Journeys - Winter 2019

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TAKING ON THE LION CITY, THE EAGLE WAY SAS UNVEILS ITS LATEST BRAND CAMPAIGN

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On The Cover There's only one way to experience the Lion City—and that’s the Eagle Way! Every year we partner with acclaimed photographer Scott A. Woodward to capture the learning journeys of our students. Read more about how the 2019-20 brand campaign showcases our students embracing the Lion City and how it has become an integral part of an Eagle education, on page 9.

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

Editorial team Kyle Aldous Cara D'Avanzo Charlotte Hewson Didi Hari Krishnan Kinjal Shah

Design team Haziq Hairoman Amos Ong

Contact communications@sas.edu.sg

Connect

© 2019 Singapore American School All rights reserved.

People's Park Complex II

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I S S U E

CONTENTS 01

High School Welcome Assembly

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Name That Teacher

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Captivating Classrooms: Athletic Training Room

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Making Middle School Feel Small

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Tech Tips: A Purposeful Tech Winter Break

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High School: We are Many, We are One

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New Learning at SAS Series

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Canvas and Curtains

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Becoming an Eagle

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Middle School and College: Myths VS Reality

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Then and Now

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Scoreboard: IASAS Season One

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Morning Meetings in Elementary School

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Notable Mentions

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Destructive Perfectionism

Featured 09

The Lion City The Eagle Way

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JOURNEYS III

HIGH SCHOOL WELCOME ASSEMBLY By TOM BOASBERG Superintendent

This speech was delivered to Singapore American School high school students on their first day of school.

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Selamat pagi, buen dia, 大家好 (da jia hao), good morning! I am very excited to be here, to welcome you, and to say thank you to each of you and to your parents for choosing to be here at SAS and to be part of our Singapore American School community.

To the returning students, welcome back. To the new students, you, like me, are a newbie, and I look forward to going on our journey together with all of you this year and the years to come.

I'd like to say a very deep thank you to the amazing faculty, staff, and school leadership team that we have here at SAS. And, I ask that you take a moment in the days to come to say thank you to the members of our facilities and custodial team. They have been working very hard over the summer to renovate spaces, to rebuild, to make this place as clean and sparkling as it is. So when you see members of our custodial team in the hallway, say thank you for helping us make this the home that we all appreciate.

I'd like to start today by bringing us back a century and a half ago to the United States before the Civil War and to an abolitionist by the name of Theodore Parker who said, "The arc of the moral universe is long, but it bends towards justice."

If you think of the United States a century later—when Lincoln's promise at Gettysburg of a new birth of freedom and the 14th Amendment's promise of equal rights for all citizens had gone for so long unfulfilled for African Americans and also for Americans of Asian and Latino descent, native Americans, and the LGBTQ community—civil rights leader Dr. Martin Luther King, Jr. picked up and amplified on this theme about the arc of the moral universe bending towards justice.

And he often referred to that theme, with his unflagging optimism and conviction that we could indeed come together as a country and face our challenges, challenges that make the difficulties we face today seem small in comparison.

Dr. King's confidence and optimism that we could actually bend that moral arc of the universe towards justice was a central principle of his leadership of the civil rights movement. He believed that as a people and as a country, we could right historical wrongs and move our country forward.

So I'd like you to take a minute, turn to the person next to you, and ask that person, "What do you think? Was Dr. King, was Theodore Parker, right? Is that true? Does the arc of the moral universe truly bend towards justice or not?" Take a minute to discuss it.

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The arc of the moral universe is long, but it bends towards justice.

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All right, we can come back together. I look forward to getting to know you all and as I meet you, to hear your answers.

What do you think? I know this is a big topic for the first day of school, but I look forward to hearing your thoughts.

If I had to answer, I would probably say the arc does not bend by itself. Rather, it takes every ounce of our energy, every ounce of our strength, every sinew of our fiber to come together to try and pull it and bend it towards justice. Gravity is not going to bend the arc by itself. History has painfully taught us that in the absence of our coming together to pull that arc towards justice, forces will push it the other way towards injustice.

You may ask yourself: so what can I do about this? I get it: big, heavy topic—arc of the moral universe. I am just a high school student, what can I do to bend the arc of the moral universe?

Looking around I may see some similarities, but I know that you are not actually the Avengers coming together with a bunch of infinity stones in your pockets ready to use your superpowers.

In real life, you are just high school students.

But recall the words of American scientist Margaret Mead, who said, "Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it's the only thing that ever has."

That was true 50 years ago, when members of the gay community at Stonewall in New York stood up and said, "We are proud of who we are, and we demand only fairness and compassion." It was true 100 years ago this spring, when students in China marched in the 五四行动 (May Fourth Movement) to demand democracy and scientific progress.

And while you may think of Dr. Martin Luther King, Jr. and Mahatma Gandhi as superheroes, they weren't. When Dr. King led the Montgomery bus boycott, he was a young man in his twenties who had just become a pastor for the first time, of a church in Montgomery, Alabama. When Gandhi set off on his salt march with just a handful of followers, I don't think anyone would have predicted that the march would attract hundreds of thousands of followers and been such a turning point in the drive for India to end centuries of British colonialism and become independent.

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I would stress that bending the arc is not just about big movements, famous people, and big actions. Rather, it's often about the little things that each of us can do every day—things that build up, that add to each other, that are combined into each other. When Robert F. Kennedy went to apartheid South Africa and spoke at the University of Cape Town in 1960s, he talked about this.

He said, "Each time a man stands up for an ideal or acts to improve the lot of others, or strikes out against injustice, he sends forth a tiny ripple of hope, and crossing each other from a million different centers of energy, those ripples build a current, a current which can sweep down the mightiest walls of oppression and resistance."

So coming back to the question: how does each of us do this? How do we each cast our first pebble, try and launch our first ripple?

I would say first, start with yourself, start with your own values.

At SAS, we have our Eagle Way, our core values—honesty and compassion, fairness, responsibility, and respect. If we can all orient our own personal moral compasses in that direction, we will all get off to a good start.

So start with yourself. Start with your own character. We have wonderful opportunities to learn here at SAS, to model the learning values that we aspire to as a community: our desired student learning outcomes (DSLOs). Those DSLOs begin with character (those five core values) and they include creativity and critical thinking—how can we make the world a better place? They also include collaboration and communication— how do we work together? Next is content knowledge— what do we need to know? And last but not least is cultural competence—a sense of global connectedness and understanding that what we do in one place has impact on places throughout the world.

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Bending the arc is about the little things that each of us can do every day— a tiny ripple of hope.

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Second, widen your lens to our community. We are blessed with an amazing opportunity at SAS with the incredible diversity that we have to do what so few communities have done, which is to build a community where diversity is not a source of division or weakness, but truly diversity is a source of strength.

So how do we do that? How do we make diversity a source of strength? It starts with respecting and celebrating our differences, whether it be of nationality or religion or sexual orientation or language or race, ethnicity, or background.

Celebrate and respect the differences that we all have, but as much as we celebrate the differences, equally celebrate what we have in common as people: the values, the concerns, the hopes, the fears that bring us together as part of a common community.

Third, I would say dream big. Dream big of what you can do today; dream big of what you can do in the future. You will have many opportunities throughout your life to make a difference—to make a difference in your family, to make a difference in your school or your community, to make a difference in what you do professionally.

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Celebrate and respect the differences that we all have

but equally celebrate what we have in common as people.

There are so many ways in which you can do that.

Maybe it's in the medical profession, helping cure disease. Maybe it is as a scientist, helping communities deal with climate change. Maybe it is in technology, inventing new ways for us to communicate and bring folks together. Maybe it is in finance, helping bring resources to people who want to do all those things. Maybe it's as an artist, helping people see the beauty in the world, challenging their perspectives, and challenging them to think differently.

In all of these areas, you have and you will have the opportunity to cast your pebbles, to create those ripples, and to spread your wings.

So I urge you, in closing, to believe in yourself and equally to believe in our shared community. Ensure that your own moral arc is pointed towards justice.

And help us together build a community within the school and with an impact beyond the school in which we all truly come together and help bend that arc towards justice. Thank you.

