Saturday, December 4, 2010
Rosetta Lee
As I end my time here at the POCC Conference, I have to feature another role model for our girls who happens to be at SGS every day, Rosetta Lee. After receiving her B.A. in Biology from Harvard University, Rosetta worked as a Residence Director, Instructor, and Advisor at the Exploration Summer Program, as well as spending eight years as a Stage Manager with Actor's Equity Association. She joined SGS in its very first year and has expanded upon her primary areas of research to include equity and social justice, single-sex education, ethics education, neurobiology, and how we learn. Rosetta currently serves as a speaker, trainer, and consultant throughout the nation.
At this POCC, she served as a facilitator for the Asian/Asian American Affinity Group and presented workshops that included a "Train the Trainer" session described by one of the conference bloggers:
Rosetta Eun Ryong Lee Trains the Trainers
Rosetta taps into her own crafted facilitation skills as she trains a large group of participants on how to facilitate conversations about race. She reminds us that “authentic friendships” across race implies that regular discussions occur around race; otherwise, she questions how authentic these relationships really are.
A few great moments:
* Privilege is like fish seeing the water.
* Be mindful of “Leadership Oppression.”
* It’s not about blame, and it’s not about personal guilt.
Friday, December 3, 2010
The Afternoon
Following the inspirational speech of Mr. Green, the afternoon provided another opportunity to meet another remarkable woman. Linda Villarosa is a journalist, author, editor, and now novelist. For several years, she edited the health pages for The New York Times, working on health coverage for Science Times and for the newspaper at large. She was also the executive editor of Essence magazine -- two different times -- where she wrote or edited a number of award-winning articles. In her speeches and lectures, Villarosa addresses topics including "coming out," HIV/AIDS in the black community, women's health and wellness, LGBT workplace issues, and parenting. Her humor was combined with words of wisdom that really resonated with me - the idea of multiple identities "crashing" into each other at key points in our lives; and how to pick up the pieces, integrate and get whole again.
A Remarkable Day at POCC
Today's sessions included some very definite highlights and more role models for the girls - both male and female.
The morning started with Ernest Green. Yes, one of the "Little Rock Nine" who changed the face of American education forever! Mr. Green earned his high school diploma from Central High School in Little Rock, AR. He and eight other black students were the first to integrate Central High, following the 1954 U.S. Supreme Court decision in Brown v. Board of Education that declared segregation illegal. On November 9, 1999, President Clinton presented Green, along with the rest of the "Little Rock Nine," the Congressional Gold Medal, the highest honor given to a civilian, for outstanding bravery during the integration of Little Rock Central High School in 1957. He is presently the managing director of public finance for Lehman Brothers' Washington, DC, office. He has also been appointed as chairman of the African Development Foundation, and chairman of the Historically Black Colleges and Universities Capital Financing Advisory Board.
I had the distinct honor to meet and share the stage with Mr. Green along with eight other Heads of Color at the conference. The entire audience was surprised to learn that there are only 53 people of color holding top leadership positions in over 1400 independent schools in the National Association of Independent Schools (NAIS). We have come so far, but have a ways to go.
Thursday, December 2, 2010
Phoebe Eng
What a remarkable first day at the NAIS People of Color Conference!
Phoebe Eng - strategist, national lecturer, and author of Warrior Lessons - addressed many of her topics to the young people in the audience. She urged them to find those best places that will make a place for their "whole selves." Her book is a memoir-based examination of race, empowerment, and leadership in a rapidly changing world. She also provided three broad guidelines for our future leaders:
- There will be unique opportunities in "flattened hierarchies" that are becoming more and more common.
- Future generations will need to open up the "silos" of their lives in order to bring their whole selves to the table.
- Young people will need to fully engage the world around them, but on their terms - retaining the cores values they develop as individuals.
Eng has worked with a broad range of institutions - city, state, and federal agencies, Fortune 500 companies, churches and universities - helping them to understand the complexities and opportunities of a multicultural society and develop programs which increase the participation of women and people of color. Her next book Fluency will capture the highlights of this lecture series.
Once past the morning of inspiration, I had the opportunity to participate in the Latina/o-Hispanic American Affinity Group. Smart phone technology helped us quickly get a sense of who was in the room (check out http://www.polleverywhere.com/), and then we began a two-day exploration of our collective racial-cultural identity. I should highlight that a few doors down, Rosetta Lee, SGS faculty member, was helping lead the Asian/Asian American Affinity Group. Rosetta will also present two workshop sessions to her peers as she is well known and well regarded nationally in this work. You would all be very proud of the SGS presence at this gathering.
