills.

According to Tobin Beal, an SAS parent, “SAS is an amazing ‘one of a kind’ school.

The true measure of excellence is in the detail and their ability to address the needs of every child. This is not a school that addresses only the exceptional and problem children, they manage to reach all of the children. Amazing.”

Inquiry, the ability to ask the right questions and find the correct answers, is at the core of an SAS education. Challenging and supporting each child at his or her own level, SAS educators deploy a powerful array of digital technology tools so students can optimize and personalize their learning in a variety of ways.

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JOURNEYS 36

By KINJAL SHAH Communications Writer

Would you walk seven and a half miles to school?

Or be able to do your homework with one-fifth of a pencil?

This is the story of Twesigye Jackson Kaguri, a boy who started school with a fifth of a pencil, and went on to receive a job offer from the United Nations, which he turned down because he wanted to build a community.

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Uganda. One country. 36 million people. Of which 18 million are below 15 years.

“Education for children from where I come from is a matter of life and death,” says Twesigye Jackson Kaguri, Founder and CEO of the Nyaka AIDS Orphans Project.

Born and raised in Uganda in a tiny village called Nyakagyezi, Kaguri grew up during the 1970s in Idi Amin’s time. His parents never went to school, but invested in sending all five children to school by buying one pencil and breaking it into five pieces.

Equipped with food and one-fifth of a pencil, the children would walk 15 miles to and back from the nearest school to receive an education.

Kaguri finished high school exams in the top one percent of the nation. This earned him a scholarship at Makerere University in Uganda. Even so, his sisters were made to stop their education at high school and forced to get married so their bride price could fund Kaguri’s education. This was a heavy burden for a seventeen year old to carry.

Kaguri soon earned another scholarship to Columbia University in New York to study social science. In the cold winter of 1994, Kaguri set foot in the United States of America wearing nothing more than a t-shirt, dress pants, and flip flops. Having never left Uganda before this, all he knew of New York was its location on the world map.

At Columbia University, Kaguri studied social science and would often sneak into the law school—a subject he wanted to master but was unable to as the scholarship money sponsored a social sciences degree. It was during this time that a professor spoke about the Universal Declaration of Human Rights.

Seated there timidly, Kaguri heard him talk about how every human being anywhere in the world has a right to education, how every woman and child is equal, and how everyone has a right to healthcare. Unbelievable! Kaguri figured something was not right. “Either people in my village are not human beings or this man is wrong,” he thought. He was asked to write a paper and present it to the professor in the next class.

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JOURNEYS 38

Kaguri poured his heart out and presented the facts exactly as he had seen them all these years—children who drop out of school because they were unable to afford school fees, women who were beaten by their husbands and still had to cook for them and have sex with them, girls who dropped out of school at puberty because they had no sanitary products, failed exams, and were forced to marry. When he submitted the paper, he was asked to add in notes and references.

Kaguri interviewed his mother, his sisters, and people he knew and resubmitted his paper. The professor quoted the paper verbatim and sent it to Columbia University Law School, afterwhich Kaguri was allowed to study National Human Rights Law. Eventually he did attain a law degree.

Either people in my village are not human beings or this man is wrong.

In 1996, his brother’s failing health led him to turn down a job at the United Nations, and move back to Uganda where he looked after his brother for the last two weeks of his life. Taking care of his newly orphaned nephews and nieces shed light on a bigger problem. There was not a single family in Nyakagyezi that was not impacted

by HIV/AIDS, leading to an increasing number of children whose parents had died of disease and were left without a caretaker. That is when he started thinking of building a smaller school for orphaned children.

The seed had been planted.

It led to the creation of the Nyaka AIDS Orphans Project—a community-based organization that utilizes a unique holistic approach to not only combat hunger, illness, and poverty, but also to educate children, create financial independence, and empower girls and women.

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Kaguri built a small school in a unique way. The Nyaka schools do not just educate the children. They feed them two meals a day, provide medical care, place them with grandmothers, and build clean water systems so the whole community can benefit. The organization introduced solar power so children can read books even at night, and built libraries so that they have access to books.

Nearly 800 kids attend three schools that the organization runs.

The first class will finish their college education in 2018. The schools use a human rights best holistic approach providing at least five basic needs: education, food, shelter, healthcare, and employment.

In 2007, the organization started The Granny Project with 53 grandmothers, empowering the unsung heroes who sustain the community. Today more than 7,000 grandmothers in 98 granny groups raise 43,000 orphan children, share their skills, give emotional support, and support themselves through entrepreneurship ventures.

Twesigye Jackson Kaguri, founder of the Nyaka AIDS Orphans Project

Today, Kaguri is married with four children—three girls and a boy—and stays in Michigan, US. Often, his children travel with him back to Uganda, so they understand who they are and where they come from. Kaguri has since paid for his sisters to study education and business management.

He remains grateful for their sacrifice.

From living the American dream to facing Uganda’s HIV/AIDS pandemic, Kaguri’s work has admirers in humanitarian circles all over the world, including the United Nations. He received the 2015 Waislitz Global Citizen Award, was named a 2012 CNN Hero, is recognized in Time Magazine’s Power of One series, is a Ted Talks participant, and has authored five books including A School For My Village.