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SINGAPORE AMERICAN SCHOOL

THE LION CITY THE EAGLE WAY By CHARLOTTE HEWSON Communications Writer

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Botanic Gardens

There's only one way to experience the Lion City—and that’s the Eagle Way! The communications team embarks on a creative campaign that leverages the city’s iconic landmarks and features the hallmarks of an Eagle education.

Every year the communications team is tasked with the privilege and opportunity to tell the story of Singapore American School.

These annual advertising campaigns aim to inspire, inform, and innovate while illustrating SAS culture, values, pedagogy, and those passionate people who contribute to its ongoing story of success.

Much like Singapore American School, Singapore’s journey is one of progress, achievement, and change. From humble beginnings to a highly developed economy and global financial hub, this vibrant city encapsulates a story steeped in advancement and possibilities. It assuredly makes a fitting home for our Eagles, who strive in their own journey of development and growth every day.

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JOURNEYS 10

Haji Lane

Partnering with acclaimed photographer Scott A.Woodward, The Lion City The Eagle Way engages, captivates, and beautifully illustrates the possibilities and opportunities for our Eagles in Singapore. With each iconic landmark, the hallmarks of an Eagle education unfold. Building relationships through advisory, immersing every school day in Chinese, or finally gaining acceptance into that strived for college of choice—the campaign embodies the life of our Eagles in the Lion City.

Singapore American School has come a long way in its 63 years. Continuing to offer an exemplary American education, it is a school that raises the bar and breaks new frontiers. A school that will forever be proud to call this progressive Lion City, the home of our Eagles.

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THE LION CITY how did Singapore get its name?

One of the most popular stories in Singapore's history is the tale of how this island city-state of 716 square kilometers (that’s about two-thirds the size of New York!) earned its big city name.

The name Singapore comes from the Malay word Singapura, which means Lion City. According to legend, the name owes its origin to a Sumatran prince, Sang Nila Utama, who founded this Lion City when he saw what he thought was a lion on the shores of the island. The story goes that he had a vision of an animal with a red body, black

head, and white breast that was believed to be a lion. This good omen led him to establish the kingdom of Singapura, or "The Lion City."

While studies indicate that lions have never lived in Singapore and the animal seen was most likely a Malayan tiger, the lion iconography continues to remain central to Singapore's culture including the Merlion and the Singapore soccer team, the Lions. Symbolizing courage, excellence, and strength, the lion makes for a powerful emblem.

THE EAGLE WAY what does this mean?

The Eagle Way is the epitome of a Singapore American School education. It encompasses the modelling of compassion, fairness, honesty, respect, and responsibility in the pursuit of excellence.

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JOURNEYS 12

TIP #1

PICTURE BE INSPIRED, GET INSPIRED Research your destinations and locations before you start making your photographs. The more you know about where you will be shooting, the better prepared you can be. Try to have some ideas for the types of photographs you want to make beforehand. There is no shame in looking at other photographers’ interpretations of a location or scene. There is an endless stream of imagery from photographers across the globe on Instagram, Facebook, Twitter, and Google images— photography to be inspired by and to help get your creative juices flowing so you can create your own unique pictures.

Marina Barrage

photography tips

Kebun Baru Birdsinging Club ADD LIFE TO LANDSCAPES Beautiful landscape shots can be breathtaking, but if you’ve ever been subjected to a friend's or family member’s holiday snaps, you know how dull they can become after you’ve looked at dozens of them in a row. Try adding people to your landscape photographs—even if they occupy just a little bit of space within your frame, a human touch helps make a more powerful photograph: it gives scale to an image, offers perspective, and adds drama.

TIP # 2 13 JOURNEYS

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PERFECT

by Scott A.Woodward

TIP

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Helix Bridge EXPERIMENT Experiment and push yourself outside your photography comfort zone. Be on the lookout for creative and dynamic angles, shoot without looking through the viewfinder, capture speeding traffic by moving your camera at the same speed as the cars, get down on the ground and shoot up, climb a tree and shoot down, shoot without the flash, try long exposures and get close to your subject—and when you think you’re close, get even closer! The more creative you get, the more you’ll learn about what works and what doesn’t work, and the better your photographs will be.

Or maybe you’ll just get lucky and make a beautiful accident!

UNDERSTAND LIGHT The most critical ingredient in all great photographs is lighting. The best images always make interesting, powerful use of light. Work to understand how light works, bends, reflects, and warms.

The sun’s angle significantly affects the warmth and contrast of a photograph, so as often as possible, shoot in the warm “golden hours” of early morning and late afternoon (one hour after sunrise or one hour before sunset, when the sun is low and the light is soft and yellow-orange).

Dramatic light can make even mundane subjects appear outstanding—be on the lookout for beams of light peeking through clouds, filtering through trees, shining through windows—and make use of long shadows cast during the golden hours.

Newton Food Centre

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JOURNEYS 14

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Athletic Training Room The physiotherapy suite is the latest addition to the amazing facilities at Singapore American School. Not only does it serve our athletes, this athletic training room is a haven for students undertaking areas of study like anatomy, physiology, kinesiology, and students in the athletic trainers club. Students usually walk in to study, observe, or when they have an injury or a health concern.

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Fifteen to 20 students walk in each day with conditions ranging from simple turf burns to grade three sprains and strains that require rehabilitation. Athletic trainer Tomo Tanabe patiently attends to all who require her aid.

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Two state-of-the-art stationary bikes help athletes recovering from injury. Using them is not usually a favorite among students because they have to work hard, but this definitely helps with maintaining cardiovascular fitness once the injury is healed and they can return to play.

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Cold baths are one of sport’s most popular recovery aids. And the huge ice machine in the room now supplies crushed ice to our recovering Eagles for pain management.

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A few other pieces of equipment added to the room include a massage table for injury evaluation and an ultrasound and stim machine for therapy.

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JOURNEYS 16

Tech Tips A Purposeful Tech Winter Break B y T O D D N O R T O N , M i d d l e S c h o o l Te c h n o l o g y C o a c h a n d S TA N R I C H A R D S , M i d d l e S c h o o l Te c h n o l o g y a n d I n n o v a t i o n C o o r d i n a t o r

The approaching winter break is an ideal time for families to enjoy some well-deserved downtime and reconnect with friends and family. Many parents dream of tech-free family fun but succumb to allowing more tech use than intended. Travel brings long flights, overnight hotel stays, and other potentially boredom-inducing downtime. How do we find a balance for our kids with their tech and our family’s holiday plans? Here are some fun and purposeful holiday projects to have your child take ownership or assist you with: Being the family photographer

With a mobile phone, iPad or camera in hand, pass the responsibility for capturing the family’s holiday antics to one of the kids. Once taken, there are lots of apps available to edit and enhance digital images to really capture that moment. Try one of our favorites—Snapseed.

Curating the family holiday photo album

What do you do with all those digital photos? Hide them away on a device or stuffed inside some form of cloud storage? Try printing some of your child’s best photos to display around your home.

One option might be Photobox.

Creating a travelogue

If online rather than printed is your family’s preferred medium, create a multimedia travelogue to tell your vacation story. You can then easily share it with friends far and wide. Apple Clips and Adobe Spark Video are two apps our students enjoy. You can give your child some social media responsibilities to catalogue your experiences.

Learn some coding

Coding is something everyone should try, and there are many apps and resources out there for all entry levels. Computer Science Education Week is December 9 through 15, so while it's a hot topic, delve into the Hour of Code, Swift Playground, Code Academy, and Scratch, Jr. Being the tech tutor/trainer

Parents often feel they have no idea what’s trending in the tech world. Flip roles and have your child teach you their favorite game, how to rock in Minecraft, or how to make a Tik Tok video.

Family game time

Challenge your child to find a game that can be played while on the road with the whole family.

Maybe even try Exploding Kittens—it’s a blast!

This holiday break, try using technology to bring your family together and tap into your child’s creativity.

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NEW

SERIES EXPLAINS THE SAS EDUCATIONAL EXPERIENCE

Deputy superintendent Dr. Jennifer Sparrow delves into the nuts and bolts of teaching and learning at Singapore American School.

I am excited to help our community better understand the learning process at Singapore American School through our new series, Learning at SAS! In bite-sized articles, along with videos, podcasts, and links to further reading, I will explain the most important aspects of how teachers teach and students learn in SAS classes and activities. Our Learning at SAS articles will appear in eNews once or twice each month, and I hope you will take a few minutes to read each one.

