education guide fall 2012 - west ed

FALL 2012 EDUCATION GUIDE Town Crier �

EDUCATION GUIDEEDUCATION GUIDE

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OutdOOr educatiOnThe leadership training you can only get in the wilderness Students fondly

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and more...

Plus: Are tablets set to

replace books in the classroom?

FALL 2012FALL 2012

AT APPLEBY COLLEGE WE ARE TRULY INSPIRED BY OUR STUDENTS’ ACCOMPLISHMENTS, AND EVEN MORE SO BY WHAT THEY DO AFTER THEY GRADUATE. FASCINATING MINDS ARE INSPIRED TO MAKE A DIFFERENCE.To learn more please visit www.appleby.on.ca or contact Matt Sheridan-Jonah, Executive Director, Admissions at 905-845-4681, ext. 169.

FASCINATING MINDS SINCE 1911www.appleby.on.ca

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EDUCATION GUIDEEDUCATION GUIDE

Another MulticomMedia PublicationAnother MulticomMedia Publication

weST eDiTionweST eDiTion

OutdOOreducatiOnThe leadership training

you can only get in

the wildernessStudents fondly

remember their

retired principal and more...

Plus: Are tablets set to

replace books in

the classroom?

FALL 2012FALL 2012 ON THE COVER: Students from St. Michael’s College work together to get over an obstacle at lead-ership camp.

Tony Baron DirECTOr OF PriNT AND

DiSTriBuTiON

James Arscott PrEPrESS MANAgEr

Anna Maria Arcuri grOuP CirCulATiON

MANAgEr

Lori Abittan PuBliShEr

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DISCOVER OUR IB ADVANTAGE B R A N K S O M E . O N . C A

Inside the Education Guide

4 iLEARN: How schools are moving away from more traditional classroom tools toward a more high tech approach.

8 MAKING MATH ADD UP: Forget about just learning by rote, this teacher wants his students to learn why math works.

10 APPLES FOR ALL: School gives tablets and/or computers to all its students.

14 SCHOLASTIC FASHION: Uniforms, even at the same school, can be surprisingly unique.

17 GET OUT: Leadership lessons that can only be taught in the great outdoors.

20 NUMBERS GAME: How much should parents really rely on school ratings when choosing a place for their children?

Plus lots more!

Joe Mastrogiacomo ViCE PrESiDENT OF

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Eric McMillan EDiTOr-iN-ChiEF

Gordon Cameron MANAgiNg EDiTOr

Ann Ruppenstein SPECiAl PrOJECTS EDiTOr

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PrODuCTiON SErViCES

Tony Lomuto SuPErViSOr

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Jennifer Gardiner DirECTOr, COrPOrATE

SAlES Kathy Kerluke

BuSiNESS MANAgEr

� EDUCATION GUIDE Town Crier FALL 2012

Teac

hing

the

net G

ener

atio

n

By OMAR MOSLEh

They’re known as the Net Generation, and with good reason: Young people born after 1991 are the first generation to have the World Wide Web available to them their entire lives.

Naturally, this presents a challenge for teachers.“Technology makes it so that we’re no longer the bearers of knowl-

edge,” said Upper Canada College grade 1 teacher Jennifer Harper. “It’s no longer the teacher’s role because there’s too much information out there.”

But Havergal College technology integrator Paul Shuebrook says that makes it even more important to bring technology into the class-room, because it’s what students live and breathe.

“When you talk about the prevalence of texting and social media, it’s just a natural way for students to express themselves,” he said. “If you’re teaching in a way that embraces that, the student engagement will be very high.”

Harper compares the teacher’s role to a facilitator rather than a bearer of knowledge. And the conduits to that knowledge are digital tools.

Teachers say classrooms are being transformed by strides in tech-nology.

“I feel like it blows a hole through the wall and sucks the world right through,” Harper said.

Harper, who co-wrote a book on the subject called Literacy Smarts, uses interactive whiteboards to make for a more dynamic classroom.

“In my opinion it is one of the greatest tools to get out of the class-room,” she said. “I can go on digital field trips and bring my kids to anywhere in the world.”

As an example, she mentioned how her class visited Thailand to learn about structures in other areas of the world.

“It’s opened up all these possibilities that I couldn’t have done with

the new scribbler?Why iPads in the classroom are more than just toys

ANN ruPPENSTEiN/TOWN CriEr

NOT JUST FUN AND GAMES: As new commercial technologies hit the market, educators are finding ways of adapting them to the classroom, including the popular iPad which some are using to provide their students with personalized educational opportunities.


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“Using their finger is very natural.”

a picture book,” she said. “It’s so authentic and real for them.”

She said taking students on digital fieldtrips also encourages critical thinking.

For example, while on Skype with a teacher from Thailand, students asked why it was dark in another part of the world.

“We can talk about it and show them videos until our faces are blue, but when they actu-ally physically see it happen, it’s astonishing for a young person,” Harper said. “We ended up

having a huge won-derful conversation about the sun and where it is.”

Digital tools, such as tablets, can also help take that conversation out-side of the class-room by allowing students to email

their work instantly to parents.“When they do something on it, they’re

empowered, excited, they feel ingenious and want to share that with their parents,” Harper said. “And the tablet allows for that.”

In contrast to conventional computers, Harper said tablets are extremely user-friendly — espe-cially for kids.

“For little boys and girls, the mouse and key-board is so far removed from them,” she said. “To use a mouse to manipulate something on the screen is one step away from what’s natu-ral for them, whereas using their finger is very natural.”

In addition to getting students more excited about school, technology also allows teachers to understand their students better.

Shuebrook has made good use of student

Continued on page 6


INSTANT FEEDBACK: Using a student response system, teachers can instantly tell if their pupils understand the concepts they are trying to teach.

“i can go on digital field trips and bring my kids to anywhere in the world.”


response systems, which are software that allow a teacher to ask his or her pupils anonymous questions before making a graph for the teacher.

“It’s a great way to touch base with your students without putting them on the spot,” Shuebrook said. “You can test students’ understanding of a subject they just learned and the teacher can use it in con-junction with any question.”

This helps teachers tailor their lessons better, he added.

Ultimately, integrating technology into the class-room is crucial so students can work with tools famil-iar to them, he added.

“It doesn’t even feel like work to many of the students if they can use a blog to discuss their work, rather than write it down on paper and hand it in,” Shuebrook said.

Is it possible to use an old tool for new tricks?

Teachers are finding innova-tive ways to use familiar piec-es of technology to enhance learning and engagement in the classroom using everything from toys to the Internet.

LEGO Many people grew up using

LEGO in their classrooms. But did you know LEGO could do this?

Grade 6 students at the Country Day School use LEGO to build robots, which are then programmed to carry out simple tasks,

“Kids love it, it’s one of our most popular science units,” said technology teacher Lara Gee.

She said the activity not only teaches building and pro-

gramming skills, but also inde-pendence.

“There’s a lot they have to learn on their own,” she said. “It’s one of those units where they’ll come to us for the answers, and we don’t have the answers because they’re different every time.”

GoogleIt turns out Google is useful

for more than just searching. Havergal College technol-

ogy integrator Paul Shuebrook says the school has made use of the Google Apps For Educa-tion suite.

“That provides wiki and blog functionality, where stu-dents can comment on each other’s work,” he said. “Basi-cally it’s a safe environment where students can publish their own content.”

Google Docs is also popu-lar.

“The kids can be on the Google Docs making changes and the teachers can track those changes at the same time,” said Upper Canada College grade 1 teacher Jennifer Harper. “It’s an instant record of their com-munication and dialogue.”

Digital cameras Upper Canada College

grade 1 teacher Jennifer Harp-er said her class uses digital cameras as tools for sharing their work.

“My students bring it to a level that I wouldn’t have brought it to,” she said. “It’s that link for them to get out of the classroom, and share what they’re doing and learning.”

— Omar Mosleh

Old tools, new uses

Cont. from Page 5


BLACKBOARD 2.0: The addition of interactive whiteboards to classrooms allow teachers the chance not only to go over a lesson with students, but also to take digital field trips around the world.

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Teac

hing

why

mat

h w

orks

By ShAwn STAR

PBeyond rote learning

There’s more than one way to do math and it all adds up

aul Lacey begins his math lesson at Children’s Garden School by bringing up the equation 55 + 16 on the board. Immediately, half the students raise their hands, willing to give the answer.

When called upon, one boy cor-rectly says the answer is 71, but Lacey doesn’t tell him he’s right.