Kaguri travels the world, speaking to children in Australia, Brazil, Korea, Singapore, and around the US. He often shares pictures of his experiences and travels with the kids in Uganda, who don’t quite understand how the world works. The Nyaka AIDS Orphans Project takes leads from every corner of the world and applies them locally so that the community may thrive.

At SAS, Kaguri inspired students and parents by sharing his own journey about building a life and a career of serving others. He addressed local and global issues like poverty eradication, help for the disabled and ill, education for all, his environmental worldview, as well as his position on environmental ethics.

According to Martha Began, co-advisor of the SAS Executive Service Council and Global Issues Network, “Mr. Kaguri’s life story added vibrancy to the pallet of SAS student experiences that develop skills, traits, and dispositions to become exemplary global citizens.”

Listening to his story firsthand and watching Cornerstone—an inspiring documentary about his journey—offered new perspectives and enlightened many hearts and minds.

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JOURNEYS 40

CLASSROOM WITHOUT WALLS

g n i d l i u B s n o i t c e n n Co

Classroom Without Walls (CWW) is an experience that middle schoolers remember long after they move to high school and beyond. A signature program at Singapore American School, CWW extends student learning beyond the four walls of a classroom, through unique challenges on trips to Malaysia, Indonesia, and islands off Singapore.

Building positive relationships, trust, and cooperation with peers and teachers, students further develop their own environmental awareness and cultural sensitivity. Here’s a glimpse into the recent CWW trips through the eyes of our middle schoolers.

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It Is The Little Things That Matter Lorelei R., sixth grade

The night before Classroom Without Walls, I was really excited! I couldn’t wait to spend a night at a hotel in Changi Village with my classmates. I was also thrilled that we would be going to Adventure Cove Waterpark later on in the week.

We started off our journey by taking a bumboat to Pulau Ubin. Then we hiked and were able to appreciate the natural world around us. We learned that some plants, such as lemongrass, have medicinal and culinary uses. Along the way we saw a couple of wild boars, a grey heron, a straw-headed bulbul, an otter, and quite a few long-tailed macaques. We wouldn’t have been able to identify these native animals without the help of our guide, Raj. Our core values followed us to Changi Village! At the hotel, we showed responsibility by being in a hotel room with classmates, and falling asleep early enough so that we wouldn’t be too tired in the morning. We showed respect by not being too loud at night so as not to disturb other guests, and we were respectful to hotel employees. Knowing how to act in a hotel, and how to keep track of a room key card, is a life skill that tested our independence.

Even though I was excited for all those big CWW experiences, it is the little things that impacted me most.

For instance, when we went bowling, I noticed that there was one kid that couldn’t seem to knock down any pins. But every time he got a gutterball, all the boys from his homebase cheered him on and gave him a hug. Also, while we were eating lunch on the hike, I talked to some girls from my classes who I had never talked to before. And now, I consider them friends! These small things helped me realize that CWW gave me a chance to bond with kids in my homebase and across my side through new experiences that are different from a regular school day.

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JOURNEYS 42

The making of a new team

By Apoorva S., seventh grade

To be honest, before Classroom Without Walls started, I was dreading the trip. I already knew what was coming: boring activities, dull discussions, and terrible food. This was going to be a repeat of every counseling lesson our classes had before.

I couldn’t have been more wrong.

We had a lot of opportunities to step out of our comfort zone. For example, we had to share bedrooms with someone who we didn’t know at all before the trip. We all ended up making lots of new friends.

Throughout CWW, we competed in many challenges like synchronized swimming and sandcastle building.

We competed in homebases and developed new relationships that were non-existent before. We lost most of the matches, but everyone was having fun because we were all losing as a team. At SAS, homebase is every day and lasts for 18 minutes. But I believe that we don’t really get enough time together to really get to know each other. However in CWW, we bunked together, did challenges together, and just became one big team.

Our homebase did lots of funny and silly things like wrestling on our beds and eating snacks late in the night. The bond my homebase developed during CWW is going to last us the whole school year and hopefully far into the future.

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An experience for keeps‌

By Sarah B. and Kobe D., eighth grade Classroom Without Walls, the four-day trip to Telunas, Indonesia, is designed to help homebase groups bond together, and exceeded our expectations. From the laughs and smiles at the village to the satisfactory feeling of completing a series of collaborative activities, this trip has successfully taken its place on the list of eighth-grade memories.

Previous to our time at the village, we were close-minded, pessimistic, and in no way looking forward to carrying rocks and mixing cement for the next five hours. As we approached the village, wide and beaming smiles along with contagious excitement altered our mood for the better. We realized that little things, such as a volleyball or a water bottle, can really make a positive impact on the lives of these children. Although we came to help the children, we believe they helped us by being welcoming hosts, hard workers, and new friends. Overall, the village day impacted us more than any other day, and will always remain an incredible learning experience.

Other than looking at life from another perspective, CWW is all about establishing new friendships and strengthening your bond with your homebase. One of the activities our whole homebase participated in was to build a raft, and though the process was gruesome and tedious, the bonds that tied our homebase together were further strengthened. Even though at the end, we placed last, the experience has been smeared into our memories forever. Additionally, we got to learn how to tie some sick knots!