Our first few articles have already been published— if you missed them, you can catch up on the school website at www.sas.edu.sg/learning-at-sas. We began the series by explaining what we believe are the most important skills our students need in order to lead productive, fulfilling lives in the 21st century. From this introduction to our desired student learning outcomes (DSLOs), we will move on to examining the particulars of each outcome so parents can understand just what skills we are aiming to develop in each student, and how we do so across divisions and subject areas.

Later in the series, we will investigate other important elements of our educational and activities programs, including why and how we personalize learning, how teachers use professional learning communities (PLCs), how a standardsbased approach and high-impact instructional practices improve learning, the role of pastoral care at SAS, and more. We plan to publish around 15 articles between October and June.

While working on this project, I am enjoying the opportunity to step back and reassess the “big picture” of educational life at SAS as I brainstorm topics, interview teachers and students, and visit classrooms and learning communities. I look forward to hearing from parents or other community members who have questions about these subjects, at learningatsas@sas.edu.sg. I hope that you enjoy the series and that it gives you extra insight into the Eagle educational experience!

SOME OF THE TOPICS WE PLAN TO COVER: • What are our DSLOs and how are they taught?

• Why is personalizing learning important and how do we do it?

• What are PLCs and how do they benefit teachers and students?

• What is a standards-based approach and why have we adopted it?

• What are high-impact instructional practices and how do they work?

• Why is pastoral care integral to personalizing learning?

• What are competencies and how do we ensure students develop them?

• What are customized pathways and how do they benefit students?

• How do flexible learning environments enhance great teaching?

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JOURNEYS 18

By KINJAL SHAH Communications Writer

No matter who we are, where we live, or what our goals may be, we all have one thing in common: we are all Eagles!

Relationships are fostered at every step of the journey and last beyond time on campus.

Whether our students, faculty, parents, and staff have been at Singapore American School for two years or 12, they are forever part of the Eagle family.

And as we say, once an Eagle...

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DINEGA AND SIMON, PARENTS Cyrus G. transitioned from a local school to Singapore American , School in August 2018. He participated in the Jumpstart program which is designed specifically for students that are starting their learning journey at SAS. Through the program, Cyrus was able to develop positive relationships with teachers, and his new classmates, and become familiar with the learning environment.

As the school year began, there was an emphasis on honoring personal identity and building a sense of community. Classroom routines and expectations were established early on, helping Cyrus feel comfortable, safe, and valued. Cyrus shared how his teachers helped him on his first day at pre-kindergarten, “My teachers (Ms. Lynsey and Ms. Yukako) showed me where the playground is and where to read books. They taught me to use kind hands and kind words.” The relationships with the members of his community are the most meaningful to Cyrus. When asked what he liked most about going to school, Cyrus responded, “Seeing my friends and my teachers!”

Even at a young age, it is evident that Cyrus has a sense of pride in being an SAS Eagle. He is excited to put on his uniform every day, sometimes even choosing to wear it on alternate dress days!

He really enjoyed the opportunity to cheer on the IASAS teams throughout the year, shouting, “Go Eagles, go!” in support of his older schoolmates. When asked what being an Eagle meant to him, Cyrus responded, “Being kind and being nice to my classmates,” values that are intentionally nurtured in the early learning center and at SAS.

IDA F., SIXTH GRADE “We are moving to Singapore!” dad exclaimed across the living room. I was very happy, but then it hit me. I would have to change schools. What if I didn’t fit in? What if I wasn’t welc omed there?

At the end of the year, we moved to Singapore.

I was nervous. It was the first day of school. I quickly found my classroom and put away my bag. My teacher, Mr. Haydu, ran out to mee t me. He made me feel welcome. He showed me around. All the teachers were nice to me and the students stood with their arms wide open to new friendships. But even though I was welcome, I was worried that I would never be a part of their com munity. An Eagle.

Today as I look back, I remember how I felt. After about a month, I felt like I was an Eagle. To me, being an Eagle means that there is a community around you; one that has opened to welcome you in.

Now, at the beginning of a new scho ol year, I want to make sure that everyone is welcomed just like I was.

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JOURNEYS 20

DANIELLE G., EIGHTH GRAD

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It gets easier each time you move. Th at’s what everyone old school was co told me as my tim ming to an end. I e in my went to an interna to SAS so a lot of tional school befo my friends had als re coming o moved many tim that came to my he es. A lot of the thou ad when my parent ghts s told me we were How hard was it go moving to Singapo ing to be to settle re! this time?

The last time I mo ved it was from Oh io to the Philippin change I wasn’t ex es which was a reall actly ready for. Th y big is time I had hope easier since we we d that it was going ren’t moving that to be far. And for the mo st part I was right.

Coming to Singapo re wasn’t much of a shock because my vacation before. I family had visited remember loving on the city because it luxurious compare felt so developed d to Manila. Comi and ng to SAS was excit we didn’t know if ing because at on there were going e point to be any spots fo wanted to get into r my siblings and SAS because it’s an I. W e all IA SAS school just lik And my sister and e my old school.

I were already excit ed to meet our old friends during IASA S. My first day of scho ol at SAS was pret ty scary—expecte many people here dly so—as I didn’t know . I knew a few peop le in my grade be I attended Jumpsta cause during the rt. As the day went summer on I got more comf nervous without ev ortable and less en noticing it beca use everyone was so nice and welco ming.

To me being an Ea gle is beyond just following the core honesty, fairness, values of compas responsibility, and sion, respect. It’s helping at school everyday the community aro to ensure that no und us matter what, ever yone feels like they belong.

EMILY O’BRIEN, NINTH

GRADE

ery g lunch alone ev I would be eatin n at O th e. d tiv fie or rri te pp ing and su w school, I was k how I was so welcom as ne d yo Coming to a ne an er e ev m S, to me up arriving at SA rent people co first couple day. However, t’ve had 20 diffe us my day for the m I e e ad on m al it y t ye e, pl I was really sim the first da o ly someone wh mething real s so wa s e wa sh It y, g. dd in was do show me d by my bu s doing and to of this was aide wa t I lo w A ho s. k ek as to we of there She was always able to rely on. ppened a lot). ha ch hi (w st got lo er around when I fficult, but rath a new school di to e ov m th e wi th r bette made that was made the people that hool. And even It wasn’t really sc that made this or gh ct hi fa of r ns he io ot ctat of coffee. An t lo a the harsher expe us forged bonds pl e , rs I’v ring teache h this team ca ug d ro an Th e . tiv am or te supp a sports sy, was joining transition so ea . rls gi azing r and with so many am nding each othe of a team...defe en you rt wh pa it g m in ad be to ns Eagle mea s being able an It’ . g in es be tim e, rd . m ha ck To the your ba ch other during ammates have encouraging ea ow that your te kn u yo e us ca be make a mistake, 21

ELLA BOASBERG, ELEVENTH GRADE I think that my transition to SAS has been much more positive than others, yet I still wouldn’t say it is perfect. There have been the ups and downs that any new student experiences, but I do credit my somewhat smooth transition to the fact that it was partly my decision to come here. I had been aware of the struggles of entering a new high school in a new country before arriving and had spent the time to mentally prepare myself. I was able to keep an open mind throughout the whole time. The process was obviously difficult, but I tried to embrace or at least accept the new experiences.

The school was helpful in that they made it clear I had support from counselors. I think peer support and having someone to eat with at lunch was also really helpful. I ended up relying on peers to familiarize myself with the tools and workings of the school.

Playing a sport has really helped me identify as an Eagle. Immediately by being on the varsity soccer team, I had to represent the school outside of school grounds. The team made me proud to be an Eagle and helped me get some school spirit. It was nice to be able to connect with the school and students outside of class.

LEXI GNAGNE, ELEVENTH GRADE When I walked up the high scho ol steps at 7:55 on the first day, a.m.

I felt like a kid wh o had lost their in a grocery stor mom e. I scrambled around, lookin advisory and pe g for my ople I had met at orientation. a peer support A text from buddy asking to meet her in the elevated much cafeteria of stress becaus e I was so worri I wouldn’t be ab ed le to find the ro om.

When we met, she told me to always meet he and lunch so th re for breaks at I’ll never have to be alone. At introduced me lunch, she to all her welco ming friends. Th me how my first ey asked day was going which made m because it felt e happy like people at th is school will al about one anot ways care her.