“Prove it,” Lacey says without missing a beat.

The boy explains that he first extracted the six from 16, and added that six to the 55 in order to get 61. Then knowing there was another 10 left to add, the answer very simply became 71.

Lacey affirms the boy’s meth-odology.

“Right,” Lacey says. “So that’s a pretty standard algorithm.”

Every math class starts like this in Lacey’s class. The students are brought away from their desks, and have to use mental math to solve equations. Calculators don’t make an appearance.

Another question comes up: 575 + 75.

The boy who answers this one explains he knows the answer is 650 because he added the number 25 three times to 575, thus going 600, 625, and finally 650. He notes that he thought of it like money.

One more thing — these kids are just eight years old and finish-ing grade 3.

His secret to success? Finding the right balance between what is known as “old math” and “new math”.

“There seems to be the sense that there’s drill and rote mem-orization on one side and then problem solving and conceptual understanding on the other,” Lacey said. “And for some reason these have become two camps that are opposed to each other.”

He explained how the two sides have their benefits, but also have their drawbacks.

“Our adult generation when we were taught in school, we were generally taught the standard algo-rithm only, and by that I mean carry the one in addition, go next

door get 10 more for subtraction — those kind of procedural rules,” he said. “Generally, we weren’t taught why they work.

“And a very good way of show-ing that would be to ask an adult from our generation ‘why does long division work?’ and see if they can explain it.”

It’s because of that style of learning, Lacey said, that it’s not always kids who are the hardest to teach, but it’s the parents.

“It’s still an uphill battle, it’s not easy,” he said. “Especially in a pri-vate school system where there’s more homework and parents want to help, but they’re scared of doing it wrong, and I understand that.”

So Lacey held two parent math nights this past year, where he had the parents doing some math prob-lems, as well as watching their kids do the math, too. These turned out to be hugely successful.

ShAWN STAr/TOWN CriEr

ADDING OUTSIDE THE BOX: Children’s Garden School math teacher Paul Lacey helps students break down problems into chunks they can understand.


“My parents are all on board, I’ve been very lucky,” he said. “They’ve all jumped on board because they’ve seen the results.”

One of those results, Lacey said, due to the way kids in his class learn, he doesn’t use textbooks.

“They usually come up with all the ideas in the textbook on their own,” he said. “And from there all I’m doing is solidifying their own ideas. So in that way, it’s student-centred.”

And student-centred learning is also the focus at Greenwood College. The school’s director of per-sonalized learning, Heather Rigby, who also teaches math and science, says they’ve upped the ante on personalized learning with a new approach that embraces technology.

“I create online videos that the students watch, rather than watch the teacher at the front of the room. And I use that idea to create a personalized class-room,” she said. “So what I mean by that is the kids are given the whole unit at the beginning of the unit and can watch the videos at home, they can re-watch the lessons if they weren’t sure on a concept.”

Rigby says this allows kids to be able to learn at their own pace. She gave an example of a student who managed to complete both grade 11 and 12 math in one year.

“That’s sort of the key to what we’re trying to do at Greenwood is this idea of personalized learning, so meeting the needs of each individual student,” she said. “Technology really is playing the biggest role in the change in how we’re working with kids in math for sure.”

Helping kids teach themselves is also a key ele-ment of the learning process in Lacey’s class.

“The idea of problem solving as discovery is something that I think is really important,” he said. “It’s not a matter of I stand up there and teach them

how to do something. For things like division, I start it with a word problem … I have remainders right away because I want them to get the idea that divi-sion means I’m sharing it with people.

“And yes, sometimes things are leftover, and I need to figure out what to do with them, it’s not just R2. In real life remainders mean something and you have to do something with them.”

So to help develop his students’ abilities to use mental math in real life, Lacey has taught them to think differently than the traditional methods. He

gives a general addition question as an example.“Even though there’s the rule you start at the ones,

my kids know that no, you don’t have to start at the ones,” he said. “If I’m doing 29 + 36, I can turn that into 30 + 35. Start at the 10s, do 30 + 30, then add the five.”

Though there may be many different ways to solve an equation, Lacey says he’s happy about one main thing his lessons do.

“That’s the thing I’m most proud of is that they can manipulate numbers like that,” he said.

ShAWN STAr/TOWN CriEr

WORK IT OUT: After having his students partner up to work on math problems, Paul Lacey discusses the methodology the children used to come up with their answers.

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BBy SARAh TAGuIAM

eginning in September, Holy Trinity School will launch its Apple 1:1 program where students from junior kindergarten to grade 12 will use their Apple devices for standardized learning in the classroom.

Lower school students will use school-owned iPads and computers while middle and senior school students will use their own iPads and MacBook lap-tops respectively.

Director of innovation and technology Vince Del-isi said one of the driving reasons behind the Apple 1:1 program is its potential to extend self-motivated learning.

“When students have access to their own device … they have the capacity to help plan and guide their own learning,” he said.

Students in Holy Trinity’s grade 3 social stud-ies classes, learned urban planning with the help of iPads and simulation game SimCity.

“It was a good project because it made learning more fun,” said grade 3 student Heiu Ta. “When I made the city, the game would tell me if I was in debt or over budget … and if I was I had to figure out how to fix it.”

Students were also able to grasp concepts like types of zoning, communities and what buildings and services are needed to sustain a city.

Delisi said the Apple 1:1 program also allows student to connect beyond the classroom and deter-mine how they use technology for the rest of their lives.

Scho

ol n

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By SARAh TAGuIAM

Holy Name of Mary College School

to offer Mini-Med program

doctor in the school

Holy Name of Mary College School students will learn the ins and outs of the medical field through a new 10-week hands-on lab called Mini-Med School.

Especially created for girls, the program seeks to peak their curiosity and help them devel-op the interest to pursue the sciences, according to a press release.

The program will run through the year and will be taught to students from grades 5–12.

Real-world scientists, physi-cians, nurses, and pharmacists will be guiding the students in sessions as they explore subjects like forensic science, kitchen chemistry and Leon-ardo da Vinci’s legacy.

They will also be perform-ing hands-on activities such as dissections, DNA extractions, and making food cannons.

Holy Trinity School students get own devices

apples for allPhOTO COurTESy hOly TriNiTy SChOOl

TABLET LEARNING: Students from kindergarten to grade 12 at Holy Trinity School will all be using Apple iPads and/or laptops starting this fall.

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FALL 2012 EDUCATION GUIDE Town Crier ��

Scho

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YBy SARAh TAGuIAM

es I Can Nursery School is finally coming home.

After leaving North Toronto for a year, the nursery is establishing a second site at Yonge Street and Fair-lawn Avenue, four blocks up from its old location at Bedford Park United Church.

“When I was putting up the sign for the site, a lot of community mem-bers were honking and welcoming us,” executive director Janet Mac-Dougall said. “We’re very happy to be back.”

The nursery signed a 15-year lease and will open its doors to 80 families — 20 more than its current location.

The Fairlawn site will offer stan-

dard nursery, enriched kindergarten and Saturday programs. It will also add Teeny Two’s for toddlers, and Before and After the Bell where Yes I Can teachers pick up students from their local schools for programming.

In 2011, Yes I Can needed to move after Bedford Park United Church’s redevelopment plans left no space for it on the property.

The school moved to 25 Old York Mills Rd. in Hoggs Hollow, but Lynch said some parents weren’t able to send their kids to the location due to distance.

“Some mothers have to walk their children to school and daycare,” Lynch said. “It was a real benefit for them to have Yes I Can so close.”

Bayview Glen begins building

By SARAh TAGuIAM

Breaking ground

Bayview Glen celebrated its 50 years with a bang by launching a $15 mil-lion tri-campus facility expansion at a ceremonial groundbreaking in May.

Attended by about 400 staff, stu-dents and community members, the groundbreaking showed the attend-ees what’s in store for the school’s future: a new prep school, athletic complex, and the renovation of its Upper School.

“The celebration of our 50th year is the most appropriate time to launch a project of this scale,” said head of school Eileen Daunt.

With a lot of help from parents, the school has raised $5 million to date and is still reaching out for donations.

Daunt says the school is hop-ing to open the doors to the new and improved facilities in the fall of 2013.

During the ceremony, head boy Christian Medeiros and head girl Nayantara Ghosh called the new construction a legacy.

“What we are building here today is not simply in the realm of brick and mortar … [but] a source of school pride,” Medeiros said.

FrANCiS CrESCiA/TOWN CriEr

DIG IN: Bayview Glen students Ange-lo Bilanti and Michella Bellini helped to break ground for the expansion.