Overall, this trip is not only a vital part of the eighth grade school year, but also an amazing experience for the future beyond middle school. This experience offered more valuable lessons than a walled classroom can ever present to us.

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SINGAPORE AMERICAN SCHOOL ASPIRE. ACHIEVE. SOAR. Six high schoolers. A year of planning, research, and collaboration. Surprise challenges and setbacks along the way.

Singapore’s first experiment is launched to the International Space Station to study the effects of microgravity on mutations in bacteria. Immersed in a culture of unlimited possibilities, students at Singapore American School apply their interests to the inquiry process to lay the foundation for a lifetime of engaged, personalized learning. Our students know that if it’s important, it’s worth working for. They also know they have the tools they need to conquer new frontiers and change the world around them.

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COLLEGE COUNSELING AT SAS

By TINA FORBUSH Director of College Counseling

How can we best serve our students so they continue to learn, excel, and feel ready to take on a new chapter in their lives?

SAS counselors highlight how the new model fosters a culture of excellence, extraordinary care, and possibilities for each child.

Every year brings new successes and challenges in college counseling, and last year was no exception.

We have great stories to tell about our graduates.

SAS sent an NCAA Division I tennis player to the US, a writer to Abu Dhabi, and a biomedical researcher to the UK. We had students choose US public universities because they wanted nothing more than to be back home, other seniors who ranged far over the globe, and one young man who will be serving his country at the US Military Academy at West Point. These kinds of choices are always emotional at some level, and our office saw tears, frustration, joy, and laughter. Each counselor felt privileged to work with that group of seniors.

As an open admission school, SAS has a broad range of students, from those who come to the college process ready with long lists of highly selective schools to those who have only vague notions about what they might want to study or 47 JOURNEYS

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where they might want to go. Some of our students are extremely ambitious; others see college as a nebulous concept and express few aspirations beyond graduation. We also work with students who are planning to take gap years or who will spend their first two years after graduation in Singapore’s mandatory National Service. The role of a college counselor is to guide all SAS students, with their many different needs and interests, through a process that helps them to find schools at which they will be successful.

The SAS college counselors view a student’s engagement in the college admissions cycle as an educational experience. Students need to learn to ask questions, to research, to analyze their research material and then synthesize it, and to reflect on their inputs. They practice speaking, writing, and organizational skills. Most students will craft essays and take tests. So while the college application

All high school students now have a personal academic counselor (PAC) who works with them on issues related to emotional, social, and academic concerns. In the spring of sophomore year, all students are also assigned college counselors.

process is not a formal class at SAS, it provides a learning experience for each student. And it is the college counselor’s job to help guide and support each SAS student through this journey.

A New Office Model The counseling office in 2016-17 functioned under a comprehensive model, meaning that all of the grade 10 through grade 12 counselors worked in the areas of both college counseling and personal, social, and academic counseling.

This model often proved challenging—the competing interests of the college application process and students’ social and emotional needs were regularly at odds with each other.

SAS decided, therefore, to implement a differentiated model with two separate offices, one for college counseling and one for social emotional counseling, with support and specialization for each. All high school students now have a personal academic counselor (PAC) who works with them on issues related to emotional, social, and academic concerns.

In the spring of sophomore year, all students

are also assigned college counselors.

The new college counseling team consists of Tina Forbush (director), Trevor Sturgeon (program manager), Andrea Hendrickson, Emily Hopwood, Kristen Kurowski, Sean McAuley, and Malissa Takacs.

Having a college team that focuses solely on the college process means that we can increase the personal attention that we provide to each family; our more focused caseloads and specialized areas of concentration allow us to engage students and parents in the college counseling process more comprehensively.

We are confident that this enhancement of the high school college counseling department will result in better services for students and families.

Already a number of changes are planned, including an improved programming model, a new communications plan, and our first-ever US college visit Interim Semester trip for sophomores and juniors. The college counselors will also add several internal improvements to the office this year, including increased review of counselor and teacher recommendation letters and more time to meet with college admissions representatives both here at SAS and at colleges around the world.

The college counselors continue to regard the college counseling process through the lens of an educational model. Ultimately, the college research and application experience should be about process as well as outcomes. The best outcome for each student will be both pedagogical and practical. And the college counselors will offer a positive process so that all students and families will conclude their SAS experience feeling supported and having “best fit” outcomes.

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IASAS EXCHANGE SEASON ONE Boys’ Volleyball Record: 2-2 The Eagles dominated Jakarta Intercultural School in the second set with a fantastic finish to the day. An initial loss against International School of Kuala Lumpur and Kuala Lumpur Amateur Volleyball Association was a setback, but they recovered with a win in another game against ISKL. Girls’ Volleyball Record: 2-1 The girls’ volleyball team scored their first victory in the first game against ISKL, losing to United Volleyball Club, a mature and experienced club team.

Against KLAVA, the Lady Eagles came into their final game of exchange wanting to play fearless with the goals and rocked a win.

Boys’ Soccer Record: 0-2-1 The game against ISKL ended up in a tie. Although they showed up well against a very solid United World Colleges-Dover and JIS teams, they were eventually unable to score a win.