As the conversa tion grew, I bega n to feel more comfortable. Tw o months into school, I knew would be a wa SAS rm and welcom ing place that wo make this mov uld e overseas a lo t easier.

Being an Eagle means being a leader and a pe character when rson of no one is watchi ng. Whether yo club or a sports u are in a team, an Eagle leads a group of make the right people to decision and le av es a positive im only on the scho pact not ol but in the wo rld as well if po ssible.

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JOURNEYS 22

LARA INGHAM, ELEMENTA

RY SCHOOL LIBRARIAN

It was a rainy, blus tery and frigid la te February afte miles from Singap rnoon, and 8,136 ore, when I first got a sense of th and genuine joy e committed prid of being an Eagl e e.

After a full day of teaching and faci ng a lengthy even the time and lous ing commute, y weather fell aw ay as I interviewed colleagues and with my future supervisors who were engaging, knowledgeable thoughtful, and about education.

As I hung up, I re passion for their alized that the work as educator s was infectious own love for my an d matched my profession. I cam e home to my fa thrilled to consid mily excited and er the possibility of casting off ou and trying our ha r known existence nd at life overse as at an exemplar y school.

Fast forward five months to our ar rival at Changi Ai were greeted by rport where we a whole crew of faculty and staff, even though it w sm iling and attentiv as just before da e wn. The warm su continued throug pportive welcom h our first weeks e in the country an first day at SAS. d up until the ve Hugely important ry was Jumpstart w sons the ground hi ch gave our two ing in SAS to mak e their arrival to school much less this new world an startling. d I quickly realized that SAS excels in creating struct teachers and co ures to support mmunity. Working their within PLCs (Pro Communities) w fessional Learning as new to me. Th e professionalism for each other an and authentic ca d our students is re like nothing I ha in my 24 years as ve ever experienced a teacher libraria n.

In my first few m onths at SAS, I le arned my initial Oregon on that instincts, back in rainy day in Febr uary, were accura is one of caring te. The Eagle W and of giving fre ay ely of oneself to forward to repayi he lp others. I look ng the care I have been shown to ne staff once I am no w faculty and longer a “newbi e.” For all of you us navigate our who have helped way to finding ou r home here at SA (xiexie), and terim S, thank you, 谢谢 a kasih!

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TOM FLANAGAN, HIGH SCHOOL

TEACHER

When people say tha t we are brave to ma ke a big move with su ones—ages six, three ch little , and five months—I have a simple respons “We would not have e: moved for any other school.” SAS’ reputa an excellent school bri tion as mming with opportu nities is well known, the culture of extraord but it is inary care that has ma de SAS our new home .

Long before arriving in Singapore, SAS’ ex traordinary care was display as our incred on ible human resource s department helped through the relocation guide us process. When we arr ived at Changi Airpo 15 bags and three yo rt with ung children, HR me t us with a van to shep to our hotel. Two da herd us ys later, Lucía and Op helia began their caree Eagles with the Jump rs as start program. The ea r-to-ear smiles that ou wore as they stepped r girls off the bus at the en d of the day told Erin what we hoped for as and I parents: they loved the ir new school.

Erin and I were welco med into the SAS co mmunity with as much and care as our child warmth ren were. Our shipm ent from the US was delivered during the due to be first week of the newteacher orientation, concerned about mi and I was ssing important meeti ngs. “Take care of yo and your family first” urself was the response of Stephen Ly, our princ extraordinary care of ipal. The our leadership was on display again a few we later after Erin broke eks her ankle running wit h the cross country tea is incredibly tough an m. Erin d refused to miss a da y with her students, limped on crutches int so she o her classroom the next day. Having he had happened, the en ard what tire high school leade rship team visited he classroom and delive r in her red the same messa ge that Stephen had before: “Take care of weeks yourself.” They had already arranged a su teacher and saw to it bstitute that Erin had the tim e she needed to cons doctors and to rest. ult with Being an Eagle mean s going the extra mi le to warmly welcome new kid (or adult!), an the d an Eagle leads by serving others. Teachin inquisitive students, g working alongside pa ssionate colleagues, being supported to and do my best work by inspiring leaders ma a special place to ca kes SAS ll home.

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JOURNEYS 24

Today, Singapore American School students use the Next Generation Science Standards (NGSS) that identify scientific and engineering practices, crosscutting concepts, and core ideas in science that all K–12 students should master. Students are equipped with the ability to think critically, analyze information, and solve complex problems—skills needed to pursue opportunities within and beyond STEM fields.

Now Then 2019 1964

The new site at 60 King’s Road accommodated students from kindergarten through twelfth grade from 1962 to 1971. It was during this time that the American community marshalled its resources to provide quality education for its children, improving curricular opportunities with new science labs and classrooms—a far cry from the school at Rochalie Drive.

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JOURNEYS 26

Destructive Perfectionism By D r. J E F F D E V E N S Personal Academic Counselor / School Psychologist

100%

50%

27

"Many of us believe perfectionism is a positive. But researchers are finding that it is nothing short of dangerous, leading to a long list of health problems."

BBC

Perfectionism is sometimes viewed as a positive personality trait which increases a person's likelihood of success; however, perfectionism, when accompanied by self-defeating cognitive distortions and corresponding maladaptive behaviors, actually makes it more difficult to achieve goals.

This sort of perfectionism, termed Maladaptive Perfectionism, is often attributed to mental health issues. At its root, perfectionism is about perfecting an imperfect self. Teens exhibiting perfectionism feel constant pressure to meet unrealistic standards they or others have set for them, often procrastinating because these standards are too difficult to achieve.

Further, they don't see constructive feedback and the making of mistakes as part of the learning process. Instead, they internalize feedback and errors as confirmation of their worthlessness and spend inordinate amounts of time doing, redoing, planning, but not completing tasks. When too much pressure builds, usually due to a lack of sleep, they implode or explode.

Maladaptive perfectionists remind me of the Greek story of Sisyphus. Zeus punished Sisyphus for his craftiness and deceit by making him roll a boulder up the side of a hill which continually rolled to the bottom before reaching the top. Always working, always toiling, never achieving. Does this describe your child?

Andrew Hill of New York University notes, “There has been some suggestion that, in some cases, perfectionism might be healthy and desirable. Based upon the 60-odd studies that we’ve done, that’s a misunderstanding.

Working hard, being committed, diligent, and so on—these are all desirable features. But for maladaptive perfectionists, those are really a symptom, or a side product, of what perfectionism is. Perfectionism isn’t about high standards.

It’s about unrealistic standards.”

As one perfectionist teen noted, being average is worse than death. When confronted with failure, they experience guilt (i.e., I should be better) and shame (i.e., I’ll never be good enough).

In order to combat these feelings, they often create even higher expectations, and as a result, being perfect becomes a vicious, futile cycle.

Why is this happening?

My response to this question is framed in the context of my service to this community for the past 18 years. Some students and parents attending Singapore American School are driven by destructive perfectionism in the form of grades and ultimately college placement, seemingly at any cost.

Despite repeated administrative and counseling pleas, these parents and students persist with the notion, University is Destiny. Falling for this fallacy, they compete for top grades and take many accelerated courses believing this is the path, and the only path, to future success. Dr. Daniel W I N T E R

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Gleason, psychiatrist and author, notes,"this maladaptive perfectionism is a primary root cause of anxiety and stress among teens."

For some of our families, there are cultural aspects associated with academic success. Getting into a "good" university is the benchmark by which their parenting is measured, sort of like a final parental exam. Perfectionist parents push, pull, taunt, threaten, and use fear and shame-based parental tactics in an effort to "help" their child achieve. These are difficult words to write; however, they are written with concern and compassion.

We must continue having conversations with the parent-student body, sometimes difficult conversations, regarding who we are as a school community and how we measure student success.

Researcher, Kim Jones notes,"historically the goals of education have been: to prepare children for citizenship, to cultivate a skilled workforce, to teach cultural literacy, to help students become critical thinkers, to help students compete in a global marketplace, and to prepare students for college."

At SAS we too strive for these goals, all the while recognizing we are cultivating young hearts and minds. At the core of who we are, or desire to be, is a relational community. For it is in the context of relationships that kids and adults find reality, passion, and purpose, and thrive. If your child is struggling with perfectionism I have a few suggestions.