School back home

SArAh TAguiAM/TOWN CriEr

NEW DIGS: Yes I Can Nursery School’s Janet MacDougall says she’s glad that her school is finally back in North Toronto.

�2 EDUCATION GUIDE Town Crier FALL 2012

By Ann RuppEnSTEIn

Emma Tilbury of Crestwood School

no meanie

Emma Tilbury describes her grade 3 teacher when she was growing up as mean.

“Unfortunately the school memo-ries that stick with me are negative,” she says. “I remember not wanting to go to school, scared to hand in work, doing miserably on tests.”

However, looking back it helped her realize how important it is for the kids in her own classroom at Crest-wood School to feel loved, valued and safe, she says.

“When children are in a comfort-able environment they become risk takers and learn by accident,” she says. “Nothing is forced or demand-ed, we just roll along together and learn.”

The head of the French Department and the school’s admissions director says watching students succeed is one of the most rewarding parts of her job.

“When they have that ah-ha moment and they realize they can do it or they do know it,” she says. “You are a part of that moment and that teachable moment can come out in any activity.”

Tilbury first started working with children as a babysitter when she was

10 years old and continued working at summer camps until she was 26. The best part of being surrounded by kids is seeing how honest they are, she says.

“They’ll tell you exactly how they feel, how much you’re boring them, who broke wind, why it’s their par-ents’ fault their homework isn’t com-

pleted,” she says. “They are honest and they make my day.”

Outside of the classroom, Tilbury runs the flag foot-ball team and the eco team, which meets weekly to discuss green ini-tiatives.

“It’s wonderful to have so many young minds com-mitted to making change,” she says, adding the club now has 98 student

members. “It isn’t my generation that is going to fix the planet’s problems, it’s their’s.”

She believes optimal learning takes place in a safe environment where children have the opportunity to succeed and can develop a love for the subject.

“My classroom is noisy,” she says. “My classroom may very well make other teachers nuts. However, my classroom is where great things hap-pen every day in French.”

Teaching phys-ed was a natural fit for Jennifer Patterson, who grew up playing on numerous sports teams and has always been involved in athletics.

“I love being active and believe in the importance of leading a phys-ically active lifestyle,” says Patter-son, the head of health and physi-cal education at Havergal College. “Ever since I was a young child that is what I wanted to do.”

Whether she’s teaching gym or coaching soccer and volleyball, Patterson hopes her students find a physical activity they enjoy and gain the knowledge and experience to lead a healthy lifestyle beyond her class.

“My students need to feel wel-comed, be encouraged to try new things and feel safe so that they can take risks,” she says. “Eventually they will assume the responsibility for their long term health and well being so I need to help provide them with the tools to do that.”

Looking back on being a teacher for the past 16 years, her favourite memories revolve around her stu-

dents’ appreciation, she says.“I really love it when I overhear

them say things like, ‘that was so much fun,’ ‘that was the best class ever’ or ‘we’re done already? I wish we could stay in this class the rest of the day,’ ” she says. “Hearing positive feedback from my students and knowing that I am making a difference in their lives is memorable and rewarding.”

Patterson believes many facets of children’s lives need to be nur-tured in order for them to reach and develop their full potential. At the beginning of every year she tells students school is what they make it and to get involved in clubs and extra curricular activities including sports, intramurals, music, art and drama to ensure they maximize their time at Havergal College.

“The best part about working with children is that you can truly shape and have a positive impact on the person they are growing up to be,” she says. “The students are looking for someone to look up to as a role model and I gladly take on that responsibility.”

Terr

ific

teac

hers

By Ann RuppEnSTEIn

Keeping it funJennifer Patterson of Havergal College

PhOTO COurTESy hAVErgAl COllEgE

DIVE RIGHT IN: Havergal College’s Jennifer Patterson says her students tell her she’s making a difference in their lives.

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Pre-Professional Program ages 12 and older


Branksome Hall’s music department head Lyris Pat can trace the beginning of her fascination with music to her childhood.

“I remember being intensely curi-ous about the sounds created from musical instruments,” she says. “I never wanted music lessons to end and always felt a twinge of disap-pointment when the hour was up.”

After going on to receive a Bache-lor of Music and a Master of Arts, Pat pursued a career in music education to cultivate her passion for lifelong learning and instill the same wonder and joy she gets from music in her students, she says.

“I aim to show them all the ways that music is powerful and transfor-mative,” she says. “I understand that not all or in fact even most of my students will continue with music beyond high school but it’s important

to me that they have been given expe-riences that they can look back on and remember as being remarkable.”

Whether they spend time listen-ing to music across time periods and cultures or are immersed in creating music through playing instruments, improvising or writing original com-positions, she hopes they take away a meaningful experience.

“I prefer teaching at a more grass-roots level, teaching students from scratch the mechanics of an instru-ment and the elements of music and sound,” she says. “There is some-thing immensely rewarding when you begin to see growth over a period of time.”

Some of the many highlights of her job as a music teacher include traveling to Portland, Oregon, New York City, Washington D.C. and Ven-ice, Italy with students, performing

Lyris Pat of Branksome HallBy Ann RuppEnSTEIn

Love of music

PhOTO COurTESy BrANkSOME hAll

in a master class for the Toronto Sym-phony’s music director Peter Oundjian and in another piece by Canadian Opera Company composer-in-residence Dean Burry.

“The experience of students playing and singing music that had never been performed or recorded before and was custom written for them was one that could rarely be replicated,” she says.

Another rewarding experience is seeing participation and programming

growth, such as an after school string ensemble she used to run for roughly eight students and has now grown to 60 members.

“I remember initially doubting the sustainability of such a small program, but I went with the philosophy that if a student walked in my classroom I would not turn her away but instead try to give her meaningful musical experiences,” she says. “That’s the kind of reward you get from grass-roots teaching.”

�� EDUCATION GUIDE Town Crier FALL 2012

At first glance, you may not be able to tell a student who goes to North Toronto Collegiate from one who goes to North-ern Secondary, but if you know the uniform you’ll have no trouble telling a Havergal College student from one who goes to St. Clement’s School.

But there’s more to uniforms than having the student body dress alike, says Havergal Director of Student Life, Barb Macintosh. Uniforms can have a strong impact on the school’s educational and social dynamics.

“Who you are is not what you wear,” Macintosh says. “It’s what their actions are, how they are involved. It really is who they are as a person, so that uniform becomes that equalizer.”

And the students seem to agree.“Being in an all girls school, girls can

be really, really brutal to each other,” says Bishop Strachan School student

Emeline Smit. “I think it would be a lot worse if we didn’t have uniforms.”

Prior to the intro-duction of the uni-forms, many schools had a dress code for girls. Archival photos of old uniforms show girls in long skirts and blouses. Today’s uni-forms are lighter than the heavy wool that

was standard 100 years ago and many schools have modernized the cuts of some of the uniform pieces.

But, what may surprise some is that even within the same school, not all uni-forms are alike. Often blazers and ties are symbols of the leadership, achievement or grade level a student has attained. For instance, at Bishop Strachan, prefects wear a white prefect blazer, and all grade 12 students wear a special tie.

Havergal made the switch from white blazers just for the prefects to the entire graduating class in the fall of 2009, as well as rope belts to show their leader-

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they can also be suprisingly uniqueBy pAuLA SAnDERSOn

Wearing her school pride

Blazers, ties, belts and pins personalize each girl’s uniform

PAulA SANDErSON/TOWN CriEr

BISHOP STRACHAN SCHOOL wouldn’t be the same without sailor collars says Emeline Smit, left, posing with fellow student Stephanie Sisam.


ship positions. “Gold is for prefects only,” explains Karen Leung.

“White is for house and club heads and band music, and strings head, double-coloured is for boarder dons and boarder captains and the tri-coloured one is for everyone else.”

Similarly, all graduating students at St. Clement’s wear gold rope belts in addition to three different leadership ties. There are ties for prefects, student council and house heads.

Branksome Hall has the most elaborate uniforms for their leaders.

“This year I wore a red tie because I was in grade 12 and all the grade 12s get to wear a red tie,” says Branksome Hall head girl Julie Lowenstein. “But if you are a head of a club you get to wear a tie with

crests on it and

if you’re a sports captain you get to wear a tie with stripes on it so that’s a way to distinguish yourself.”

All prefects wear a red blazer and a Royal Stewart Hunting tartan kilt. Although the head girl wears the red uniform on regular days, for special occasions,

she wears an elaborate tradi-tional Scottish uniform.