Girls’ Soccer Record: 2-0-1 The weekend began with a 4-0 victory against JIS, with the girls displaying excellent teamwork. The winning streak continued with a 3-1 victory against UWC-Dover, ending in a tie against ISKL. Boys’ Cross Country First place overall finish For the boys, Eric Silva let from start to finish, and nearly broke the JIS course record. He was followed by Tom Grant in second, Sanat Malik in third, Ben Callon in fourth, Dylan Ferguson in fifth, Dillon Morgon in sixth, and Ali Lodhi in eighth. All in all a fantastic finish!

Girls’ Cross Country First place overall finish The cross country girls’ team was led by Mikela Munasinge with a wire-to-wire victory, followed by Christina Yoh in fourth, Kate Callon in fifth, Yuriko Sanno in sixth, Claire Callon in seventh, and McKenzie Yun in eighth.

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By JEANE KHANG Class of 2016

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As students cross the stage to receive their diplomas, excitement and nostalgia are supplemented with the enthusiasm of moving on to college life. SAS alumna and Harvard University student Jeane Khang (Class of 2016) shares the ups and downs of the first year of college life.

The first time I ventured outside the closed confines of Harvard Yard was on the second day of orientation week. It was 9:00 p.m. but the yard was still alive with the excited chatter of students strewn out on colored lawn chairs, mingling in a foreign territory they would soon call home.

I, however, was set out on an expedition to a different exotic land—a trip to an across-the-street CVS for granola bars. As I reached the tall gates leading out from the campus and into the city, my legs instinctively stopped moving. I paused awkwardly, staring at the cars rushing by just a few steps away.

It is such a strange feeling to leave a place and, for the first time, not have to hand in a pink early dismissal slip to security, or have parents ask what time I would be home—no one cared when I was leaving or where I was going. I felt at once both completely alone and free.

This feeling isn’t unique to me. All college freshmen are greeted with the same blessing and burden of independence in this new curfew-free world that also requires us to do our own laundry—the horror!

But after completing my first year of college, I can confidently dispel a few myths regarding this newfound freedom.

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Firstly, although independence is exciting, it only reaps its benefits with effort. Unless I really pushed myself to engage in conversations and make friends, that feeling of independence could quickly turn into a feeling of isolation. People and organizations were much more inviting than I thought they would be, but they weren’t about to approach a girl who refused to put in effort to approach them. As it turned out, enduring a few minutes of uncomfortable icebreakers tended to be extremely rewarding in the bigger scheme of things.

Secondly, while independence is often equated with freedom from the eagle eye of protective parents, I found myself needing my parents just as much as ever. During finals period when I was up late at night stressing over what was then the bane of my existence—multivariable calculus—my most reliable emotional stabilizer was my mom. Whether I was bundled up in bed due to the flu or gloomy from the dreary Boston winter, reaching out for family was often the best cure. It should come as no surprise that the people who raised us know us best.

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Perhaps one place where I appreciated independence most was the freedom to choose from hundreds of courses taught by amazing professors. During my college application process, I declared myself “undecided” for my major, but after one semester of Science of Living Systems and a small, hands-on seminar on mental illness, I decided to major in Psychology with a minor in Statistics.

Over the last few months, I added experiment trial experience, a developmental psychology class, and authorship of a published research paper to my repertoire. However, despite this progress, I still struggled to fight off claims that Psychology is an “impractical” major, and grappled with the stereotype that peers spending their summers at Google or Goldman Sachs were more “successful.”

It took me a while to finally feel comfortable studying what I love. Now that I do, I feel empowered to thrive in my field of study.

This growing confidence definitely takes its roots in my 12 years at SAS, and especially my last four years of high school. As it turned out, the vast array of AP courses offered at SAS and the highquality teaching that helped me excel on AP tests let me qualify for Advanced Standing—a program at Harvard that allows me to graduate in just three years if I choose to do so. Taking AP Psychology made college Intro Psychology feel like a breeze, and SAS’s English classes prepared me for 14-page papers that came my way.

Going into college, I was terrified of crumbling under the academic pressure, but I didn’t need to be—high school had taught me how to manage my time, study effectively, and balance a social life.

Overall, I am extremely fortunate to have had an overwhelmingly positive first year college experience. I managed to establish a new circle of friends, audition for and join two dance groups, learn an insane amount of material, and feel constantly motivated by my peers.

The transition certainly wasn’t easy, and I still find myself actively missing Mr. Hoe’s food, Ping’s warm greetings at Subway, and all the teachers and friends at SAS who shaped me.

But with one fourth of college now under my belt, I feel much less afraid and much more inspired to boldly take on whatever the future holds next.

Although independence is exciting, it only reaps its benefits with effort.

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FORGING A FROGMAN By KINJAL SHAH Communications Writer

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Alumnus Max West (Class of 2012) was conscripted for two years of mandatory military service and found himself thrust into the Naval Diving Unit, Singapore’s elite naval special forces.

One of only two ang mohs posted to the elite Naval Diving Unit of the Singapore Armed Forces, Maxmillian Alisdair West (Class of 2012), felt like a fish out of water.

Enlisted as part of his mandatory National Service (NS), this half-American, halfSingaporean expected the worst. And his initial experience didn’t disappoint.

While his Caucasian genes turned out to be an unexpected advantage, as his unique appearance helped him make friends faster, his American accent didn’t help much.