We ended the day with a gathering of folks from the Pacific Northwest region - mostly from Seattle - and we shared some of the local opportunities for young people and adults alike. More tomorrow!
Wednesday, November 24, 2010
Bedtimes and the Blues: Evidence in Support of Improving Adolescent Sleep
Link to Complete Study Overview in Sleep 2010
Tuesday, November 23, 2010
Thanksgiving - A Deeper Perspective
By Chuck Larsen
When the Pilgrims crossed the Atlantic Ocean in 1620, they landed on the rocky shores of a territory that was inhabited by the Wampanoag (Wam pa NO ag) Indians. The Wampanoags were part of the Algonkian-speaking peoples, a large group that was part of the Woodland Culture area. These Indians lived in villages along the coast of what is now Massachusetts and Rhode Island. They lived in round- roofed houses called wigwams. These were made of poles covered with flat sheets of elm or birch bark. Wigwams differ in construction from tipis that were used by Indians of the Great Plains.
The Wampanoags moved several times during each year in order to get food. In the spring they would fish in the rivers for salmon and herring. In the planting season they moved to the forest to hunt deer and other animals. After the end of the hunting season people moved inland where there was greater protection from the weather. From December to April they lived on food that they stored during the earlier months.
The basic dress for men was the breech clout, a length of deerskin looped over a belt in back and in front. Women wore deerskin wrap-around skirts. Deerskin leggings and fur capes made from deer, beaver, otter, and bear skins gave protection during the colder seasons, and deerskin moccasins were worn on the feet. Both men and women usually braided their hair and a single feather was often worn in the back of the hair by men. They did not have the large feathered headdresses worn by people in the Plains Culture area.
There were two language groups of Indians in New England at this time. The Iroquois were neighbors to the Algonkian-speaking people. Leaders of the Algonquin and Iroquois people were called "sachems" (SAY chems). Each village had its own sachem and tribal council. Political power flowed upward from the people. Any individual, man or woman, could participate, but among the Algonquins more political power was held by men. Among the Iroquois, however, women held the deciding vote in the final selection of who would represent the group. Both men and women enforced the laws of the village and helped solve problems. The details of their democratic system were so impressive that about 150 years later Benjamin Franklin invited the Iroquois to Albany, New York, to explain their system to a delegation who then developed the "Albany Plan of Union." This document later served as a model for the Articles of Confederation and the Constitution of the United States.
These Indians of the Eastern Woodlands called the turtle, the deer and the fish their brothers. They respected the forest and everything in it as equals. Whenever a hunter made a kill, he was careful to leave behind some bones or meat as a spiritual offering, to help other animals survive. Not to do so would be considered greedy. The Wampanoags also treated each other with respect. Any visitor to a Wampanoag home was provided with a share of whatever food the family had, even if the supply was low. This same courtesy was extended to the Pilgrims when they met.
We can only guess what the Wampanoags must have thought when they first saw the strange ships of the Pilgrims arriving on their shores. But their custom was to help visitors, and they treated the newcomers with courtesy. It was mainly because of their kindness that the Pilgrims survived at all. The wheat the Pilgrims had brought with them to plant would not grow in the rocky soil. They needed to learn new ways for a new world, and the man who came to help them was called "Tisquantum" (Tis SKWAN tum) or "Squanto" (SKWAN toe).
Squanto was originally from the village of Patuxet (Pa TUK et) and a member of the Pokanokit Wampanoag nation. Patuxet once stood on the exact site where the Pilgrims built Plymouth. In 1605, fifteen years before the Pilgrims came, Squanto went to England with a friendly English explorer named John Weymouth. He had many adventures and learned to speak English. Squanto came back to New England with Captain Weymouth. Later Squanto was captured by a British slaver who raided the village and sold Squanto to the Spanish in the Caribbean Islands. A Spanish Franciscan priest befriended Squanto and helped him to get to Spain and later on a ship to England. Squanto then found Captain Weymouth, who paid his way back to his homeland. In England Squanto met Samoset of the Wabanake (Wab NAH key) Tribe, who had also left his native home with an English explorer. They both returned together to Patuxet in 1620. When they arrived, the village was deserted and there were skeletons everywhere. Everyone in the village had died from an illness the English slavers had left behind. Squanto and Samoset went to stay with a neighboring village of Wampanoags.
One year later, in the spring, Squanto and Samoset were hunting along the beach near Patuxet. They were startled to see people from England in their deserted village. For several days, they stayed nearby observing the newcomers. Finally they decided to approach them. Samoset walked into the village and said "welcome," Squanto soon joined him. The Pilgrims were very surprised to meet two Indians who spoke English.