“It’s very formal and very ceremonial,” Lowen-stein says, laughing.

For everyday wear,

PhOTO COurTESy BrANkSOME hAll

BRANKSOME HALL’S head girl Julie Lowenstein, left, wears full highland dress on special occasions instead of her usual red blazer and kilt.

Continued on page 16


HAVERGAL COLLEGE students like Sam King, left, Camille Archer, Jamie Wood and Karen Leung have a variety of looks to choose from when it comes to their school’s uniform.


each school has a unique skirt or tunic for its students. Bishop Strachan favours the grey box pleat skirt; Haver-gal, the plain green kilt or tunic; St. Clement’s wears a navy tunic but has an option for a navy box pleat skirt in the summer; and Branksome has the aforementioned tartan kilts.

While many schools have multiple shirt options, like polos, blouses and turtlenecks, Bishop Strachan keeps it simple with the traditional middy.

“We wouldn’t really be [Bishop Strachan] without the sailor collars,” Smit says with a laugh.

Bishop Strachan’s assistant head of the senior school Angela Terpstra has seen the middy worn by many girls, including her own daughter.

“I think the genius of the uniform is that it suits a lot of different body types,” she says. “What we have here

is a shirt that came from young women almost a hundred years ago and it’s flattering.”

On the surface these uniforms have no room for individuality, but that’s far from the truth as girls are able to wear hair accessories in their school colours and pins on their uniforms.

“What’s nice about it is that even though everyone wears the same uni-form you can have that little individu-ality because you can put little pins on

here and there,” says St. Clement’s school’s head girl Margaret

Irwin. “A lot of people have pins and it sort of

shows where people are involved in

the school, so you get pins from all sorts of different aspects of the school.”

On Irwin’s tunic she has

house points pins, Duke of Edin-

burgh Award pins, her prefect pin and pins from

her involvement with debating as well as from her service project trip to Nepal.

Like the pins, all girls agree that their uniforms are a key component of their school’s spirit.

“We are known for our uni-forms,” Irwin says. “I think a lot of people see the tunic and also the red blazer and it

makes us stand out and repre-sent the pride of the school and be Clementine.”

Lowenstein says she was skep-tical about having to wear a skirt every day because she considers herself a tomboy and had never had to wear a uniform before. But she says that all changed because of what the uniform now repre-sents to her.

“By wearing the uniform I am able to express that Branksome is a place that I care about and it is a school that I’m very passionate about,” she says. “The uniform is about school pride.”


ST. CLEMENT’S SCHOOL’s head girl Margaret Irwin, left, with Ellana Rocca and Amaris Terner, sees her school’s uniform as part of the school’s spirit.

Cont. from Page 15


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By pAuLA SAnDERSOn

IStudents can discover a lot outside the classroom

t’s 7:15 a.m. and the boys from St. Michael’s Col-lege School are getting ready to run into Koshlong Lake. The lifeguard mentions the ice just cleared a few weeks ago.

The boys scream as they splash their way into the water. Once they dunk their heads, they turn around and run out as fast as they can.

Welcome to Camp Wanakita. It’s early May and over 200 boys have left the four walls of the classroom for the forests of Haliburton to swing on ropes, climb walls, canoe and sing songs for the school’s 2012 leadership camp run by outdoor education company Alive Outdoors.

St. Michael’s College School has partnered with Alive for the past 10 years and this week are training the leaders who will help facilitate the fall programs for the incoming grade 7 and 9 classes, the grade 10 canoe trip and a winter camp for stu-dents in grade 8.

“On their very first day of school, we send them to camp,” says the school’s vice principal, David Lee. “It’s a really powerful experience because they get to learn about the school, but they make

those instant bonds that really last a lifetime.” St. Mike’s president Father Joseph Redican adds

that the program works as an educational tool. “I think experiential learning is the best way of

learning,” he says. “I think the outdoor education experience, especially for kids growing up in the city, is very positive.”

St. Mike’s isn’t the only school that goes on these trips. Alive has partnered with many schools including Royal St. George’s College, Greenwood College and Branksome Hall.

Different schools get different programs, but the end goal is always the same says Alive Outdoor’s owner and director Jalynn Bosley.

“Our ultimate goal is to empower these kids to understand themselves enough so that they can go out into the world and be their best self,” she says.

As the boys poured out of the buses, they remarked how much better the air smelled than when they left in Toronto.

Alive Outdoor’s associate director Sam Dear says being outside is a critical part of outdoor education.

“I think that when they are placed in the outside that’s a really powerful environment where they push themselves,” Dear says. “That’s what’s so cool about outdoor ed.”

While the activities are fun, each of the games and challenges also has a point.

“There’s always an underlying purpose and meaning to every program,” Dear says. “With that comes some structured learning and some learning that just comes from exploring.”

Take Connor Ross, the grade 12 student who says he is the person he is today because of these camps.

“I’ve always been good at presentations,” he says. “But I only became great at public speaking and being comfortable in front a big crowd because of camp.”

On the final morning, Ross stands up at the closing campfire and makes a speech about the importance of bringing the lessons from camp back to school. He has his audience captivated. As he speaks, his voice breaks. This is his last time at

Learning leadership

TEAMWORK Page 18


camp. Ross is in tears and the audience rises in ovation.

Bosley is incredibly proud of Ross, she says.

“I was so touched by the passion he spoke with. It was moving. He moved me to tears,” she says. “Connor is just a fantastic, amazingly mature young man. He just gets it. He’s thoughtful, he’s caring, he’s sincere. He’s every-thing I would hope these boys would be.”

Each camp experience plays a part in this formation.

At low ropes, the boys work togeth-er to get from one platform to another using a rope swing because they can’t touch the “lava” below. They learn to cooperate and use both their physical and mental strength to complete the task.

At high ropes, the boys try to cross a bar hanging six metres in the air. This time the challenge also includes not only crossing the bar, but trusting that your classmates holding the rope at the bottom won’t let go.

“We’re going to front load an expe-rience,” Dear explains. “So you want to get from point A to point B by walk-ing across this line that’s really high in the air. [We say] ‘I want you to think about a fear and I want you to conquer that fear,’ and once they get across it’s really empowering and overcoming.”

The boys agree. They say camp has given them more confidence, has allowed them to build trust with their classmates and helps them realize they can accomplish their goals.

Lee says that is exactly what St. Michael’s College School is trying to get out of these programs. He says tak-ing students into the outdoors allows them to shine in ways they never knew they could.

“You know the students who are strong academically or strong athleti-cally or artistically or what have you,” says Lee. “When you bring them out into a situation like this you find the students who didn’t really think they had it in them to climb to the top of the high ropes course or climb into a canoe and do a kilometer portage on an out trip.”

Bosley says while the majority of parents are nervous sending their kids to camp, they become advocates after their kids come back and they see the results.

“I had a parent call to tell me how her son came home and he had had a fabulous experience,” Bosley says. “She said, ‘I know he has become the

man he is and built the confidence he has because of these camps.’ ”

Alumni from past camps also look back on their experiences passionately, she says.

“[Alumni will] contact me after they’ve come out of a job interview and say ‘Jal, I looked them in the eye, I felt confident, I realized as I walked out of there that I really learned a lot at the camps, it’s really made a difference in my life,’ ” Bosley says, smiling.

Bolsey has seen a number of kids grow up and mature at camp, including grade 12 student Joe French, who she’s worked with over six years.

“He’s always had huge energy. He’s been loud and vibrant but he’s also had an ego,” she says. “I’ve really seen him grow into a humble guy.”

French stands up in front of the camp wearing women’s pants with a large grin plastered on his face. His classmates howl as he cracks joke after joke MC’ing the evening campfire. He says his experiences at St. Mike’s have all been amazing, but the most mean-ingful experience has been camp.

“I was a pudgy little 12-year-old kid with a lot of spunk that didn’t really have a handle on what leadership real-ly meant,” he says. “I’m graduating here six years later and I think I have a pretty good handle on the person I am, the person I want to be and how close I am getting to that person I want to be.”

French, like Ross, made a speech at the end of camp. He says his goal is to be more loving. After all the speeches wrap up, the grade 12 students clamor onto a large rock to take a group photo. Holding each other tightly to stay on the rock, the boys start laughing so hard they start crying and are crying so hard they are laughing.

Ross then yells out, “Hoikety Choik On C” and the boys all respond:

“S-M-C! Hoikety Choick Hoki-ety Choick, Chamma Chamma Che, Rigetty Ragety Rigetty Ragety S-M-C, Chi Chaw Ra Ra St. Mike’s, St. Mike’s Ehhhhhh!”