On West’s first day, his pronunciation of the Malay military commands made for excellent comic relief, but proved ineffective at getting a hundred servicemen to follow his orders to march. Instead of complying, they all just laughed. Not a soul moved.

His time in the Naval Diving Unit offered tremendous physical and mental challenges, searing lashes that redefined his conceptions of military life, extended physical strain, his own toughness, and the strength of the bonds that arise from shared suffering.

With an easy confidence that can come only from having stretched mental and physical limits beyond the unthinkable, he says, “We are all capable of doing far more than we think we are.”

It didn’t take long after enlisting for West to recognize that his experience would be a unique one, and one that he wanted to remember, whether he was looking back in 30 days, 30 months, or 30 years. Scribbling handwritten notes every day, writing furiously before lights-out (and sometimes after), it took only a couple of weeks for him to realize he wanted to share this work with others. What began as a personal journal soon evolved into a budding book.

In June 2017, nearly four years from when he first put pen to paper, Marshall Cavendish published How To Forge A Frogman: A Recruit’s Account of Basic Training in Singapore’s Naval Diving Unit. In July, it was named a Books Kinokuniya Nonfiction Bestseller.

The first of its kind in Singapore, the book is a memoir of West’s first nine weeks in NS, during Basic Military Training in the Naval Diving Unit. It is written in a day-by-day journal format, detailing his life as a recruit, from the tough training to the silliness and the friendships that were forged. It took one and a half years for the Naval Diving Unit, the Singapore Navy, and the Ministry of Defence to offer their seal of approval. The only changes West had to make were to the names of regular servicemen and remove some of the more offensive language. But hey, as we all know, people in the Navy do not swear! His buddy, Aneirin Flynn—the other ang moh in his unit—designed the cover.

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Team Building Week From Hell West served NS from March 2013 through January 2015. Afterwards, he signed a sixmonth extension, serving an additional half-year in the Navy. The crux of his training in the Combat Diver Course at the Naval Diving Unit was Team Building Week, popularly named Hell Week—a 102-hour period of nearly continuous physical exercise which he will never forget. With a total of three hours of sleep, this was easily the most difficult experience of his life. But Hell Week proved that he was capable of far more than he thought possible. This lesson, among with many others, are things West says he will carry with him for life—as are the bonds he forged with his brothers in the 39th Batch.

“Completing Hell Week was perhaps the most raw, emotional experience I’ve ever had.

The conclusion of five days of otherworldly pain was a catharsis I’ve never experienced since. In addition, graduating from the Combat Diver Course and officially becoming a naval diver was an accomplishment I’m exceedingly proud of,” says West.

Born in Singapore, West enrolled in Singapore American School in 1998 at the age of four.

A dedicated baseball player, West’s tryst with writing began in third grade. His grandparents would call every weekend asking about his most recent baseball game. Every week he’d type up a little story for them. West played baseball at the Singapore American Community Action Council (SACAC) and Southeast Asia Youth Baseball and Softball Tournament (SEAYBST) during all four years of high school at SAS. That provided him with valuable experience, helping him to walk onto the Princeton varsity baseball team, where last season he served as the starting catcher for the Princeton Tigers.

West fondly recalls Mr. Troy Blacklaws, his English teacher at SAS—an exciting, enthusiastic fellow who always encouraged him to write and gave him the confidence that some day he would be a published author. He’s also thankful to Mr. Douglas Mabie, who taught him in both English 9 and AP Literature. An animated, funny, and insightful professor, it was his feedback and advice that helped shape West’s writing style.

West graduated from SAS in 2012, but did not enlist into National Service until March 2013. During that nine-month break, he had a three-month internship at Maybank Kim Eng Singapore, while attempting to write a novel. Unfortunately, neither of these enterprises ended particularly successfully, as he was neither interested in finance nor sufficiently disciplined to complete a novel.

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“I’ve always loved reading and writing. Growing up, my twin dreams were to play Major League Baseball and to be an author. I’m a screenwriter at heart.

My current dream is to be a Hollywood feature film screenwriter.”

Today, West is a published author and a junior at Princeton University, where he will major in English and pursue a certificate in creative writing. He says, “Only after getting to Princeton and hearing from several friends about their high school experience did I fully appreciate everything SAS has to offer. From the academic rigor to the wealth of extracurricular activities and school facilities, SAS is truly top-notch—a fact I can now appreciate.”

Coincidentally, West’s father, Bradley West, a graduate of Georgetown University and the London School of Business, and an investment banker for many years, is now a selfpublished author writing conspiracy thrillers. “I beat him to it,” chimes the younger West.

“However, the writing gene seems to have skipped my brother Bart, Class of 2015, who is enrolled in the University of Southern California and was signed onto their baseball team.”

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JOURNEYS 58

FROM ISRAEL

to Singapore

to Costa Rica

By KYLE ALDOUS Director of Communications

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A Hebrew, Spanish, English-speaking Israeli, former professional basketball player, high school basketball coach, and a 17-year Hyatt Hotel veteran, alumnus Adam Zilber’s (Class of 1993) life is a fascinating tale of grit and accomplishment.

There are some people you meet that have such a fascinating answer to the standard-fare introductory question, “Tell me a little about yourself,” that you’re instantly inclined to pull up a chair and get comfortable because now you want their entire autobiography.