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1. FRAME REALITY IN TRUTH, WITH LOVE. You are not perfect and neither is anyone else, including your teen. A primary way teens come to understand this is as a result of failure...often lots of failure in a myriad of areas (i.e., academic, social, athletic, artistic, relational, etc.). When perfectionists let go of the idea of being perfect this often unleashes a torrent of emotions.

Each year around October counselors begin to see a steady stream of students struggling with destructive perfectionism. Why? They've earned their first "B." Prior to this, they earned all "A" grades. With the prospect of a "B" on their report card, they often view ALL previous academic efforts as worthless. With perceived college hopes dashed they spiral emotionally. The challenge for parents, teachers, and counselors is lovingly walking with teens through the pain, hurt, and REALITY of earning a "B" and helping them recognize their worth isn't the byproduct of grades...or university placement.

2. FOCUS ON PERSONAL EFFORTS, NOT OTHERS' SUCCESSES. Perfectionists tend to idolize unrealistic standards, making these the benchmarks of success. A primary way they do this is by comparing their progress with their peers' progress.

Instead, help kids focus on their progress and performance relative to where they were a week, three weeks, a month, or five months ago. In many cases, it's helpful to write out

progress along the way. Looking back on previous accomplishments, when not in the moment of an emotional meltdown, can be a healthy, selfreflective exercise. Learning and improving oneself is a process. Emphasize the importance of individual learning, not comparing. There is no "win" with this kind of comparison.

3. LEARN TO EMBRACE MISTAKES AS PART OF THE LEARNING PROCESS. Overcoming perfectionism means working without stressing over mistakes. Perfectionists sometimes need personal space to make mistakes and simply get started with the process. A large part of the work we do in school involves practice, rehearsal, and learning by degrees of approximation. Getting started is often a difficult task for perfectionists.

This can be helped by establishing cut-off times for the use of technology. This effectively creates a boundary and lovingly forces them to engage in the learning process.

4. ADDRESS THE “FOUR HORSEMEN” OF DESTRUCTIVE PERFECTIONISM. Many kids believe if they were only smarter they would achieve at higher levels; however, learning, and ultimately doing "well" is more a byproduct of executive functioning skills than intelligence.

What kids fail to realize is that in order to achieve at higher levels they have to learn the discipline of four fundamental skills: organization, time management, task initiation, and emotional regulation. These

skills must be taught. I had a conversation with an eleventh grade student at the start of the year who asked about ways to improve their study skills. We unpacked these four areas and found several gaps that were hindering his ability to perform well.

The good news is he wanted to work on these skills and was open to constructive feedback.

Perfectionists don't tend to seek out help, believing to do so is to acknowledge they are not "smart." If your child is struggling in one of these areas, address it. They may need your ongoing help, even in eleventh grade!

5. CHALLENGE EXTREME THOUGHTS. How we think is how we respond. Thoughts left unchecked become actions or emotions justified. Perfectionists think in extremes.

Words like everyone, all the time, always, never, and can't become cognitive traps and self-fulfilling prophecies. When this happens, kids need help redirecting their thinking.

Get the focus off the general and broad and onto the specifics. What are the tasks to be done? What are the steps? What is the plan?

What is the evidence? Extreme language is used as a means of abdicating responsibility for outcomes or because kids lack the skills to self-advocate…or both.

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M E E T I N G S I N E L E M E N TA R Y S C H O O L

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By CHARLOTTE HEWSON Communications Writer

“Morning meeting is a time when students can breathe, have fun, recalibrate, and get ready for their school day. It’s a time when they feel seen and heard. It’s a time to get to know one another in new ways and to support each other. It’s a time and a space for topics that really matter and make a difference in our children’s lives.”

Lauren Bokaer, first grade teacher

Morning meeting is one of many practices used in elementary school to develop social emotional skills. As part of the Responsive Classroom approach that aims to build a safe, joyful, and engaging learning environment, morning meetings help students feel known and cared for within their classroom. Morning meetings boost empathy and teamwork, prepare students for the day ahead, and support all aspects of learning— academic, emotional, and social.

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four

There are

components to a morning meeting:

GREETING

SHARING

ACTIVITY

MESSAGE

Students and teachers greet each other, ensuring every child is seen and heard.

The group completes an activity that encourages teamwork while re-emphasizing social or academic skills.

Students share something about themselves or their lives, and the rest of their peers listen, then ask follow-up questions or offer comments.

Students read a short message from their teacher, usually describing what is to come in the day ahead.

“Morning meeting makes me feel good. It is nice to get together and greet everyone in the morning because it is always nice to say hi to start a new day.�

Zach H., third grade

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Let's take a look at some examples of how our elementary teachers incorporate these fun and purposeful practices into their morning meetings.

Ms. Gray

Ms. Burant

“A huge bonus and component of our morning meetings is that it is a time when our students practice and live the DSLOs of collaboration, cultural competence, communication, character, and of course content knowledge.”

“It’s really important to have time in the morning to build community.

Morning meeting provides an opportunity for children to build relationships with each other and interact in a comfortable space.

I really value that time in the morning to establish relationships, gauge how children are feeling, and set a positive tone for the day.”

kindergarten teacher

ACTIVITY "123 pop" is a great activity that we play.

We stand in a circle and simply count around, and pop sits down. I sometimes pull in academic content, for example counting by tens or using the alphabet to sit down on a vowel. Morning meeting activities are fun and build social skills, while also enabling us to weave in academic content.

SHARING At the start of the school year, the sharing component of our morning meeting is about getting to know one another and making connections. Later in the year we may share ways that we have demonstrated kindness to others. Morning meeting includes developing skills of how to be a good listener, how to be a good speaker, how to share information, and how to connect with that information. It’s about building community and getting to know each other better. Sometimes you can also pull academic content into it. For example, we may share something learned from math yesterday, or something that we found challenging in class yesterday.

The DSLOs and core values really come into play in morning meetings.

kindergarten teacher

GREETING We like "hey there neighbor" which is a partner activity in which children face each other and greet one another using some actions and a song. It starts with a partner, then expands to a group of four, and then we try it as a whole class.

Morning meeting presents opportunities for all students in the class to have a voice and agency in different capacities.

While it is guided and structured, children have the opportunity to choose a certain greeting and determine what that might look like.

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Ms. Bokaer first grade teacher

“During morning meeting, children learn to be stronger listeners, to problem solve, and to process feelings about life outside of school.

They learn to interact with every other student in their class.”

GREETING My students’ favorite greeting is the shoe greeting. We all put one shoe in the center of the circle. One by one the children choose a shoe, find out who it belongs to, and greet that person. That person, in turn, gets to choose a shoe, and so on, until we reach our lucky last person to be greeted!

ACTIVITY We play team-building games like "coseeki" whereby one student leaves the room, and another is chosen as the "silent leader." The leader will quickly and silently change their movements, and the rest of the group follows suit. The person who went out has three guesses to figure out who the leader is. If the group is really working together, it can be tough to guess! We also play "pass the pulse" in which students work together to gently squeeze first one hand and then the next.

We see how long it takes for the pulse to get around the circle, and then we try to beat that time. It takes a lot of focus!

Ms. Angle

second grade teacher “Starting the day with morning meeting helps students make friends and get ready to learn. It also gives a sneak peek of the academic content to come that day.”

GREETING Our class does greetings in different languages, silent greetings, and fun and silly handshakes! Our class loves the ball roll greeting, where we roll a ball across the carpet to a friend and greet that person.

SHARING One way in which we share during morning meeting is to have one person share a story while two others ask questions. This may be a funny story, or a tale about family or friends. At the start of the school year, we share the history of our names. This is written by parents and students together at home, and students bring this information to class to share with their peers.

MESSAGE Tuesday, September 3, 2019 Dear students, Today we will begin with class jobs.

How can we all collaborate to get the jobs done respectfully and responsibly?

At the end of the day, we need to review our pack-up routine. Have a terrific Tuesday!

Love, Ms. Angle & Ms. Halijah

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Ms. Burrows third grade teacher

“In our community, the benefits of morning meetings ground us in our purpose for spending time together each day. We take the time to acknowledge each member of our community by allowing opportunities to share and participate in ways that allows us each to meet our needs.”