The boys let out a deafening cheer and smile at their teacher Jadranka Mandic who is looking back grinning as the boys start falling off the rock into the water.

“The academic part of education is extremely important, that’s what gets you into university,” Mandic says. “With that said, some of the best things you learn at school are not in a textbook, and this is one of those best things.”

PASS THE PERSON: Activities at Alive Outdoor are designed to challenge stu-dents so they can see for themselves what they and their peers can do if the work together.

teamwork all part of the program

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Group lessons: theory, harmony, ear training, music history, choir Chamber groups & Music for toddlers • Recording & practic studios available

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De La Salle College ‘Oaklands’131 Farnham Ave. Toronto, ON416-969-8771www.delasalleoaklands.org

Join us at our Open HouseWednesday, October 19th at 7:00pm

Join us at our Open HouseWednesday, October 17th at 7 p.m.

“Enter to Learn, Leave to Serve”


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ON STAGE: Montcrest School encourages its students to participate in artistic endeavours, such as the school’s annual play, to challenge them and show the pupils what they are capable of accomplishing.

Arts are key to education

The head of TMS School has a message for non-believers: To him, art is one of the keys to developing a whole self, not just academics.

“[Art] isn’t fluff, it makes you a well-rounded person,” Glen Zederayko says. “Art is problem solving and communicating.”

The arts program at TMS focuses on not only teaching the technical skills behind the arts, but also putting emphasis on the value that it plays in everyday life. The program brings together passionate professionals ranging from drama experts, practising musicians and visual artists who help students realize their potential in every artistic facet.

But that’s not to say they value art above all else. Zederayko makes a point of placing equal focus on academics, arts and athletics.

“It’s not about being artistic or not,” Zed-erayko says. “We encourage all our students and want them to understand that they can do this.”

Montcrest School’s co-curricular coordina-tor Lisa Swarbrick tries to spread the same principles as TMS when teaching students.

“[Our arts program] is about honouring the possibility of all our participants,” Swarbrick says. “Knowing that every child can grow to be a performer that feels proud of their accom-plishments. We set high expectations, but we help them grow to meet those expectations.”

They help students meet these goals by

bringing in experienced professionals to coach and guide them. For the school’s annual in-house plays, theatrical and film professionals are brought in to help with design, stage man-aging and the light and soundboard and to show the students the ropes.

But for students, it’s not just a learning experience, but also a first-hand one.

“For [Montcrest’s] 50th anniversary the choir students wrote the celebratory song,” Swarbrick says. “Something like this is impor-tant because it shows that every student can be a songwriter.”

TMS School’s musical endeavours are also

a unique affair. The school’s productions bring together students from grades 4 to 12 to partici-pate in all aspects of the show.

“The performances are cross-curricular affairs,” says Zederayko. “They learn from each other and build communications at the same time.”

He says the goal of TMS’s art program is to make students view themselves as artists, regardless of age.

“The benefits of this program is that they leave thinking they can act, paint, etc.,” he says. “They leave thinking they are able to do all these things.”

By LEIGh CAvAnAuGh

Royal St. George’s Col-lege offers a variety of cho-ral and instrumental music, visual arts and drama. The school’s choir is made up of talented singers who are selected through auditions. Members gain experience through annual performance at the Festival of Lessons and Carols, and in a major Spring Choral Concert.

Mississauga Private School offers a well-rounded art pro-gram from kindergarten to grade 12. At a young age, students are encouraged in the visual arts and are introduced to a wide variety of materials, not just the pencil and paint staples. The multi-dimensional program not only teaches technical skills and precision, but also allows for creative expression.

Toronto’s Metropolitan Pre-paratory Academy’s theatre program really stands out. Over the years, faculty and students have joined together and built a black-box studio theatre that they use for drama classes and even to perform school plays. This work environment has given students a real hands-on approach to acting, directing and design with theatre.

Promoting the arts

20 EDUCATION GUIDE Town Crier FALL 2012

How important are rankings or ratings when par-ents begin the search for a school? The topic has always been a heated debate in education because a universal and authoritative list of the best private and independent schools doesn’t currently exist.

There are resources such as the Fraser Insti-tute’s annual report cards. These rankings typi-cally show the success private and independent schools have had in educating children in com-parison to public schools, due to smaller class sizes, opportunities for extra-help and enrich-ing extra-curricular activities. While this type of statistical ranking can be a starting point and factor in comparing the short list of schools a family agrees upon, the fundamental flaw with these ratings is they don’t account for a child’s unique needs and learning styles.

It should be noted that proponents of public schools regularly criticize these lists because they usually do not recognize that public schools are legally obligated to retain failing or troubled students, thus reducing the school’s average and ignoring all of the students who excel. So, if a family is considering consulting a ranking or rating system, it’s advisable to look for one that calculates a school’s median results. In other words, how well is the average student doing?

The best way for parents to rate a school is by first looking at and understanding their child’s learning style, then searching for a school that’s right for that child. Each child has a unique learning style, so it’s important for parents to find a school that fits their child’s needs, which may not necessarily be the one

with the highest ranking based on academic averages.

How does a family go about choosing the right school? It often requires research and asking a lot of questions during school visits. These firsthand interactions with schools are excellent ways for parents to ask questions directly.

Some of the common questions parents might want to consider in comparing different schools are:

School’s philosophy or vision: How does this translate in the day-to-day life of the stu-dents?

School leadership and governance: Is it accredited by the Ministry of Education? Is it governed by a board or an owner-operator? Is it non-profit or for-profit?

School environment: What is the feel of the school? Is it a welcoming place? Is it clean, well lit and secure? Is public access limited?

Facilities: Is there a gymnasium, library, music room, or a playing field on site or nearby?

Tuition: What’s included and what’s extra? For example, uniforms, books, technology, extracurricular activities . . .

Curriculum: Does it follow, meet or exceed the provincial education guidelines? What happens if your child switches to the public system down the road?

Classrooms: Is there a maximum class size? How do teachers interact with students?

Teachers’ qualifications: What kind of pro-fessional development are they offered? Are they professionals in their field or qualified

teachers? Do you prefer one over the other? After graduation: Where do students go

for further schooling? In the case of a high school, what percentage of students goes on to university and do they get accepted to their first choice?

Entrance requirements: What, if any, test-ing is done? How much emphasis is placed on the results? Is accep-tance only granted in certain years?

Student life: Do stu-dents seem productive, engaged and happy? Can you picture your child in the setting?

Parental involve-ment: Is there a par-ent council or certain expectations?

Choosing the right school is one of the most important deci-sions parents make and having comprehensive information is key. Being realistic about a child’s academic abilities and being honest and upfront about what a child needs is one of the best ways to get specific, personalized infor-mation and to feel confident about choosing a school that will ensure a child’s continued success.

Give your kids the best school experience this year. Meet with top schools across the country this fall at the Our Kids Private School Expos: www.ourkids.net/expo/.

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Academic statistics can be helpful, but don’t tell the full storyBy ERIn MCLAuGhLIn

do rankings matter?

PhOTO COurTESy Our kiDS MEDiA

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FALL 2012 EDUCATION GUIDE Town Crier 21

Train your brain to pay attentionby Lynda Thompson, Ph.D., C.Psych.T h e l a t e s t d e v e l o p m e n t s i n

Neuroscience document brain plasticity – the idea that the brain can change. One exciting application involves exercising the brain using a brain-computer interface that indicates, by monitoring brain wave activity, when the person is calmly pay-ing attention. The brain wave pattern is different if the person is daydreaming or drifting off and those mental states are not rewarded. Paying attention is rewarded

with computerized feedback and encour-agement from the trainer working with the client. This learning approach, called neurofeedback, is now established as an effective treatment for Attention-Deficit/ Hyperactivity Disorder. A meta-analysis published in the journal Clinical EEG and Neuroscience (Arns et al, 2009) reviewed 15 controlled studies. All showed reduced symptoms of ADHD after neurofeedback training. Another study (Gani et al, 2008) showed that positive effects were last-

ing; indeed, half the group who had done 40 sessions of neurofeedback no longer qualified for a diagnosis of ADHD when re-assessed 2 years after training. This non-drug approach for ADD/ADHD, which produces lasting positive gains and no negative side effects, is something to pay attention to if you want your child to improve at school and in sports.