Adam Zilber (Class of 1993) is one of these people.

“I’m a Hebrew, Spanish, English speaking Israeli and former professional basketball player, high school basketball coach, and 17-year Hyatt Hotel veteran now living in Costa Rica as the general manager at the country’s premier vacation resort, Andaz Peninsula Papagayo Resort.” (pull up a chair and get comfortable)

ISRAELI Zilber spent his elementary years in Herzeliya, a beach town about 20 minutes north of Tel Aviv. Before moving to Singapore he had left Israel only once, to visit family in New Jersey.

SPANISH-SPEAKING Zilber speaks, Spanish, English, and Hebrew. He picked up his foundation for Spanish during high school at the SAS King’s Road campus with teachers like Mrs. Roberta Laguna and Mr. Mike Norman. He continued honing his Spanish during his time at New York University. His command of Spanish and his love for Latin culture led him to his current wife Astrid who hails from Puerto Rico and also speaks Spanish. Zilber continues to use Spanish daily in his current role with Hyatt.

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Adam Zilber and his employees at the Andaz Peninsula Papagayo Resort

PROFESSIONAL BASKETBALL PLAYER Zilber’s father was expatriated to Singapore when he was 12 and heading into seventh grade.

Like many boys at that age, Zilber dreamt of being a professional athlete and basketball was the perfect fit. He grew up in Israel watching Maccabi Tel Aviv of the local Israeli league and the late 80s NBA which featured the timeless rivalry between the Los Angeles Lakers and the Boston Celtics.

At Ulu Pandan and then King’s Road campus, one always knew where to find Zilber: the basketball court. The long hours of training paid off as Zilber played varsity basketball all four years of high school under the tutelage of Coach Mike Norman and helped the boys team win the first IASAS basketball championship in SAS history as a sophomore and then went on to take gold again as a senior. That team was ranked by Stars and Stripes as the number one team in Asia that year.

As a versatile passer and rebounder, Zilber was recruited by New York University while at SAS. However, the distance prevented him from completing his recruiting trip. His grandmother, while on her way to Singapore for Zilber’s graduation stopped off in New York and took his recruiting trip for him. When she arrived in Singapore she gave her stamp of approval and encouraged Zilber to pursue the opportunity.

“I’m pretty sure this might be the only time in NCAA history where an athlete’s grandmother took a recruiting trip and then helped encourage the final decision,” Zilber said.

Upon graduating from NYU, Zilber returned to Israel and realized his dream of playing professional basketball. He played for Maccabi Ra’anana for two years before deciding to hang up his basketball shoes and switch to what he calls “plan B.” “While I loved being a professional athlete, it was time to start making a real living and unfortunately living my dream in Israel was not financially sustainable,” he said.

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MANAGEMENT While pursuing his dream on the court, Zilber also majored in hotel, travel, and tourism management.

Growing up, his family’s vacations never involved typical resorts or five-star hotels. His family stayed at what he refers to as “AirBnB before it existed.”

This meant overnight excursions at pig farms in Holland, rustic bed and breakfasts in Hawaii, etc.

During the application process for university, Zilber and his family happened to visit and stay at a beautiful resort near Ayers Rock in the center of Australia. He was fascinated by the beauty of the hotel and the “mystery” of how it operated.

Choosing this industry, he hoped, would allow him to one day work in beautiful places where people vacation, move about the world, and discover new cultures. His parents loved the idea and began thinking of all the exotic and beautiful places they might be able to visit.

HYATT After completing an extensive six month Hyatt Hotels and Resorts management training program in Puerto Rico, Zilber began living the travel dreams of every young third culture kid (while climbing the corporate ladder) as he lived on the eastern shore of Maryland, Orlando, Miami, Trinidad and Tobago, Vietnam, and Thailand before finally landing in Costa Rica where he has been for the past year with his wife Astrid and daughter Ava Monique.

His resort is a departure from your traditional resort experience. “Our goal is to create a barrier-free environment where our guests can experience luxury service delivered in a personal and local manner. We welcome you as a visitor but want you to leave as a local. As such, many of the experiences we offer, from the resort’s unique architecture, which embeds it into the side of a hill on Peninsula Papagayo on the West Coast of Costa Rica, to the abundance of wildlife all around cater to a very local and organic experience.”

SAS Like many Eagles, Zilber is hopeful his professional life may one day land him a position back in the Lion City so his daughter might have the opportunity to have her own SAS experience. Zilber joined hundreds of SAS alumni at the Woodlands campus for the 60th anniversary celebration in 2016.

“Seeing the campus made me want to be back in high school. It is truly an amazing facility. For my daughter to be able to experience this campus along with the quality of teaching SAS is known for would be the opportunity of a lifetime,” he said.

As the general manager of Andaz Peninsula Papagayo Resort, Zilber now oversees a dedicated team of 300. “The impression may be that we are on a perpetual vacation and certainly this is an amazing working environment. My role is simply to care for people, be it our guests or employees, so that they can be their best. I get to lead and coach daily which I love, and no day is the same.”

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An amazing weekend of food, fun, and games. From burgers and hot dogs to baked goodies, bouncy castles, and game booths, it was a perfect day to bring out the picnic blankets, catch some sun, and hang out with friends old and new!