The Pilgrims were not in good condition. They were living in dirt-covered shelters, there was a shortage of food, and nearly half of them had died during the winter. They obviously needed help and the two men were a welcome sight. Squanto, who probably knew more English than any other Indian in North America at that time, decided to stay with the Pilgrims for the next few months and teach them how to survive in this new place. He brought them deer meat and beaver skins. He taught them how to cultivate corn and other new vegetables and how to build Indian-style houses. He pointed out poisonous plants and showed how other plants could be used as medicine. He explained how to dig and cook clams, how to get sap from the maple trees, use fish for fertilizer, and dozens of other skills needed for their survival.
By the time fall arrived things were going much better for the Pilgrims, thanks to the help they had received. The corn they planted had grown well. There was enough food to last the winter. They were living comfortably in their Indian-style wigwams and had also managed to build one European-style building out of squared logs. This was their church. They were now in better health, and they knew more about surviving in this new land. The Pilgrims decided to have a thanksgiving feast to celebrate their good fortune. They had observed thanksgiving feasts in November as religious obligations in England for many years before coming to the New World.
The Algonkian tribes held six thanksgiving festivals during the year. The beginning of the Algonkian year was marked by the Maple Dance which gave thanks to the Creator for the maple tree and its syrup. This ceremony occurred when the weather was warm enough for the sap to run in the maple trees, sometimes as early as February. Second was the planting feast, where the seeds were blessed. The strawberry festival was next, celebrating the first fruits of the season. Summer brought the green corn festival to give thanks for the ripening corn. In late fall, the harvest festival gave thanks for the food they had grown. Mid-winter was the last ceremony of the old year. When the Indians sat down to the "first Thanksgiving" with the Pilgrims, it was really the fifth thanksgiving of the year for them!
Captain Miles Standish, the leader of the Pilgrims, invited Squanto, Samoset, Massasoit (the leader of the Wampanoags), and their immediate families to join them for a celebration, but they had no idea how big Indian families could be. As the Thanksgiving feast began, the Pilgrims were overwhelmed at the large turnout of ninety relatives that Squanto and Samoset brought with them. The Pilgrims were not prepared to feed a gathering of people that large for three days. Seeing this, Massasoit gave orders to his men within the first hour of his arrival to go home and get more food. Thus it happened that the Indians supplied the majority of the food: Five deer, many wild turkeys, fish, beans, squash, corn soup, corn bread, and berries. Captain Standish sat at one end of a long table and the Clan Chief Massasoit sat at the other end. For the first time the Wampanoag people were sitting at a table to eat instead of on mats or furs spread on the ground. The Indian women sat together with the Indian men to eat. The Pilgrim women, however, stood quietly behind the table and waited until after their men had eaten, since that was their custom.
For three days the Wampanoags feasted with the Pilgrims. It was a special time of friendship between two very different groups of people. A peace and friendship agreement was made between Massasoit and Miles Standish giving the Pilgrims the clearing in the forest where the old Patuxet village once stood to build their new town of Plymouth.
It would be very good to say that this friendship lasted a long time; but, unfortunately, that was not to be. More English people came to America, and they were not in need of help from the Indians as were the original Pilgrims. Many of the newcomers forgot the help the Indians had given them. Mistrust started to grow and the friendship weakened. The Pilgrims started telling their Indian neighbors that their Indian religion and Indian customs were wrong. The Pilgrims displayed an intolerance toward the Indian religion similar to the intolerance displayed toward the less popular religions in Europe. The relationship deteriorated and within a few years the children of the people who ate together at the first Thanksgiving were killing one another in what came to be called King Phillip's War.
It is sad to think that this happened, but it is important to understand all of the story and not just the happy part. Today the town of Plymouth Rock has a Thanksgiving ceremony each year in remembrance of the first Thanksgiving. There are still Wampanoag people living in Massachusetts. In 1970, they asked one of them to speak at the ceremony to mark the 350th anniversary of the Pilgrim's arrival. Here is part of what was said:
"Today is a time of celebrating for you -- a time of looking back to the first days of white people in America. But it is not a time of celebrating for me. It is with a heavy heart that I look back upon what happened to my People. When the Pilgrims arrived, we, the Wampanoags, welcomed them with open arms, little knowing that it was the beginning of the end. That before 50 years were to pass, the Wampanoag would no longer be a tribe. That we and other Indians living near the settlers would be killed by their guns or dead from diseases that we caught from them. Let us always remember, the Indian is and was just as human as the white people.
Although our way of life is almost gone, we, the Wampanoags, still walk the lands of Massachusetts. What has happened cannot be changed. But today we work toward a better America, a more Indian America where people and nature once again are important."
