Ciclo escolar 2018-2019, núm. 3

Creativity

GreetingsLiz PanchukHead of School

DirectoryACADEMIC AND ADMINISTRATIVE DIRECTORY

FOUNDERMargarita Arzac

HEAD OF SCHOOL Liz Panchuk

EARLY CHILDHOOD & ELEMENTARY ACADEMIC PRINCIPAL Yvonne Kogan

TODDLER CENTER PRINCIPAL Narda Vega

PRESCHOOL PRINCIPAL Stephanie López

EARLY ELEMENTARY PRINCIPAL Sylvia Karam

UPPER ELEMENTARY PRINCIPAL Pepa Pin

MIDDLE & HIGH SCHOOL PRINCIPALRosamaría Díaz-Vélez

SCHOOL ADMINISTRATION, OPERATION, AND PROMOTION DIRECTOR Cecilia Moreno

ADMINISTRATIVE AND FINANCE DIRECTOR Claudia Camacho

OPERATIONS AND SERVICES DIRECTOR Ma. Elena Ruschke

ADMISSIONS AND PUBLIC RELATIONS DIRECTOR Pilar Rodríguez

EDITORIAL STAFF Communication and Image Department Coordinator: Alejandra Torres

Graphic Designers: Carlos A. Ramírez and Jazmín SánchezEditors: Natalia Ramos and Gabriel Castro

COLLABORATORS

Alejandra García Medina, Andrea Oberhauser, Cecilia Royo, Danna Macías, Dylan Brennan, Elías Villalobos, Estefanía Salazar,

Fernando Díaz Ceballos, Gabriela Tamayo, Georgina de la Rosa, Gilda Cervantes, Gisela Ramírez, Ingrid Noeh, Linnea Palacios,

Liz Panchuk, Margarita Gutiérrez, Mory Domenech, Naomi Trego, Pablo Zubieta, Paola Oliveros, Paulina Terrazas, Pilar Rodríguez,

Rafael Díaz Ceballos, Rosi Ibinarriaga, Sandra E. Pérez, Silvia Costello, Sofía Ortiz, and Tanya Sánchez.

PHOTOGRAPHY Alejandra Torres, Andrea Oberhauser, Carlos Papaqui,

Carlos Ramírez, Elías Villalobos, Georgina de la Rosa, Jazmín Sánchez, Johanna Hernández, Karla Almeyda, Lara Parodi, Martha Mendoza,

Mory Domenech, Naomi Trego, Silvia Costello, Sofía Ortiz, and Tanya Sánchez.

Errata: Encuentro, 2018-2019, No. 2: Martha Mendoza.

ETON LOMAS Early Childhood

Alpes 1140 & Alpes 605,Lomas de Chapultepec, CP 11000, Ciudad de México

toddlercenter@eton.edu.mx preschool@eton.edu.mx

Tels. 5520-1142 / 5520-0410Preescolar SEP Acdo. #09050637, 23-08-05

ETON SANTA FE Elementary / Middle & High School

D. García Ramos s/n, Santa Lucía 220,Prados de la Montaña, CP 05619, Ciudad de México

etonschool@eton.edu.mxTel. 5261-5800

Primaria SEP Acdo. #988595, 19-01-98Secundaria SEP Acdo. #988804, 17-04-98

IBO-MYP-5397Preparatoria UNAM Acdo. #65, 12-08-80

IBO-DIP 000855

www.eton.edu.mx

I have always wondered about the difference

between creativity and innovation:

What does it take for a simple person to be either?

Is our uniqueness enough?

What most researchers agree on is that some of

the most important basic competencies for the

21st century include creativity and/or innovation,

critical thinking, communication, strategic thinking,

and problem solving, to face and deal with the

complex world we live in.

Theodore Levitt

Creativity is thinking up new things.

Innovation is doing new things.

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Editorial

From a Director’s Desk

Early Childhood

Creativity: Imagination in Action

Extended: Fostering Creativity through Reflection and Interpretation

Elementary

Turtles: Living Life in a Shell

Creatividad, investigación, entusiasmo e innovación:

ingredientes básicos para un gran proyecto

Middle School

Un escritor, una novela: La guarida de las lechuzas

High School

Personal Project

CAS

Ciencia y arte: la tabla periódica

A Project that Satisfied my Expectancy

Creativity and Costume Design

APF

Eton Day 2019

Children’s Day

Mother’s Day

Teacher’s Day

Campers at Pipiol and Kin Camp

¡Gracias!

Talent Show

A Warm Welcome

Cerramos un ciclo

A Well-Earned Retirement

Alumni

12th Grade Farewell

Class of 2019

Eton School provides a challenging academic program within an engaging learning environment.