684 Hamburgers sold

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208 Hotdogs sold

All Sold in 2.5 hours

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GIVING TO SAS: FR EQU EN T LY ASK ED QU E STIONS

How will you choose to support the SAS Foundation?

We appreciate your consideration and hope you will support Singapore American School with a gift designated to the area of need that is most meaningful to you. Every gift in any designation will make a difference in the lives of SAS students.

Why does SAS need to raise money?

•

Tuition alone cannot provide for many of the extras that complete the SAS curriculum.

•

Foundation funding provides a wide exposure to arts and culture to students across all divisions, an unparalleled level of professional development to its teachers, the breadth and depth of support services on our campus, and many of our service learning programs.

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Philanthropy provides necessary financial stability that strengthens our self-reliance and ability to withstand future economic fluctuations.

I am not wealthy and can only give S$25 or S$50. HOw would that make a difference?

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There are more than 2,400 families at SAS. If 1,000 families gave S$50, that would mean an additional S$50,000.

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If you work for a company that matches gifts, your S$50 becomes S$100—and this S$50,000 becomes S$100,000.

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The multiplier effect is incredible. Every gift truly does make a difference.

I am Philanthropic, but more inclined to support other causes than our school. Why Should I give to SAS? •

Philanthropy is an intensely personal decision; no one can tell you what should be important to you.

•

As you consider your philanthropic priorities and create a portfolio of giving for your family, please consider giving back to SAS because it impacts your own community of children who as leaders of tomorrow will be on the front lines addressing societal needs of the future.

My Company does not pay our tuition, We Do. Why should I consider giving SAS even more money?

•

Making a gift is the simplest way to raise your hand and say, “SAS is important to our family.”

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Participation in annual giving is important because it reflects our spirit of shared experiences and mutual encouragement. Every gift is important because it means that more of us are sharing the financial responsibility to support our school.

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Participation can also have an impact on gifts from outside sources, as foundations consider parent participation rates when considering gifts to a school.

What is the eagle society? How is a gift to the SAS Foundation the same or different than joining the Eagle Society?

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The Eagle Society is a recognition level for donors who make qualifying gifts to the SAS Foundation.

Membership begins with an annual gift of S$1,000 or more.

•

The purpose of the Eagle Society is to strengthen the relationship between SAS and its donors and to reaffirm the value of your annual support for the school. Eagle Society donors receive updates about special initiatives at the school, and donors receive exclusive invitations to events throughout the year.

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ENTERING THE CIRCLE OF EXCELLENCE

Each year we collaborate with award-winning photographer Scott A. Woodward on our SOAR photo campaign that highlights the stories of some of our amazing students and faculty. SAS submitted a story of Ishaan Madan (Class of 2016) for entry to the Council for Advancement and Support of Education (CASE) awards, winning the 2017 CASE Circle of Excellence Award. More than 715 higher education institutions, independent schools, and nonprofits worldwide submitted more than 3,364 entries for consideration in nearly 100 categories.

2

SAS DOCUMENTARY WINS LAUREL OF EXCELLENCE

SAS documentary Changing Education From The Inside Out won the annual Tampa Bay Arts and Education Network (TBAE) Laurel of Excellence Award 2017! It was featured in the TBAE Film Showcase on August 1, 2017. The documentary takes us on the journey with SAS educators, showcasing the motivations, extensive research, and challenges to transforming the education system—breaking frontiers and raising the bar.

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3

DEBUT WIN FOR MIDDLE SCHOOL DEBATERS

Congratulations to Aryan P., Zorovar S., Krish V., and Vihaan V. who earned their first win as SAS debaters. The boys took part in the Raffles InterPrimary School Debate Tournament in September and debated motions about banning cosmetic surgery, animal testing, and eLearning versus traditional learning. Showcasing tremendous poise and confidence as speakers, the team worked together to emerge winners. High school teachers Devin Kay and Rick Bisset helped prepare the team for the tournament.

4

SAS EAGLE PLAYS ON NATIONAL RUGBY TEAM

Congratulations to tenth grader Daniel Simon Moritz. The only student from SAS selected to represent SAS on the Singapore National Rugby U15 team, Moritz has been coached by SAS teacher Tony Greaney since he was a little boy. This summer, he was one of the first 20 to be selected from 100 kids across international and local schools to represent Singapore in the U15 team at the national games.

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QUIZ CLUB QUARTET RANKS 53 GLOBALLY

Quiz maestros Tanvi Dutta Gupta, Katherine Enright, Rohan Jasani, and Arjun Joshi of the Academic Quiz Club competed in the Partnership for Academic Competition Excellence NSC championships.

The quiz is a Jeopardy-style game where teams compete to answer questions, and covers topics ranging from Genghis Khan to geometry. The SAS A Team has enjoyed a two-year undefeated run on the Asian circuit of quiz tournaments. Against the world’s best teams, they placed 53rd, with team captain Katherine Enright ranking in the top 25 for the playoffs round.

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THE WINNING STREAK

Eighth grader Sarasa N. won four silver medals at the 14th Singapore Open Gymnastics Championships 2017 hosted by Singapore Gymnastics. She participated in Rhythmic Gymnastics and won for ribbon, clubs, hoop, and ball. Sarasa has been on a winning streak for years now, consistently winning gold medals and trophies.