Thursday, November 11, 2010
Veteran's Day
I want to take the opportunity of this Veteran’s Day to highlight a woman of great significance featured at each year’s SGS luncheon, Rear Admiral Grace Murray Hopper. At our annual luncheon we honor women in our community who have achieved great things in their chosen field with the Grace Hopper Awards. It is our hope that the SGS 7th graders in attendance, and hosting the event, will be inspired by the example of the winners as well as by the story of Admiral Hopper. Who was Grace Hopper?
She was an accomplished mathematician who achieved the rank of associate professor at Vassar in 1941. Coming from a family with military traditions, she resigned her Vassar post to join the Navy WAVES (Women Accepted for Voluntary Emergency Service) in1943. She was commissioned a lieutenant and reported to the Bureau of Ordnance Computation Project at Harvard University, where she was the third person to join the research team of professor Howard H. Aiken. Hopper outlined the fundamental operating principles of computing machines. After the war, she was appointed to the Harvard faculty as a research fellow, and in 1949 she joined the newly formed Eckert-Mauchly Corporation.
In 1983, she was promoted to commodore in a ceremony at the White House and two years later, she became Admiral Hopper. She was one of the first strategic "futurists" in the world of computing. Perhaps her best-known contribution to computing was the invention of the compiler, the intermediate program that translates English language instructions into the language of the target computer.
She was very proud of her service to her country, and she was buried with full Naval honors at Arlington National Cemetery on January 7, 1992.
Today, we honor Grace Hopper as a veteran of our nation; and we honor all Grace Hopper Award winners for the whole of their achievements. For your daughters, the notion of demonstrating all that they have achieved will become very real in grade 6. They – along with their teachers - have been very busy preparing for the first Culminating Event of the year.
cul·mi·na·tion/ˌkəlməˈnāSHən/Noun
The highest or climactic point of something, esp. as attained after a long time.
At SGS, culmination is a time for the girls to “stand and deliver” and show us what they have been learning. It is a time for “big ideas,” working collaboratively, and presenting models, art, and writing – among other things. It is also a time of some stress given that we are also teaching the reality of deadline, product, and audience. Please support all 6th graders with encouragement and attendance at:
6th GRADE CULMINATIONS - STANDING ON THE SHOULDERS OF GIANTS!
Part I: Invention Convention and the Art of Communication
Thursday, November 18, 2010
6pm-8pm at SGS
Part II: Ancient Civilizations Survivor
Thursday, December 16, 2010
6pm-8pm at SGS
Thursday, November 4, 2010
Interrupting Cyber-bullying
There is always a temptation for schools to not intervene because there are issues and questions around influence beyond its walls. Well, welcome to the 21st century! We connect with each other via technology every week, every day. Students are dehumanizing each other using that technology; and we must partner to interrupt these actions as best we can, together. According to Rachel Simmons, “Cyberbullying has intensified the experience of getting bullied by literally shattering the walls between school and home. There is no escape … Which means that kids are being suffocated and overwhelmed by an onslaught of abuse. They are unable to find refuge from the torment. Suicide, for some, may feel like the only way out.”
Rachel Simmons goes on to provide guidelines on how to talk to your child about cyber-bullying:
1. Begin with a discussion. Raise the issue by talking about what you’ve heard or read. “It seems like cyberbullying is becoming a big deal lately.” Mention recent events. Ask your child what she’s seen.
2. Let her know you’re there if she’s in trouble, no matter what – even if she’s partly responsible for a situation. Assure her that you’ll keep a problem between you when you can, and that you’ll be open to discussing it if she doesn’t want you to intervene (never promise that you won’t intervene). Your bottom line: this is a serious issue, and if she’s in trouble, you don’t want her to be alone, no matter what.
3. Ensure her cell phone and computer have screen locks that are password protected. Find other preventative steps you can take to keep your child safe.
4. Let her know your policy on cyberbullying. For example: “I want to make sure we’re both clear on some rules around your use of technology. I expect you to conduct yourself online the same way you do in real life. That means making sure you treat people with kindness and respect at all times.”
5. Talk about some examples of what breaking the rules might look like. Use some of what you heard in the opening discussion you had to get specific about what’s not okay. Make sure she understands she is expected to steer clear of the following behaviors: She is expected not to use another person’s cell phone or computer without his/her permission; to circulate embarrassing photographs or video about another person; to forward hurtful or embarrassing messages or media; to use anonymous or unrecognizable screen names to communicate; to use foul or abusive language that could embarrass or hurt others. You may want to create an ethical Internet use contract together.
6. Explain your stance. Don’t just say “no;” explain why. Use the conversation as an opportunity to talk about the values that are important to you and your family: respect, kindness, integrity, and compassion.