“I think classes should have morning meetings because we get to share what happened in our lives. Also, we get to hear each other’s experiences.”

Clare Y., fifth grade

ACTIVITY "Mind reader" is one of our favorite activities. There are three gestures and the goal is to read your partner's mind and do the same gesture after counting "1, 2, 3" and turning to face one another.

The three gestures are pirate (hand over one eye), body builder (flexing both arm muscles) and hula dancer (hula dance).

If you match your partner, you have successfully read each other’s minds!

MESSAGE Dear thoughtful third graders, Do you like treehouses? What about 117-storey treehouses? Today we will get a sneak preview of Andy Griffiths' new book.

If you could build your own treehouse, what would be the one feature you would want included in your treehouse?

Mrs. Hughes wants to rock climb to the treehouse, and Ms. Burrows wants a foot massager!

Love, Ms. Hughes, Ms. Burrows, Ms. Kelly, and Ms. Zuby

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Ms. Williams third grade teacher

"The skills you can teach during morning meeting are so explicit that students will then use and practice them throughout the rest of the day.

Something as small as choosing the person to sit next to during morning meeting can lead to students being more thoughtful about who they are sitting next to during the rest of the days activities."

ACTIVITY "Entourage" is a version of rock, paper, scissors. Two people play rock, paper, scissors, and the person who doesn't win the game joins the other person's team.

The winner moves to play with someone else, and again whoever loses the game joins the other player's team. Eventually, the activity ends up with two teams supporting one another and there’s one winner out of the whole class. This is a lesson about how to use kind and supportive language with others as the activity involves working on compliments and kind things to say to the person playing on your team.

SHARING Sharing may include one person sharing a story with others asking questions, as developmentally we want our students to listen and think about others. Today students shared about collaboration and a time they have collaborated with others. Sharing is an important part of morning meeting and introduces the idea of being a good listener or showing interest in others.

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Ms. Christiansen fourth grade teacher

“Morning meetings are an opportunity for children to connect, to acknowledge each other as people! They give a venue for building community by sharing similarities and valuing differences.”

ACTIVITY This year my students love playing the activity, "going on a picnic" which challenges them to “find the rule” of what each player is allowed to bring on an imaginary picnic. Last year, students loved "fidget family," a silly story with sounds and movements. Another favorite is "guess the leader" which requires students to be keen observers of body language and eye contact.

SHARING Whenever possible, I try to link the sharing component to the content of the day. Doing so offers a way for students to make a personal connection to the upcoming learning. It could be something as simple as, “Name your favorite healthy snack” during our nutrition unit, or, “Which animal adaptation do you find most interesting?” during our structure and function unit.

“Morning meetings make me feel closer to the class.”

Miraya S., third grade

Ms. Sedro fifth grade teacher

“Morning meeting reminds me daily to build and reinforce the classroom culture. When our classroom culture is strong and supportive, students collaborate more easily. They are willing to take the risks necessary for learning.”

SHARING

MESSAGE

Some sharing is designed to help us get to know each other better, such as, “How many pets live in your household?” or “If you could have one superpower, what would you choose and why would you choose it?”

Today is Wednesday, December 5

Some sharing is problem-solving, such as, “Birthday people get to use the yoga ball as their chair on the day that we celebrate their birthday. However, we have two days this year when we will be celebrating two birthdays. How should we handle this? Be ready to share your opinion, or use your talk moves to build on someone else’s idea.”

Some sharing is a kick-starter for what we will be learning. For example, as we start our migration unit, one-day sharing might involve sharing the places your ancestors migrated from. Another example is, “We have our end-of-unit math test today. Based on what you learned about yourself from the review test, what is one thing you are going to make a point to do on today’s test?”

We have Ashwin’s birthday circle today after news. Please finish writing your page for his birthday book before then.

Mrs. Jindal will be here tomorrow. What will you personally do to ensure you are able to learn well and be respectful of Mrs. Jindal? Be ready to share your plan.

For our game today, be thinking about the push and pull factors that affected the Pilgrims, the pioneers on the Oregon Trail, and the Indians who immigrated to Singapore. Bring your whiteboard kit to morning meeting.

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Was it this person that said that? Or that person that said this?

Turn the magazine upside down to find out if you matched the quote to the right faculty!

1

2

Matthew Elms, middle school

Jamin Bookhamer, middle school

3

Katie Goggins, preschool

Devin Bokaer, preschool 5

6

Stacey Jensen, high school

Lawrence Shackelford, high school

8

Simon Gustafson, elementary school

Alison Cuthbert, elementary school

I can put a lobster to sleep!

At two different points in my life, I lived and worked with indigenous tribes (Xavante and Ashininka) in Brazil's Amazon rainforest. Quite unexpectedly, it was the documenting of these experiences that led me to embrace the subject I currently teach.

I have met Rosa Parks, and Senator John Lewis, and I heard a speech by Nelson Mandela.

4

My first job was when I was nine years old; I delivered a local newspaper to houses in my neighbourhood, earning half a cent per paper delivered.

I completed the 565-kilometer-long Styrkeproven Bike Race (Strong Person Proving) from Trondheim to Oslo, Norway in just over 20 hours, with thousands of cyclists from all over the world.

I grew up in a town called Orange, which was famous for growing apples.

7

I know how to play the piano, cello, ukulele, guitar, flute, and tuba.

When I was a baby, my family emigrated from Scotland to Canada. In those days, there were no "infant seats," and I entered Canadian airspace in a wooden tomato crate on the floor of the plane!

ANSWERS: 1 – Simon Gustafson; 2 – Lawrence Shackelford; 3 – Matthew Elms; 4 – Stacey Jensen; 5 – Jamin Bookhamer; 6 – Katie Goggins; 7 – Devin Bokaer; 8 – Alison Cuthbert

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PTA STORE And Cafe Monday - Friday 8:30 a.m. - 4:00 p.m.

Making

Team

Middle Advisory

School

Feel

By DIDI KRISHNAN Communications Writer

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Small

Middle School

Grade

House

Extraordinary care is at the core of what we do at Singapore American School. We strive to create an atmosphere where students feel safe and connected as they maneuver their way through the daily academic and personal challenges they may face at school.

Research shows a strong link between Social and Emotional Learning (SEL) and student outcomes in the areas of mental well-being, character development, school success, career success, and responsible citizenship.

M I N I S T R Y O F E D U C AT I O N

With over 900 students navigating the middle school hallways on the first day, emotions are at an all-time high.

The transition from elementary school to middle school can be overwhelming. Countless questions. A plethora of choices.

What’s my next class? How do I get there? Where do I go for lunch? Students could find themselves lost in the big school setting. How do we help make our large school feel smaller so students can feel known, valued, and like they belong?

3

grade levels

3

teams per grade level

100+ students on each team

SINGAPORE

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JOURNEYS 44

The advisory program in middle school is one of the most special things about our division. The time I spend getting to know my advisory students through our daily meetings and social-emotional learning lessons really make me feel connected to them. My advisory students know that they can come to me or each other about anything, and it really feels like we have our own little family that looks out for each other right here at SAS. ANA MARÍA GACH MIDDLE SCHOOL TEACHER

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advisory groups per grade

11-12 students per advisory

1-2

advisors per advisory

ADVISORY

Advisory strives to create an atmosphere of trust where students feel safe to discuss a wide range of academic and personal matters, helping to balance the rigorous academic demands of the Singapore American School experience. Every student is known, advocated, and cared for in the advisory program. As a smaller group, it offers formal and informal layers of support for students to build a strong and trusting connection with the advisor.

All students in an advisory meet at the start of every school day and are supported by their advisor(s).

During advisory, students: • learn about weekly events that take place in middle school • participate in team activities • experience social-emotional learning lessons that connect with the Collaborative for Academic, Social, and Emotional Learning standards (CASEL) take place twice a week where students are able to connect their social-emotional lessons with the SAS core values: compassion, fairness, honesty, respect, and responsibility

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HOUSE SYSTEM

You’ve heard the house cheers…

Ain’t no house like an Andor house!

Can lah, win lah, Aquila!

Step aside for Ethon pride!