For more information, contact the ADD Centre at 416-488-2233 or check www.addcentre.com

ADD Centre


Fascinating Minds at Appleby College At Appleby College, we encourage our

students to discover and embrace their passions. Regarded as one of Canada’s leading independent schools, we are com-mitted to providing an exceptional educa-tional experience for students in grades 7 – 12 by blending academic excellence, athletic achievement and creative expres-sion with opportunities for leadership and

community engagement. Coeducational by design, Appleby’s 725 students, represent-ing more than 35 countries, receive the highest quality learning experience with 95% of graduates accepted into their uni-versity and program of choice. Recognized for our commitment to global education with a strong focus on languages and global issues, Appleby offers the Appleby

College Diploma with Distinction in Global Leadership that supports an understand-ing and appreciation for diversity of cul-tures and perspectives. To explore all that Appleby has to offer please contact Matt Sheridan-Jonah, Executive Director, Admissions at (905) 845-4681 ext. 169 or [email protected]. For more informa-tion please visit www.appleby.on.ca.

Appleby College

Be RemarkableBranksome Hall is more than meets

the eye. Yes, we are an independent school for girls from Junior Kindergarten through Grade 12. Yes, we are located on a picturesque 13-acre campus in the heart of Toronto. Yes, our International Baccalaureate (IB) Program’s empha-

sis on inquiry-based learning prepares young women to face the challenges and opportunities of our ever-chang-ing world. And yes, our graduates are welcomed by stellar universities across Canada and around the globe, most with scholarships.

But we are much more…• We are a caring community.• We are a home away from home.• We are a place where remarkable things happen. Discover our IB advantage: www.branksome.on.ca.

Branksome Hall

Find your perfect school and activity

Celebrating 100 years of educating boysCelebrating 100 years of educating

boys, Crescent is committed to develop-ing and implementing the most current research into how boys learn. Faculty members, rated by parents as Crescent’s greatest strength, consider teaching boys their job, and educating boys their respon-sibility.

They combine a challenging academic

program with a superior array of co-cur-ricular opportunities allowing each boy to find and develop his unique abilities. Students strive for excellence and active-ly seek leadership opportunities in some aspect of school life. Community service and global outreach are integral compo-nents of Crescent’s broad educational program. Our school values — respect,

responsibility, honesty and compassion — guide the actions and decisions of fac-ulty and students alike. We encourage our community to ask of themselves and of others — locally, nationally and interna-tionally — “How can I help?” Looking at oneself through others’ eyes enables a Crescent student to progress from a boy of promise to a man of character.

Crescent School


Enter to Learn. Leave to ServeDe La Salle College “Oaklands” is an

independent, Roman Catholic, co-educa-tional day school, inspired by the teach-ings of St. John Baptist de La Salle.

Founded in 1851, De La Salle contin-ues to educate young men and women in a truly Christian atmosphere and to devel-op a strong sense of religious and moral values. The College offers an advanced liberal arts curriculum, which is enhanced

by a variety of extracurricular programs, enabling students to develop leadership skills, self-confidence and a sense of social responsibility. With advanced cur-riculum, liturgical services, athletic pro-grams, extracurricular activities and com-munity service, our graduates go on to be scholars at some of the finest universities across the country and around the world. Students come to De La Salle to embrace

a challenging curriculum and engage in a variety of extracurrular activities. In addi-tion, our students are also expected to be patrons of service to others: “Enter to learn. Leave to serve.”

OPEN HOUSE: Wednesday, October 17th, 2012 - 7 p.m.131 Farnham Avenue, Toronto, Ontariowww.delasalleoaklands.org

De La Salle College

Dedicated to developing the whole childLooking for a new school? At Hudson, we

offer a challenging, nurturing and rewarding learning environment that allows students to reach their maximum potential. We are a co-ed, multicultural day school from PK to university entrance.

Recognized for our excellence in deliver-ing a balanced curriculum, our small class sizes and promise of a Total Personal Support system dedicated to developing the whole

child - academically, socially, and emotionally – ensure that all students receive the kind of individual attention needed to develop their special skills, strengths and interests. Our dedicated and experienced faculty care deep-ly about our students and their education.

They share a true passion for teaching, participating in all aspects of school life as mentors, coaches and leaders.

Situated on a large, quiet, air-conditioned

campus in central Toronto, our modern facility features spacious classrooms, state-of-the-art computer and science labs, large gymnasium, music and fine arts rooms.

We also offer Advanced Placement cours-es in senior-level Math, English, Business and Science.

Our graduates leave us with a strong sense of character, dedication to community and leadership qualities.

Hudson College

Striving for ExcellenceWhen you send your child to school,

you want to know that they’re getting an exceptional education, but you need to know they’re being cared for and respect-ed as individuals.

That’s what sets MPS Etobicoke apart and it’s why parents have been sending their children to us for over 30 years. MPS is a private school for students from JK to

Grade 12. Through high academic stan-dards and an emphasis on educating the whole person, we prepare our students for the post-secondary institutions of their choice.

Our program stresses skill development through individualized achievement, made possible by virtue of small class size and a dedicated staff. Students are encouraged

to think for themselves, to become prob-lem solvers and leaders of tomorrow.

We believe that students learn best in a nurturing environment that offers praise, encouragement and opportunities for suc-cess.

For more information please visit www.mpsetobicoke.com.

MPS Etobicoke

Power Soccer provides a comprehen-sive range of training programs from the beginner to the elite player.

We emphasize fair play, skill develop-ment and the maximization of each child’s potential. Our programs are presented through a creative age appropriate soccer training model.

We focus on giving players the oppor-tunity to express their individuality while

providing clear feedback on how improve-ments in their game can be made.

Clinics and camps focus on ball con-trol, movement with and without the ball, dribbling, shooting, defending and accu-rate passing.

Players experience soccer sessions which are rewarding and enjoyable. Pow-er Soccer coaches conduct challenging sessions which provide an opportunity for

full participation for each player. We build player confidence through a program in-cludes lots of game play.

Improved ability level and a marked increase in game enjoyment are the re-sults of participation in Power Soccer programs. Please visit our web site at www.powersoccer.ca or cal l us at 905.829.0562 (local call) to learn more about the Power Soccer School.

Power Soccer School – advanced technique training

Power Soccer

Inspire Your DaughterChoosing the right school for your daugh-

ter is a critical decision for parents. All-girls’ schools recognize and focus on the particular ways girls learn.

Research indicates they produce gradu-ates who achieve greater academic success, are more self-confident and develop stronger leadership skills.

In 2008, St. Michael’s College School

of Toronto and the Felician Sisters of Mississauga, two icons in education with long traditions of academic excellence, came together to establish Holy Name of Mary College School as a private university prepa-ratory school for girls in grades 5-12.

At HNMCS our core values are integrat-ed into both the curriculum and daily life at school where knowledge is linked to growth

in faith, strength of character and self esteem.Give your daughter the gift of an educa-

tion that will help her develop academically, spiritually and personally. You will be amazed as she develops into a confident and accom-plished young woman.

For more in format ion p lease v is i t www.InspireYourDaughter.ca.

Holy Name of Mary College School

your perfect school and activity



If you want your son to think big, think smallBlink and you could miss giving your

son the best education of his life. Set amid the trees and Victorian houses that line the streets of Toronto’s Annex community, Royal St. George’s College might not stand out as you walk by the campus. In fact, you might think it’s another home - and in many ways, it is.

It is home to a tight-knit community

of 426 boys from every background who share one thing in common - they are all proud Georgians. Boys flourish in an inti-mate, nurturing environment where they are known and respected.

RSGC has been educating boys since 1964 and has created a unique pro-gramme and atmosphere that are de-signed to bring out their best.

A small school gives boys the oppor-tunity to focus on big ideas. Individualized learning, a challenging academic program, and a strong set of values that empha-size respect, responsibility and voice, give Georgian boys the grounding they need to become the men our world needs.

So if you want your son to think big, think small.

Royal St. George’s College


Excellent academics balanced with school spirit

St. Clement’s School

St. Clement’s students learn in a wel-coming, community-focused environment for girls from grades 1–12.

We encourage and support each stu-dent to achieve her highest potential — academically and personally — and to develop confidence, compassion, and leadership skills.

Our students experience a values-based education where academics are

well-balanced with school spirit and a healthy sense of fun. Known for our strong academic program, we offer Ontario’s most extensive Advanced Placement pro-gram. Comprehensive academics, com-bined with the School’s rich athletic and co-curricular program, ensure that our students are prepared for the challenges of the world’s leading universities.