7. Let her know technology is a privilege. “Being able to have a phone or computer is no different from being able to drive a car. When you get your license, it’s because you’ve proven you’re mature enough to follow rules and take others into consideration. The same will be true for tech use. If you aren’t mature enough to act with respect, you will lose your access.”
8. Emphasize the positive: “I see you as a person with enormous kindness, integrity and respect for others. I expect you to be that same person when you’re using an electronic device.
9. Encourage empathy. Talk with your kids about what others may be feeling when being bullied. Get them to reflect on behaviors and situations they have real power to change.
If we work in concert, we will raise awareness of good digital citizenship with a particular emphasis on interrupting cyber-bullying and bullying in general. We must step up as an adult community to reward positive risk-taking by providing safety and support.
It is clear that interrupting bullying in the real world as well as in the cyber world will take persistence, courage, and a commitment in order to develop an approach that is supported by all families.
Sunday, October 31, 2010
Understanding Millenials
Link to PNW Magazine
Then take the quiz, "How Millenial Are You?"
"This is a can-do generation. These students want to be great. They're searching for a way to be what I call 'epic.' "
David Donke, voted UW class of 2008's favorite professor
Saturday, October 30, 2010
Dads Are a Key Factor in the Life of Girls
Dr. Deak presented research that supports, among other things:
• SGS is a great environment for nurturing and educating our daughters.
• Dads have more influence on their daughter’s tween/teen development than moms.
• Dad’s need to help their daughters learn to take risks in order to establish positive self esteem.
• Positive self esteem is the #1 characteristic found in successful girls.
• Our daughters want to spend time with dads. They like dads best when they display a sense of humor.
• Dad’s need to talk quietly and listen more than they talk. Responding to their daughters, dads need to ask ‘Tell me more?’ and ‘What can I do to help?’ rather than act like Superman and try to fix it.
As the “honorary” daily dad of 117 girls, I would concur with these points. I also noted with great interest that Dr. Deak pointed out that the research on girls applies to about 80% of them while 20% actually present more boy-like. Likewise, 20% of boys present more girl-like. Knowing your child best, only you can determine what the research has to say about that particular special human being.
Visit Dr. Deak's website at: http://www.deakgroup.com/deak/index.html
Friday, October 22, 2010
Making Schools Bully-Free for LGBTQ Youth
I would like to turn over this week’s Thursday Notes Home to Janet Miller who has been working as an integral part of the 7th grade team. Her presentation on Tuesday holds a powerful message for us all. While I believe that SGS is a safe place for LGBTQ families and students, we must never take the emotional safety of any of our students for granted. Please find a time to have a conversation with your daughter, a conversation framed by your own family values and faith, but with a clear message of inclusion and respect for others. Ask her about her own emotional safety, but also challenge her to think about any times when she has been less than kind to a
classmate. Yes, this is one of those teachable moments where the goal is to teach empathy and compassion. Let’s all take on the challenge.
Thank you,
Rafael
Community Meeting 10/19/10
I’m going to talk about something that’s really sad and difficult, but important to be aware of, so we can work to change our reality.
Raise your hand if you have heard about the recent suicides of young people who identify OR who are perceived to be LGBTQ/gender non- conforming.
This is a very serious issue for me. It affects me personally. This is my community, my family. That is why I wanted to talk to all of you today about this issue.
Acknowledging and talking about these suicides is one of the ways that we can work to change our culture to not only tolerate people who identify as LGBTQQ, but to value and love them as well!
First, let’s learn a little bit more about what’s been going on just in the past 2 months. Here is Gay Fort Worth City Councilman Joel Burns addressing the issue at a City Council meeting on October 12th, about a week ago.
http://www.youtube.com/watch?v=ax96cghOnY4
Raise your hand if hearing about these deaths makes you feel sad. Keep your hand up if it angers you. Keep your hand up if it makes you want to be a part of the movement to make life better for LGBTQQ people, their allies, and their loved ones.
Look around the room. There is so much support and allyship in this room. Take a
moment to appreciate that. It means so much to me, and I hope it is also powerful for
you.
There has been a huge response to these recent suicides. I want to highlight some of the ways that young LGBTQQ people, and people of all ages, have been responding and
acting proactively, to show their love & support for the LGBTQQ community.
The video we watched is part of a project called “It Gets Better.” Columnist Dan Savage launched “It Gets Better,” a video message in response to recent youth suicides to tell LGBT youth that life gets better after high school. You can go on You Tube and watch hundreds of videos that people have made, telling young people that life does get better.