The house system promotes team spirit, offering students an opportunity to connect with each other. Throughout the year, friendly competitions like spirit wear contests, field day, or Peer Council assemblies aim to amplify the spirit of camaraderie among students across grade levels. The roaring chants during the assemblies are proof that our students feel a sense of belonging and a greater sense of loyalty to their smaller community, their house.

3

house teams

22

house shirt days

WELL-BEING CHECK-INS

Every Thursday during advisory Commenced in August 2019

This year we introduced a new tool that helps students reflect on their social-emotional well-being and helps us to ensure we are doing everything we can to meet our students’ social emotional needs. Our goal is to ensure that our students feel safe and supported as they travel through their middle school journey.

This tool takes the form of a weekly well-being check-in survey and in addition to prompting students to reflect on their stress, physical activity, sleep, technology use and relationships, it provides an opportunity to reach out to a counselor for support. Middle school counselors use this data as another way to determine if there is a need to meet with students urgently or at a later date as well as design grade level or small group lessons. We anticipate that as we build the data set over time, we will be able to identify emotional times along with some of the drivers of that stress and put interventions in place prior to students experiencing elevated levels of stress.

Already this year the well-being check-in has helped our counselors to reach out to many students and offer support before those students would normally have been identified. This early intervention has helped students to manage their concerns before they became overwhelming.

Our hope for the middle school well-being check-in is to raise students' awareness of their own emotional state. While helping students reflect, the data collected also helps counselors gain a comprehensive understanding of the needs across our school.

Reviewing the data has allowed counselors to offer support to a broader range of students.

C H R I S TA H AY C O C K MIDDLE SCHOOL COUNSELOR

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PEER COUNCIL Mission statement: Peer Council believes middle school should be a place where students are accepted, heard, and are free to be themselves.

Middle school experiences should allow students to learn, have fun, and reach beyond their comfort zones. Peer Council members exhibit core values and strive to create a community that is inclusive, compassionate and one where its members develop positive relationships.

Peer Council members strive to create a vibrant environment for their peers through numerous school events and service projects.

Extraordinary care extends beyond the classroom as Peer Council members welcome new Eagles during new student orientation, lending them a friendly ear and a helping hand during the transition process.

120+ members

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Fun fact

TOP PEER COUNCIL EVENTS:

PEER COUNCIL STARTED 13 YEARS AGO WITH 24 KIDS WHO CALLED THEMSELVES PEER COUNSEL BECAUSE THE GROUP FOCUSED ON BEING PEER HELPERS.

Run for A Cause

Spirit Week

Peer Council Assemblies

Kindness Counts

events in 2018-19

Nothing stands out quite like the feeling of care in middle school.

A genuine environment wrapped in warmth and friendliness makes these three years that are spent walking between red doors, some of the most memorable in school. Every student is recognized and is offered support by countless faculty and peers. Student bodies like Peer Council ensure that no one is left behind. Whether you're a returning Eagle or brand new to our campus, you always have support. Members of the Peer Council reach out to each and every one of the incoming students and offer support to returning students whenever needed. No matter what, you are cared for— that's what it means to be a part of the middle school here at Singapore American School.

KUSH KAPOOR

TENTH GRADE STUDENT 47 JOURNEYS

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REGULAR KID CHATS

Eight or more educators meet weekly Counselors work in collaboration with teaching teams to foster a positive team approach to their relationships with students to meet each student’s social, emotional, and academic needs.

These meetings allow for collective engagement and collaboration among the teachers and counselors who already have a relationship with the student. Teams plan support, intervention strategies, and extension during kid chats.

CLUBS

Whether it's forming a rock band with the Middle School of Rock, scaling a wall in the climbing gym, or building miniature models of warriors and vehicles in Warhammer club—there is an after-school activity for every student in the middle school! It’s more than just academics. With over 300 after-school offerings throughout the school year, students are able to make stronger connections within the smaller group setting as they explore non-academic areas with others who share their interests.

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By S T E P H E N LY High School Principal

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NY As a community that puts character at the forefront of students' learning journeys and consistently reaches out across differences, our Eagles are committed to serving one another and people around the world. High school principal Stephen Ly talks about strengthening this culture at SAS. When laughter echoes through the hallways at the high school, when positive values shape our choices, and when we together choose to stay true to our shared mission and vision, our school—our home away from home—thrives as part of a 63-year legacy.

Singapore American School is a powerfully diverse community. And this diversity offers wonderful opportunities for learning,

friendship, and building bridges across cultures. When I made the decision to come to SAS back in 2015, the culture of the school was one of the things that stood out most. The strengthening of this positive culture—one based on deep care, inclusivity, gratitude, resilience, authenticity, and joy(!)—remains one of our focal points at the high school. This work on culture is complex, deeply satisfying, and inspiring.

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C O N N E C T I N G I N T E N T I O N A L LY How can we continue to build the culture and community we want at SAS? Community comes from connection, and deep human connection requires intentionality. I consider spending time and interacting face-to-face with community members both a responsibility and a privilege. Being out and about in classrooms, hallways, the cafeteria, gyms, fields, and anywhere else our students, faculty, and parents spend time is truly one of the best parts of my job!

Strong, mutually transformative relationships don’t form by accident. Over the course of the first quarter, countless large and small gestures have led to the strengthening of our school community. New students have been welcomed into long-standing friend groups. Parents have taken time out of their busy days to join us at PTA Coffees. Educators have reached out to families and to one another. I continue to encourage every member of this community to reach out to each other in these ways and to make a concerted effort to help each other feel known, heard, and cared for.

E X P R E S S I N G A P P R E C I AT I O N As a community we have so much to be grateful for. As we continue to strive for excellence, I believe we also need to make time to express our appreciation for one another and to celebrate what we have accomplished and are accomplishing together. My hope is that this attitude of gratitude becomes second-nature to our community. I invite you to join us in this important work. No gesture is too small, no words too few when it comes to expressing appreciation.

CHARACTER Our Eagles are many things: scholars, scientists, speakers, activists, athletes, performers, readers, writers, leaders, artists, gamers, inventors. The list goes on. But first and foremost, an Eagle is a person of character.

AUTHENTICITY Our school is truly vibrant because of the uniqueness of each individual student. At SAS, we consider our diversity a source of incredible strength. On the first day of school, I asked students to bring their real selves to school. Doing that is a risk. It is also a gift to our community. Doing this takes commitment. It also takes courage: the courage to take risks, speak up, raise your hand if you need help, be genuine, and allow ourselves to be seen. Truly seen. Let’s show up authentically, help others to do the same, and remember that we’re all in this together.

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As we strive daily for excellence, we hold firmly at the forefront of our minds the commitment we have made to our core values. That is the Eagle Way. And the Eagle Way has never been simply an internal reality. It guides our actions, our speech, our choices.

I am both encouraged and inspired by the small, simple, and remarkably compassionate gestures I see each and

every day at the high school. Ordinary moments. Extraordinary impact. This is who we are. This is what it means to be an Eagle.

I am so proud to walk alongside you our students, and our faculty and staff.

Let’s continue to celebrate both our unique identities as well as our shared identity. We are all Eagles. We are many, and we are one!

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MIDDLE SCHOOL AND COLLEGE: Myth Reality

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By TINA FORBUSH Director of College Counseling

The Singapore American School college counselors know that many middle school parents have questions about preparing for college.

We would like to start by reassuring you that there is nothing that middle schoolers need to be doing right now vis à vis college— middle school should be a time to explore, to build a strong academic foundation, and to try out different extracurricular interests. If students focus on these things now, they will be well positioned for the college application process many years from now when the time comes for them to apply.

With that in mind, we would like to explore some college-related myths that we have heard in recent years at SAS:

Myth There is a formula for getting into highly selective colleges.

Reality While it is tempting to look for formulas or absolutes in this process, there is no one formula for gaining acceptance to highly selective schools. Highly selective colleges are looking for students who are taking advantage of the academic and extracurricular opportunities available to them. Are students taking appropriately rigorous high school courses, ones in which they can challenge themselves and be successful? Are students involved outside of class? In what ways are they extending their learning or their interests?

Ultimately, colleges are building a class, and it is not possible to know how any one student will fit into a college’s plans in a given year. The most overused phrase in university admission—including admission to highly selective colleges—is “it depends.” In the absence of a formula, once they get to high school, students should make appropriate course choices, perform well in their classes, and take advantage of activities such as clubs, sports, arts, or service (whatever is of interest to them). It is worth noting that whatever activities your child decides to explore, colleges will eventually be looking for students with genuine interest and involvement—this is about becoming truly committed rather than about checking a box.