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ROOTS AND SHOOTS FOLKS MEET DR. JANE GOODALL

The Jane Goodall Institute Singapore hosted a Roots and Shoots Conference in August where SAS students had the opportunity to present their service club highlights to Dr. Jane Goodall and other Roots and Shoots members. In addition, SAS students Harrison G., Zara K., Keshav J., and Tanvi G. sat on a question-answer panel with Dr. Goodall.

Eighth grade teacher Brian Arleth was also a guest speaker alongside Dr. Goodall during the conference.

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LIGHTS, SOUND, ACTION!

SAS students Elly G. and Bjorn H. are performing in Pangdemonium’s musical Fun Home. Bjorn was recently awarded a $1,000 scholarship to attend the Puppeteers of America festival. He made his professional stage debut in Singapore as a fifth grader, and has appeared in 28 performances of the WILD RICE production of The Emperor’s New Clothes, a family musical.

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SOCIAL STUDIES HONOR SOCIETY ESTABLISHED AT SAS

SAS officially recognized the Social Studies Honor Society—Rho Kappa National Honor Society in August.

A warm welcome to all inductees. A special mention to the officers who worked incredibly hard the past year to start the society. The society will provide national recognition for outstanding students, and encourage an interest in, understanding of, and appreciation for the social studies.

10 ALL THAT MATTERS FOR

QUEST STUDENTS

SAS Quest students attended the All That Matters conference in September, learning about the very cutting edge of industries (sports, marketing, music, online, and gaming) and the effects of globalization and technology. Students were able to network with professionals, and foster new connections.

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11 SAS FACULTY PUBLISHES BOOK

ON TRANSFORMING LIBRARIES

“There are more books in print than ever before, there are more libraries than ever before, and more people are using libraries than ever before. Yet a growing chorus believe libraries have reached a tipping point, and quite possibly, the point of no return,” says Ron Starker in his recently published book Transforming Libraries: A Toolkit for Innovators, Makers, and Seekers. An SAS faculty in his 30th year, Starker has done much to transform the middle school library into a hub for collaboration, a space for innovation, and a place where authentic learning occurs.

12 A COOL WIN FOR OUR

ICE QUEENS

Congratulations to third grader Reika L. and seventh grader Emma G. for placing second in their respective categories at the Singapore Ice Skating Association Figure Skating Inter School competition held in July.

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13 SAS DRAMA STUDENTS

PERFORM AT ITF

High school drama students participated in the International Thespian Festival (ITF) in Lincoln, Nebraska in the summer. The week-long immersion in the theater arts is for high-achieving high school drama students and their teachers. Setting the standard for participatory educational theater experiences, ITF broadens horizons, enriches learning, and celebrates the creativity of theater students and educators. The SAS ensemble joined over 4,000 thespians from across the United States for a week of workshops, performances, auditions, and all things theatrical. They performed their piece, I Don’t Want To Talk About It to great acclaim on the Howell Theatre stage.

14 WRAPPING UP A BEAMING

CAREER WITH GOLD

Junior Sara Arora wrapped up an eight-year artistic gymnastics career with four gold medals (bars, beam, vault, floor) at the Singapore Open and two gold medals (vault and beam) at the Darwin Invitational in Australia.

15 ELEMENTARY ED-TECH COACH

AN EMERGING LEADER

Elementary school educational technology coach Tara Linney was one of only 46 educators to be selected for the Association for Supervision and Curriculum Development’s (ASCD) 2017 class of emerging leaders. The Emerging Leaders program recognizes and prepares young, promising educators to influence education programs, policy, and practice on both the local and national levels. Linney will be part of a group that actively contributes towards shaping education policy, advocating for the whole child, and exploring multiple ASCD leadership pathways over the next two years.

16 A SONG OF TRIUMPH FOR

TENTH GRADER

17 HELPING WITH

HURRICANE HARVEY

Hurricane Harvey was called an unprecedented storm, tearing through Texas, killing dozens of people, and displacing more than a million. As a Texan and former FBISD teacher (APE and Oakland), Singapore American School elementary school faculty Jenny Harter wanted to find a personal way for teachers overseas to help fellow teachers recover from this disaster. She felt a strong desire to help individual teachers, who put so much of their personal time and money into their classrooms, collecting classroom libraries, furniture, and materials over the years of their teaching careers.

So, when Juan Seguin Elementary (JSE) teachers and aides went to work one Monday in September, they received an email with an Amazon eGift Card sent directly from a teacher or administrator at SAS or Concordia International School Shanghai. SAS students wrote cards and letters to students in each JSE class, sending their love and hopeful wishes for strength in the future.

Tenth grader Tansy Hew brought home the gold at the fifth Asia Arts Festival held at the Yong Siew Toh Conservatory of Music at the National University of Singapore. She won a gold award in the solo vocals category.

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40 woodlands street 41 Singapore 738547 Phone: (65) 6363 3403 WEB: WWW.SAS.EDU.SG QUESTIONS? EMAIL US AT COMMUNICATIONS@SAS.EDU.SG CPE Registration No.: 196400340R Registration Period: 22 June 2017 to 21 June 2023 Accredited by the Western Association of Schools and Colleges (WASC) © 2017 Singapore American School All rights reserved.