One response, led by young people, is The Make It Better Project. The Make It Better
Project takes the “it gets better project” one step further, giving youth the tools they need to make their lives better now. They are saying, “We aren’t waiting until high school is over for our lives to get better... We are taking action now!” Check this out:
http://www.youtube.com/watch?v=7vBmLivjVAo&feature=player_embedded
Another powerful project is a local project called Put This on the Map. It’s a
documentary made by a friend of mine about a generation of young people who live in
and around Seattle & Kirkland re-teaching gender and sexual identity. Their goal is toimprove schools and communities for LGBTQQ youth through educating parents,
teachers, and other young folks.
I love hearing what these young people have to say. Creating change is not just about
ending bullying. It’s about really changing our culture! Changing our culture to accept and love queer people means doing more than just making overt statements like, “We must end bullying!” It’s fabulous to say, “Let’s all wear purple tomorrow to show our love and support for the queer community!” and we also need to make sure we are following through with that message on a daily basis. What are some actions we could take in our daily lives to show that we love, respect, & value LGBTQ people?
-Don’t say things like, “that’s so gay” and if you do hear it, say something!
-Don’t make faces when people talk about LGBTQQ people
-Check your assumptions about what peoples’ families might be like.
And also, people need to know that there are lots & lots of LBGTQQ people who are
happy and living fabulous, amazing, successful lives!
I’d like to end with a real positive note from a lovely group of young LGBTQQ people:
http://www.youtube.com/watch?v=F9tSmwqpWQM
Thank you!
Janet
Tuesday, October 19, 2010
Friday, October 15, 2010
Thursday, October 14, 2010
Amplify
• To make more powerful, stronger or louder
• To magnify intensity, heighten, deepen, compound, raise
• To add to; make complete
• To increase the volume
As our families converge on the school next week to interface with teachers, but led by students who “chair” their learning teams; I want to share with you some communication from our Curriculum Council. These are the school’s core standards that we use to inform both planning and assessment at SGS. Our faculty revisits these standards every year to ensure viability and relevance.
• Democratic Citizenship: The student actively works to create an environment in which there is respect and equity for all. The student works to create equitable social interactions and strives to be a critical consumer of information about issues. She consistently works with others toward a common goal while balancing both individual and group needs.
• Analytical / Critical Thinking and Problem-solving: Analytical/critical thinking involves the ability to make accurate observations, draw inferences, identify relationships and integrate knowledge. Problem solving includes the ability to examine possible solutions, choose effective courses of action, plan ahead/strategize, integrate skills into a functional process, monitor that process, document results, and accurately evaluate and verify.
• Communication: Communication involves the ability to clearly and effectively impart or exchange information through a variety of methods and modes: verbally - in both speaking and writing, active listening skills, and visual representations. Effective communication results in a two-way exchange of pertinent information as well as in the potential to positively influence others or reach a desired outcome.
• Effort (Work Habits): Effort involves consistent evidence of follow-through and responsibility. Evidence of effort includes meeting deadlines, possessing required class materials, arriving promptly, paying close and consistent attention, adhering thoroughly to verbal and written directions, completing all prescribed tasks, posing pertinent, provocative questions, and participating actively.
I believe that our focus on 21st century skills helps insure that this amplification effect starts happening in grade 5, 6, 7 or 8. We are not just preparing the girls for some distant future endeavor. The future is tomorrow; and these girls are ready to shape it!
Thursday, October 7, 2010
Can we teach compassion?
However, at Tuesday’s community meeting, I found some answers. The rising leaders of a group at SGS, Richard’s Rwanda – Impuwe, delivered a motivational presentation that highlighted the group’s inspirational founder, an SGS alumna currently in 10th grade, as well as their on-going mission to help girls in Rwanda become empowered women. Their presentation included two very powerful video clips that are MUST view for all of us:
Richard’s Rwanda - Impuwe
http://www.youtube.com/watch?v=GFxMZaBx4pc
Girl Effect
http://www.girleffect.org/video
“Impuwe” is Rwandan for compassion, and also stands for “inspire and motivate powerful, undiscovered women with education.”
I myself left community meeting inspired and hopeful. The choice that Jessica and her classmates made years ago to help others who are very different from them presents itself in stark contrast to the choice made at Rutgers University. I believe that compassion and empathy can indeed be taught; and that they are an important part of working and learning collaboratively in a diverse community. I also believe that SGS graduates will make different choices because of what they learn from their teachers and from each other. As the girl effect video reminds us, we all face divergent paths that have much to do with how we are guided.
As the Dalai Lama told us a few years ago on his visit to Seattle, “With an open heart and joyful mind, I promise to practice compassion- to be kind to myself and to others and, especially, to be kind to every child whose life touches mine, from near or far, for today and always”
Sunday, October 3, 2010
How cool is this!?