Our LINCWell Centre provides a com-

prehensive program of student enrich-ment, balance, and support for all stu-dents. LINCWell’s school-wide, integrated approach to education helps students to balance high academic standards, creativ-ity, health and wellness.

Come and visit St. Clement’s School to experience, for yourself, our warm and inclusive learning community. Find out more at www.scs.on.ca.


St. Michael’s College SchoolThe Leader in Catholic Boys’ Education. Founded in 1852 by the Basi l ian

Fathers, St. Michael’s College School offers an enriched, Catholic, liberal arts programme that prepares young men for university and to carry on as leaders in their community. The school offers a demanding curriculum that is comple-mented by faith development, leadership opportunities and a diverse array of co-

curricular activities. The school’s 10-acre property features a campus-wide wireless learning environment, modern research tools, electronic study aids, as well as first class athletic, art and music training and performance facilities.

Each year, over 95 per cent of St. Michael’s graduates are accepted at their university of first choice; approximately

half of these graduates are recognized as Ontario Scholars.

Open House evenings will be held on Wednesday, October 24th and Tuesday, October 30th at 7:30 p.m.

For more information, please contact Marilyn Furgiuele at 416-653-3180 Ext. 438 or [email protected]. Please visit us at www.stmichaelscollegeschool.com.

The Linden School

Since 1993, The Linden School has inspired girls to develop confidence in themselves through innovative teaching methods, empowering experiences, and meaningful connections to their peers and their community.

Our evidence-based approach to teaching is girl-centred, incorporating the most current research about how girls

learn best at every age and stage of development. Linden’s small classes allow our teachers to embrace the individual learning style of each student.

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

These connections stimulate our

students to take ownership of their education and to believe in their ability to impact the world around them.

When a girl finds her voice at Linden, she knows it can make a meaningful difference.

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

Where girls find their voice

“Learning is a treasure that accompanies its owner everywhere.”“We come to you”. Qualified Tutor’s

proof is in the numbers: over 5500 stu-dents in 9 years! Expert tutors with background checks assist students from pre-school to university/post grad. Rec-ommended by schools, we work in a one-on-one setting in the comfort of students’ homes, 7 days a week. Atmosphere helps students excel. Initial assessments done.

Tutors available throughout GTA, Peel Re-gion and surrounding areas.

Owned and operated by a professional educator and a retired school administra-tor (41 years’ experience, 25 as a sec-ondary school principal), who both believe that tutoring support is the best tool to help students achieve their potential and reach academic success. Check us out at

www.qualifiedtutors.com, review our tes-timonials, and then call us today. We pride ourselves in academic excellence!

Head Office: 905-763-7134Toll Free: 1-877-818-1811 [email protected] Region: 647-478-6252 Peel Toll Free: [email protected]

Qualified Tutors Inc.

• Home tutoring specialists with affordable prices• Available 7 days a week• All subjects, all grades• Initial assessments done• Tutors’ backgrounds checked• Exam preparation• Recommended by schools• Summer pkgs/Prep courses• Have assisted over 5000 students in the past 8 years

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University of Toronto Schools

A unique learning environment for high-achieving students

University of Toronto Schools (UTS) is a co-educational university preparatory school, grades 7 -12, affiliated with the University of Toronto. Founded in 1910, UTS offers high-achieving students the chance to study with engaged peers, guided by a stellar staff of highly-quali-fied teachers. A specialized curriculum and unique learning environment encour-

age creative interests, physical activity and a sense of social responsibility as well as providing myriad co-curricular pursuits and ample opportunity for stu-dents to take on student leadership roles. UTS graduates are admitted to highly-selective colleges and universities, many on scholarships. UTS is renowned for educating generations of outstanding

graduates including two Nobel Laureates, 20 Rhodes Scholars and numerous lead-ers in commerce, industry, academics, the arts, sports, government and public service.

Admission to UTS is based on aca-demic and overall performance. UTS has a financial assistance program to which families may apply.

Upper Canada College

Think Ahead. Think Upper Canada College.

Upper Canada College is one of North America’s great independent boys’ schools. Founded in 1829, UCC alumni include politicians, scholars, business leaders, artists and Olympians.

UCC offers “big school” opportuni-ties and facilities combined with a “small school” approach to individualized learn-ing. Our unsurpassed facilities include a new double-pad hockey arena and a

400-acre nature sanctuary northwest of Toronto.

Our programs include international community service trips and myriad clubs and co-curricular sports.

Located in the heart of Toronto, UCC comprises 1,150 students in Senior Kindergarten through university entrance, with boarding from Grade 9 open to stu-dents from across Canada and around the

world. Graduates receive the International Baccalaureate Diploma and the Ontario Secondary School Diploma. Our school has a 100 per cent university placement rate at the country’s and world’s most prestigious post-secondary institutions. Tuition assistance available beginning in Grade 5.

www.ucc.on.ca/Admission

SCHOOL DATE TIME CONTACTINFO SCHOOL DATE TIME CONTACTINFO

ApplebyCollege Sat., Oct. 20, 2012 10:00am - 2:00pm 905-845-4681 www.appleby.on.ca Sat., Oct. 27, 2012 10:00am - 2:00pm Sat., Nov. 24, 2012 10:00am - 2:00pmBranksomeHall Grade7-11 416-920-6265 www.branksome.on.ca Tues., Oct. 23, 2012 9:00am - 11:00am 5:00pm - 7:00pm JK-Grade6 Wed., Nov. 7, 2012 9:00am - 11:00am 5:00pm - 7:00pmCrescentSchool LowerSchool 416-449-2556 www.crescentschool.org (Grades3-6) Tues., Oct. 23, 2012 9:30am - 11:30am Tues., Nov. 27, 2012 Middle&UpperSchool (Grades7-12) Tues., Oct. 16, 2012 9:30am - 11:30am Tues., Nov. 20, 2012DeLaSalleCollege Wed., Oct. 17, 2012 7:00pm 416-969-8771 www.delasalleoaklands.org

HolyNameofMaryCollegeSchool Sat., Oct. 27, 2012 10:00am - 2:00pm 905-891-1890 www.hnmcs.ca Sat., Nov. 17, 2012 10:00am - 2:00pm Wed., Nov. 28, 2012 7:00pm - 9:00pm

HudsonCollege Sat., Oct. 27, 2012 12:00pm - 4:00pm 416-631-0082 www.hudsoncollege.ca Sat., Nov. 10, 2012 12:00pm - 4:00pm Sat., Nov. 24, 2012 12:00pm - 4:00pmMPSEtobicoke Sat., Oct. 27, 2012 10:00am - 1:00pm 416-745-1328 www.mpsetobicoke.comOurKids Private School Expos Register online at www.ourkids.net/expo www.ourkids.net Toronto Sat., Oct. 20, 2012 11:00am - 3:00pm Halton/Peel Sun., Oct. 14, 2012 12:00pm - 4:00pmRoyalSt.George’sCollege Thurs., Oct. 11, 2012 9:30am - 11:30am 416-533-9481 www.rsgc.on.caSt.Clement’sSchool Fri., Oct. 26, 2012 8:30am - 11:00am 416-483-4835 www.scs.on.ca Fri., Nov. 16, 2012 8:30am - 11:00amSt.Michael’sCollegeSchool Wed., Oct. 24, 2012 7:30pm 416-653-3180 www.stmichaelscollegeschool.com Tues., Oct. 30, 2012 7:30pm TheLindenSchool Fri., Nov. 2, 2012 9:00am - 12:00pm 416-966-4406 www.lindenschool.ca UniversityofTorontoSchools Sat., Oct. 13, 2012 10:00am - 2:00pm 416-946-7995 www.utschools.caUpperCanadaCollege Thurs., Oct. 25, 2012 9:30am - 11:30am 416-488-1125 www.ucc.on.ca 6:00pm - 7:30pm Fri., Oct. 26, 2012 9:30am - 11:30am

Open HOuse scHedulefor Private & indePendent SchoolS


ByANNRUPPENSTEIN

SChild’s play

Jessyka Armstrong of Children’s Garden Nursery School

eeing growth in every child from September to June is the most rewarding part of teaching for Jessyka Armstrong.

“It can be something as simple as having the confidence to answer questions in front of their classmates to writing their name for the first time,” she says. “It is simply phenomenal to see how quickly children absorb everything in their environment.”

Some of her fondest memories at Children’s Garden Nursery School include helping ESL children transform from barely or not at all speaking the language to being fluent in English by the end of the year and helping a particular boy struggling to overcome low self-esteem.