Myth Colleges will review my middle school report cards and activities.

Reality Colleges only review the work that a student has done in high school. Neither middle school academic performance nor middle school activities are included on college applications.

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Myth

Reality

My child should already know what they want to study in college.

Students do not need to be thinking about their intended major or course of study for many years—often, until they are already in college. 50 percent of applicants to US colleges apply “undecided,” meaning that they have not yet identified their prospective area of study. Universities in the US know that students are likely to change their intended major at least three or four times in the first few years of college (indeed, 80% of students change at least once), so it is of limited use to ask seniors in high school to pinpoint exactly what they want to study.

There are some countries, such as Australia, the Netherlands, Singapore, South Korea, and the UK, that will ask students to declare a course of study when they apply in senior year. But SAS students have plenty of time in high school to prepare for this -- there is no advantage to starting to think about this in middle school. The SAS college counselors will start working with students in the sophomore year to plan a high school curriculum and talk about activities that will best position them to apply for a particular course of study.

Myth

Reality

My child should already have identified three or four extracurricular activities to which they will be devoted throughout high school.

Myth

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That said, if your child is involved in an activity that involves building physical skills over time (such as music or sports), then it will be important to continue practicing that activity with some regularity. If your child loves this activity and might want to continue with it in the future, your child will benefit from putting time and energy into it in middle school.

Reality

My child must do community service.

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Middle school should be a time of exploration, not a time of commitment.

This is a great time for students to try out new activities to see what they like.

And ninth and tenth grade will offer more opportunities for exploration, as the high school offers even more clubs and service activities than our middle school does. Colleges do not expect students to settle into the activities they love until tenth or eleventh grade—that’s when they will want to start seeing students commit to activities and, where possible, take on leadership roles.

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If your child loves or is interested in community service, then by all means, this is something that they should pursue! But there is no college that requires its applicants to have done community service, and colleges will not fault students if they are not involved in service activities. Community service is just one of many avenues that students can use to grow, develop valuable skills, and become leaders.

Myth It is crucial to be in the highest math level possible.

Myth Middle schoolers should start SAT/ACT test prep soon.

Reality It is important for each student to be in a math class that is appropriately challenging. For the best learning experience, development of a strong foundation, and preparation for math courses in high school, students should not rush to move to higher levels in the math curriculum. Rather, they should take the math courses recommended by their math teachers and work to succeed in these courses. That will best position them for success across the STEM curriculum in high school and beyond.

Reality All students should wait until midway through high school before considering test prep. There is no data to suggest that any test prep done more than eight to 12 weeks before the test itself is helpful in improving scores (the College Board recommends preparing two to three months before the test itself: https://blog.collegeboard.org/what-best-way-prepare-sat). We recommend that families contemplating test prep consider this no earlier than the first semester of junior year.

The best way to prepare in middle school is to read. The more students read, the more they will succeed at reading comprehension and writing tasks.

Myth My child will have a better chance of getting into a selective college if they attend boarding school in the US.

Reality There is no way of knowing where a child will be most successful in academics and extracurriculars. Some students thrive at boarding school; others may feel lost or disconnected. While boarding school may look appealing from afar, some students arrive to find that they have become small fish in a very large pond—and their grades sometimes suffer as a result.

SAS provides an excellent high school education, as do many boarding schools.

Boarding schools certainly have a lot to offer to certain individuals. They will not, however, necessarily offer easier routes to selective colleges. While some boarding schools boast impressive college matriculation lists, that is no guarantee of entry; their applicant pools to selective universities tend to be both large and highly competitive. This means that it can actually be more difficult to access selective colleges from some boarding school pools.

If you have questions about boarding school as an option, please speak with your middle school counselor.

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IASAS SEASON ONE Soccer Girls Record: Gold Our Eagles had their final match against home team, International School of Manila under very wet conditions. The girls displayed grit and perseverance as they fought hard to stay in the game. The crowd stood to roar when senior Serra Pizzano scored the winning goal with just 10 minutes left on the clock.

What a finish!

Soccer Boys Record: Gold The boys showed some impressive legwork throughout their match against International School of Bangkok (ISB). The second half began with heavy rain, but that did not faze our Eagles. They soared to a thrilling victory against ISB, claiming their second straight championship.

Cross Country Girls Record: Gold The cross country girls’ team came in first place overall with Mikela Munasinghe taking the lead for two consecutive days. Tess Ritter came in third, followed by McKenzie Yun in sixth, Pooja Kundalia in eighth, Christina Yoh in ninth, Maria Varbanova in 12th place, and Elana Munasinghe in 16th place. Not only did our Eagles place first overall, but they also got first place in their time trial by a wide margin.

Cross Country Boys Record: Gold The boys had to brave the 33-degree heat on the final race day, but that did not stop them from soaring the Eagle way. Finishing first was Lucas Bertnik, followed by Cooper Isernhagen in second, Sanat Malik in fourth, Michial Argotsinger in fifth, Ethan Anderson in 14th, Jack McGuffee in 28th, and Aryaman Nagpal in 32nd. The top six overall times totaled 1:01:08, giving the boys first place.

Volleyball Girls Record: Silver Our Eagles matched up with Taipei American School (TAS)—a rematch of last year’s final. It was intense and challenging from the getgo. The crowd watched some of the most dramatic moments of the season as our girls gave it their all on the court. In the end, TAS took the game in three straight sets 25-16, 25-19, 25-18.

Volleyball Boys Record: Gold The Eagles made some great plays in their final tournament against International School of Kuala Lumpur. It was a test of will and mental strength as the two teams battled for the gold medal. Our Eagles showed character and determination in the final— a fine example of the Eagle Way.

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By THE EXECUTIVE SERVICE COUNCIL

In a society that all too often shows us how to rise by tearing others down, service teaches us that to truly rise is to lift one another up.

Brimming with possibilities and diversity, our service community (ServCo) at Singapore American School has established itself as an integral part of the Eagle identity. Service has simply become a way of life at SAS. Venture onto SAS grounds and you will find students engaged in some form of service—from playing basketball with special-needs athletes to offering technology services to school productions and events, and even teaching English over Skype to eager Bhutanese and Cambodian students.

Beyond our campus and across the island, SAS students are performing music for local hospital patients, volunteering at animal shelters, or helping to supply local soup kitchens with food. Around the world, during school holidays and Interim Semester trips, SAS students work towards rehabilitating sexually abused youth, promoting biodiversity in endangered habitats, and building villages for impoverished families, brick by brick.

Inspired by the need for a better world, our students act as catalysts, embodying positive social change through service. With over 60 service clubs in the high school alone, each serving a unique cause and community, the vast breadth and variety of opportunities available can admittedly be as overwhelming as they are amazing.

What makes us "one" service community?

The answer lies in service’s ability to unite us through a shared sense of humanity. Service is a thousandtiered-bridge that connects us through our mutual

A Thousand Beating Hearts.

One Service Community. desire to do good in the world and make an impact.

As international school students, we are constantly reminded to learn from and accept differences while remembering that we are the same in our hearts, a notion that holds true in ServCo as well.

Our diversity is brilliant and beautiful in many ways; there is no one particular type of student or demographic involved in service, nor is there a perfect cookie-cutter way to engage in service.

Yet real, altruistic service, no matter the cause, stems from the same light. Service is unifying and it brings out the best in both those serving and those being served. All genuine service personifies love, empathy, and care, traits that many of us do not dwell upon as much as we should.

This light at the core of meaningful service is what truly defines our SAS service community. It creates strong bonds and heartfelt connections with the people we work to serve, and is the fuel that compels us to serve day after day.

Whether conducted locally at SAS, around Singapore, or around the world, we are connected in the light that inspires us to serve. At SAS, we are not only given the resources to dream big and chase after our own destinies, but we are also fortunate to utilize the resources we possess to give back to others and to serve society.

We are a thousand beating hearts and over 60 clubs strong, but we are one service community.

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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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HAS MOVED ONLINE!

Scan this QR code and c e l e b r a t e o u r c o m m u n i t y.

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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) © 2019 Singapore American School All rights reserved.