Engineers have tested a prototype track-based system that uses magnetic levitation to accelerate vehicles to launch speeds
Click Here
Saturday, October 2, 2010
A Homework Assignment for Private School Families
With that in mind, I give you all homework; and yes this is intentional and relevant and certainly not busy work! I would ask that we all spend some time in the next month viewing and discussing the following “media events:”
Waiting for Superman. Here are two reviews that provide very different perspectives on this film.
o http://www.examiner.com/family-in-seattle/isabelle-zehnder-review-waiting-for-superman
o http://www.huffingtonpost.com/rick-ayers-/an-inconvenient-superman-_b_716420.html
Question: Does this movie “provide a strong argument for major reform of America's educational system and examines how the system is failing our children and, ultimately, our society?” Or is it “a slick marketing piece full of half-truths and distortions.” Talk amongst yourselves!
There is another film that will be harder to find, Race to Nowhere. It will be shown locally on October 26th at the Nova Project, http://www.brownpapertickets.com/event/124873.
It is a film that seeks to describe “the dark side of America’s achievement culture.” I had the opportunity to preview Race to Nowhere in the spring at the PNAIS Heads’ Meeting. It is a disturbing film that brings to light the impact of the achievement culture on individual students. While I don’t agree with all the premises presented, I do believe all private school families and educators should see it and enter into that conversation.
Last, but not least, this website describes itself as “a nationally broadcast, in-depth conversation about improving education in America.” You will find links here to the current administration’s Race to the Top initiative, comparisons to other nations – valid or not – and other links for us to view the larger educational landscape, http://www.educationnation.com/.
Given the unique missions of private schools, I will be so bold as to say that we hold a piece of the educational reform puzzle. We must ask of ourselves what we ask of our students: will we be informed and analytical in our approach to understanding and helping solve a key national challenge?
Friday, October 1, 2010
SGS Alumna, Sylvie Baldwin, is trying to apply the idea of being a "conscientious objector" to the world of admissions testing.
Click here for the full story
Thursday, September 23, 2010
Rigor Redefined
Tony Wagner, of the Harvard Graduate School of Education, suggests that even our best schools are not always preparing students for 21st century careers and citizenship. He identifies seven survival skills for the future:
- Critical thinking and problem-solving
- Collaboration and leadership
- Agility and adaptability
- Initiative and entrepreneurialism
- Effective oral and written communication
- Accessing and analyzing information
- Curiosity and imagination
He bases his conclusions on both classroom observations and conversations with leaders in business, non-profit work, philanthropy, and education. He describes a “rare class”
where academic content is used to develop students’ core competencies, such as those suggested above; where complex, multi-step problems are regularly featured, where students seek multiple solutions that require creativity and imagination; and where success requires teamwork. I certainly hope that this classroom sounds familiar to you, because it is what we strive for at Seattle Girls’ School, I observe this type of learning everyday within our walls, and often beyond them in “being there” experiences.
Take a look at Tony Wagner’s entire article at another blog site - http://lessonslearnedinthemiddle.blogspot.com/2010/07/rigor-redefined-by-tony-wagner.html
What do you think of this redefinition of academic rigor? I would love to hear your perspectives and feedback.
Sunday, September 19, 2010
SGS Alumna Reflects on Experience in Guatemala
Read her amazing story here
Run for Women in the Congo
Intiman Theatre's 5K
for Women in the Congo
October 16th, 9am
Leading Without Power
On Thursday, September 16th, several 7th and 8th grade SGS students taught adults in industry how to "lead without power." Here is a description of the event and some photos:
We have all been there: responsibility without authority. In this our 3rd Innovative Session, PMC (Product Management Consortium) partnered with tomorrow's leaders from Seattle Girls' School to explore strategies for leading without power and getting the job done, and done well.
We used a Product Camp format to generate specific conversation topics, break into groups who then presented 'takeaways' back to the group. Each group was made up of Product Professionals and Seattle Girls School middle schoolers.
PMC is about creating a place for “product people” to connect, share, participate, and learn with and from each other. Students of the Seattle Girls’ School are, from day one, charged with being the leaders of tomorrow, and no small part of that has been learning how to lead without power. The information exchange was fresh and fun as we learned from each other.
One adult participant said, "I'm a little scared of who those girls will grow up to be. I'd hire them right now to do anything they wanted on my team."
The vision for this event came from a fabulous role model for the girls, Val Sanford, Senior Vice President at Blinkx, Inc.
To learn more about Val Sanford - http://www.linkedin.com/in/valsanford
To read Val's blog post on the event, CLICK HERE
Monday, September 13, 2010
Want to be inspired by young people?
Read more about Jessica and other inspiring youth ...