“He constantly put himself down and I con-tinued to tell him that he could achieve his goals with hard work,” she says. “He not only thrived, but exclaimed after his first successful attempt at writing his name, ‘I did it. You told me I could do it and I did it.’ ”

Armstrong, who was drawn to a career with kids since taking care of a child for a family

friend when she was 16 years old, hopes her students gain a solid foundation of the skills they need to succeed in future school years as well as have fond memories of the time spent in her class.

A highlight of teaching nursery school-aged children is seeing how they find every subject she introduces exciting and almost magical.

“I feel very fortunate to be part of my young student’s educational lives where I cannot only help them to succeed but give them the con-fidence to do so,” she says. “The best part of working with children is that no two days are alike.”

Armstrong also takes part in an after school drama program and a drama summer camp,

which culminates with a production, like Beauty and the Beast or Annie, and works with kids to create everything, including props, costumes and back drops.

Looking back on her own education, she remembers her grade 5 teacher Mr. Manning quickly made her feel part of an already estab-lished class after she moved midway through the school year.

“I liked the fact that although he was firm and rarely let students bend the rules, he had a wonderful sense of humour and would use real life situations to teach us new concepts,” she says. “I model his firm but humorous teaching style and have found that children thrive on a combination of rules, routine and fun.”

PhOTO cOuRTeSy childReN’S GaRdeN NuRSeRy SchOOl

Terr

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ByANNRUPPENSTEIN

Sara Adamson of Children’s Garden School

Helping kids grow

Even after 23 years of teaching four and five year olds, Children’s Garden School’s Sara Adamson is continually amazed at how capable, innocent, hon-est and eager they are to learn.

“I have always been impressed by their ability to grasp new concepts,” she says.

Over the course of the school year she hopes students gain independence, pride, compassion, self-discovery, problem-solving skills and a love of learning, she says.

However, one of her favourite learning experi-ences happens outside of the classroom when stu-dents, teachers, parents and grandparents participate in an annual Terry Fox Walk.

“Children learn about his challenges and amazing accomplishments,” she says. “One of my favourite memories — it has happened several times through

the years — is when a child says for the first time, ‘I didn’t give up, I am just like Terry Fox’.”

In order to make learning fun, which is her top priority, Adamson uses stories or rhymes to rein-force concepts with her students, which has been a successful strategy in her classroom, she says.

“I love learning along with the children, as they can often be the best teachers,” she says. “I feel incredibly lucky and blessed to be a kindergarten teacher.”

Having been a hands-on student growing up, Adamson’s classroom is one of self-exploration and direct experience. She believes children learn best in a bright and child-centered environment in which the children’s work is prominently displayed.

“The children are encouraged to ask questions, take risks and explore activities that interest them,”

she says. “Sharing, honesty and respect for others and themselves are important lessons taught in kindergarten and these social skills and character values must be explained and modeled.”

Adamson also takes part in the school’s Princi-pal’s Club, which helps support a school in Nepal for nursery age children to grade 12. Students in grades 1 to 3 have been instrumental in helping raise money for the Canadian World Education Society by organizing many events such as bake sales, holiday card sales, book drives and lemonade sales, she says.

“The children have stepped up to the plate and blossomed through the experience of recognizing the needs of other children in the world,” she says. “I am very proud of our young and motivated stu-dents.”

PhOTO cOuRTeSy childReN’S GaRdeN SchOOl


ByDORIANROLSTON

Past principalM

emor

ies

of ia

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Ian Robinson, principal of The Ster-ling Hall School for the past 17 years, retired at the end of June, 2012. Former Sterling Hall stu-dent and head boy, Dorian Rolston, class of 2001, shares recollections of Robinson and the lasting impact he has had on the lives of the boys who attended Sterling Hall during his tenure.

The door to principal Ian Rob-inson’s office is always open, so it feels strange to knock. From behind the desk he hears my faint tap.

“Come in, come in,” he says. I find the greeting reassuring, remi-

niscent of Robin-son’s confidence in me as a young boy at The Ster-ling Hall School.

“Hello,” he says. “Welcome back.”

As we begin talking, a young woman appears at the doorway.

“Mr. Robin-son, there is a line

forming here for you,” she says, motioning Robinson to the entry-way, where a toothy student rushes forward to speak. Still sticky in the boy’s hands are the remains of a marshmallow square. He tells his principal that he just swallowed a loose tooth. Robinson presses him.

“Well, if you believe in the Tooth Fairy, how is she going to get your tooth?” The boy reflects; his brow furrows. Then he pipes up.

“She’ll have to shrink!” Exchanges like this are what

have stuck with former student Matthew McInerney.

“[Robinson] just talked to you and kind of reasoned with you, which is a really enlightened way to deal with kids,” he told me.

Strachan Jarvis agrees. “[Robinson] was the kind of

person who would not simply give you the answers. He made you see the reasons why.”

Robinson’s subtle guidance is something Shaun Campbell will never forget.

“The CBC was visiting Sterling to interview students about 9/11, when [Robinson] pulled me and two others aside to speak with the reporters,” he said. “He chose us because he felt we would person-ally grow from the experience.”

Today, as a corporate sales rep-resentative, Campbell addresses large audiences for a living.

“Without [Sterling Hall], I would never have been able to present to hundreds of people.”

Campbell’s story is one of many I heard from old boys affirming Robinson’s eye for potential, and, in particular, his gift for inspir-ing students to define the form it takes.

“You can’t pigeonhole kids,” Robinson explains. “No one knows what they will be when they grow up.”

Of all the traits that old boys learned from Robinson, though, his hallmark lesson is perhaps the handshake.

“Who can be expected in grade 5 to shake hands properly?” asks alumnus Jason Merrithew. “But at [Sterling Hall], there it is: expect-ed. These are things you don’t appreciate until much later — the little things that make someone stand out.”

Originating in ancient Greece, the handshake remains, according to Robinson, “the secret signal of all kinds of things.” It’s not only the elemental expression of trust, but also faith, honesty, openness, togetherness, acceptance, and ulti-mately, the connection that sustains partnership.

While constituting just a small part of Robinson’s legacy, the handshake appears to capture his broader commitment to collabora-tive learning at Sterling Hall.

Robinson’s office, too, bears the mark of his leadership approach. On his desk, one small stone tablet is inscribed, “Attitude is everything;” another, Carpe Diem; a wooden plaque reads, “Head Learner”.

Wesley Pang, who graduated at the end of Robinson’s first year as principal, has never forgotten that plaque.

“He caught me staring at it the first time I was in his office,” Pang

recalled. “[Robinson] explained that he is the person who has the most to learn at the school.”

In his office 17 years later, Robinson catches me in a similar moment of intrigue.

“A school principal is just as much a learner as the youngest student,” he offers. “I owe a debt of gratitude to the [Sterling Hall School] family. I am a different person today because of their influ-ence.”

On my way out of his office, I become tempted to ask how he does it — leading yet learning; being both confident and comfort-

ing; showing the way, yet not dic-tating how. But he maintains that all credit is due to the magic of Sterling Hall itself.

“It hangs in the ceilings; it is evident on the walls; it is on the floors,” he says. It is in his office, too.

And as the old boys can attest, it stays with you long after you leave.

Dorian Rolston earned his BA in philosophy from Princeton Univer-sity, and now works as a research assistant to the Dean of Princeton’s Woodrow Wilson School.

Sterling Hall’s head retires after 17 years

PhOTOS cOuRTeSy The STeRliNG hall SchOOl

NOW AND THEN: Sterling Hall’s recently retired principal, Ian Robinson, poses with former head boy and author of this column, Dorian Rolston both as an adult and as a student.

“He made you see the reasons why.”


Me

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oy

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Open H

ouse dates for October &

Novem

ber at crescentschool.org/openhouse

Dow

nload a free Crescent School app at crescentschool.org/APP

since 1913


Blink and you

could miss giving

your son the

best education

of his life.You could walk right past Royal St. George’s College and never even know it’s there. Tucked behind some trees on a residential street in Toronto’s Annex, it looks more like a home than a school. And in many ways, it is.

Look a little closer, however, and you’ll discover what’s missing from most boys’ schools: the kind of camaraderie that comes from a small student body; a more creative learning environment; and a genuine love of the school.

It’s the one school you and your son don’t want to miss.

rsgc.on.ca

IF YOU WANT YOUR SON TO THINK BIG, THINK

SMALL.OPEN HOUSE: OCTOBER 11, 2012

9:30-11:30AM 120 Howland Ave.

education guide fall 2012 - west ed

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