Ted x Redmond - An independently organized TED event
UPDATE: Several SGS students attended the event and were inspired as they begin to contemplate their "Pay it Forward Projects" for 7th grade. Stay tuned for their impact!
Tuesday, September 7, 2010
Forget What You Know About Good Study Habits
- Varying study locations instead of setting up one, quiet space;
- Varying the types of material studied in one sitting - the brain likes to make and break patterns as part of the learning and re-learning process;
- Viewing testing as an ideal learning opportunity in and of itself rather than an assessment of what has been mastered.
Link to NY Times Article
Sunday, September 5, 2010
In The Eye Of The Beholder: Art, Justin Bieber And The Best Equation Ever
Although the math is somewhat beyond Algebra I, I know several SGS students who will indeed find beauty in this equation. Check it out!
http://www.npr.org/blogs/13.7/2010/09/02/129610905/best-equation-ever
Tuesday, August 31, 2010
The Seattle Girls' School Mentor Program Needs You
The goal of the Mentor Program is to make our students "strong from the inside out" by building a village around each girl. SGS has a student population of 116 with 40% girls of color and we are looking for a diverse group of women mentors to match with our girls.
We welcome mentors from any race, religion, sexual orientation, national or ethnic origin. In particular we are looking for women of color to match with girls of color. The unique experiences and insights that each student will gain by having a mentor will enhance her education at SGS and be a rewarding growth experience for each mentor as well.
For more information, please go to http://www.seattlegirlsschool.org/volunteer/mentor.php for the online application or contact Fleur Larsen at 206-709-2228 Ext. 224.
Thank you for supporting Seattle Girls' School.
Friday, August 27, 2010
SGS Fathers - Mark Your Calendars
Watch for a flyer in next week's Thursday Notes Home. For now, find out more about JoAnn Deak who has inspired SGS faculty and staff for many years.
Dr. JoAnn Deak
Tuesday, August 24, 2010
Your teen's brain is not "finished" just yet
Link to Article
Wednesday, August 4, 2010
Is your child's teacher's hair on fire?
Link to Library Site
Esquith will show video clips of his students from Hobart Elementary performing Shakespeare and rock ‘n roll.
In “Lighting Their Fires: How Parents and Teachers Can Raise Extraordinary Kids in a Mixed-Up, Muddled-Up, Shook-Up World,” Esquith expands on the techniques presented in his New York Times bestseller, “Teach Like Your Hair’s on Fire,” to show that any child can become extraordinary. For parents, grandparents, uncles, aunts, teachers, the book relates concepts that help children build character and develop enriching lives.
Esquith’s work was featured in the award-winning POV documentary, "The Hobart Shakespeareans."
Rafe Esquith has taught at Hobart Elementary School in Los Angeles for 24 years. He is the only teacher to have been awarded the president’s national Medal of the Arts. His many other honors and awards include the American Teacher Award, Parents magazine’s As You Grow Award, and People magazine’s Heroes Among Us Award.
Empowering a girl changes the world
Afghan women fear peace may come at cost of rights
Friday, July 30, 2010
Thursday, July 22, 2010
Do you follow Rachel Simmons?
Rachel Simmons
I have mini-flyers in my office with information on the Girls Leadership Institute (GLI).
Monday, July 19, 2010
Speaking of Women's Voices ...
Link to Legal Voice Blog
Saturday, July 17, 2010
Women's Votes, Women's Voices
Description from MOHAI:
Less than 100 years ago, women weren’t allowed to vote, but were required to pay taxes and abide by laws their male counterparts voted into place. Women from all economic and ethnic groups banded together to persuade the men of Washington to give them the right to vote. Find out how women in Washington state campaigned for women’s suffrage in Women’s Votes, Women’s Voices. This exhibition, created by the Washington State History Museum, is the state’s lead activity celebrating the centennial anniversary of women obtaining the right to vote in Washington.
ON LINE LINK
Thursday, July 15, 2010
Let's Read, Let's Move
Research is also very clear on the value of exercise for both physical and mental health. At SGS, we continue to find ways to make sure our students are active throughout the day - even while in the classroom. We hope that your daughters are taking advantage of the sunny weather to do some disconnecting from television and technology in order to get outside and get moving.
For more on the national "Let's Read, Let's Move" Campaign, visit:
Let's Move, Let's Read
Tuesday, July 6, 2010
SGS Alumna on Cover of Parade Magazine
Link to Parade Magazine Article
Avatars Coming to a Classroom Near You
New York Times Article
Smarter Than You Think: Computers Learn to Listen, and Some Talk Back
As you receive your summer reading list along with your daughter's, consider some selections that take a peek at the future of education. The word on the street is that this time it really is changing!