We offer meaningful educational experiences, which support understanding, creativity, problem-solving, ownership of learning and self-discipline.

Eton students will then be capable of pursuing their life choices with commitment and joy, contributing to their community, their country and the world.

Eton School is a progressive and nurturing learning

community that embraces diversity, enhances

collaboration and provides opportunities for

individuals to develop their unique potential.

MissionVision

Index

In our cover page: Art work by 12th Grade

IB Art students.

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EditorialGabriela Tamayo

Elementary Teacher

Creativity: a Skill for the Future

uman beings are born creative. As kids, we have all

kind of tools to build original thoughts to make things in

new ways, to solve problems on our own, and see the

world with eyes wide open. But as we grow up, we lose

this ability: we make fewer questions, we do not play as

much, we suppress our internal voice, and we become

afraid to think different.

However now, our world needs creative hearts and

minds to lead the Human Race to a better place. It

needs people that dream, figure things out, and make

things happen for all and not only for themselves.

The good news is that even as adults, we can train

ourselves to develop a creative mind.

Ready to try?

H

Illustrations by Andrea Pinto, Isabela Tsutsumida, and Amélie Bretón, 4th Grade

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La creatividad es una de las habilidades naturales

más importantes del ser humano, ya que genera

ideas, conceptos, descubrimientos, así como obras

originales, útiles y satisfactorias para individuos y

sociedades; por ello, en un mundo tan cambiante, es

indispensable enseñar a los estudiantes a desplegar

dicha capacidad.

Asimismo, es un pilar fundamental de la educación,

pues involucra el desarrollo de las habilidades de

pensamiento y los procesos cognitivos que conducen a

los aprendizajes significativos. Desarrollar la creatividad

de nuestros alumnos es, además, una vía para ayudarlos

a afrontar su futuro al descubrir en qué son brillantes

y dejar que sus ideas fluyan para imaginar, inspirar y,

finalmente, innovar.

En el Colegio Eton, la creatividad se fomenta mediante el

trabajo por proyectos, el cual les posibilita expresar su

curiosidad e imaginación, aportar soluciones originales a

Pilar Rodríguez

Admissions and Public Relations Director

From a Director’s Desk

No son las máquinas las que conducen

y arrastran al mundo, sino las ideas.Victor Hugo

diferentes retos, asociar ideas y conceptos ya conocidos,

desarrollar autonomía e independencia, aumentar la

capacidad de análisis y síntesis, tener inquietudes y no

ser conformistas. Los proyectos estimulan la confianza

y la seguridad en sus capacidades para objetivos

concretos, además de permitirles descubrir talentos

que los pueden hacer destacar en la ciencia, el arte, el

liderazgo o cualquier otra esfera de la actividad en la

sociedad moderna.

Como a todos los individuos y colectivos, la creatividad hace

felices a nuestros alumnos, porque mejora su autoestima

y desarrolla su capacidad comunicativa y de adaptación al

cambio, así como en las relaciones sociales. Finalmente,

puede afirmarse que la creatividad ayuda a incrementar la

calidad de vida emocional de las personas.

Fomentar la creatividad como habilidad imprescindible en el siglo XXI

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Early Childhood

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As a group of preschool teachers, we took on the task

of analyzing and discussing documentation gathered

throughout the year in each of our classrooms. We

focused on identifying spontaneous moments of creativity

in our students and the impact these have on their

learning processes.

In one occasion, one of the teachers spread different

figures posted on sticks throughout the carpet and

allowed a group of five students to explore them. It was a

bright, sunny day, and rays of light were shining through

the classroom windows. The children noticed how

shadows appeared behind these figures that immediately

became shadow puppets.

Suddenly, the shadows were no longer there, which

aroused many questions. “Why did the shadows

disappear?” asked one child. His peers shared their own

hypotheses. “My figure got tired of making shadows.”

answered one girl. “They are hiding!” answered another

boy. One child got up and started blowing at the clouds

so they could let the sun come out again. The children’s

natural ability to generate new concepts and produce

original solutions by linking past knowledge becomes

evident in situations like this. They are constantly building

new possibilities and alternatives, as they develop critical

thinking skills at the same time.

Constructing original structures is another classroom

students’ favorite activity. One day, they decided to build a

snake. This was not an easy task because the materials

they chose had to be assembled in a specific way. This

gave way to a streak of collaborative work as five children

worked relentlessly on achieving their common goal. When

they were done, they decided to compare the length of the

snake to their own. “Am I longer than the snake?” asked

one boy. Straight away, some children observed in detail

the snake and the child, trying to perceive the difference

in size. Others decided to lie down next to the snake,

comparing their own length and size. We observe how

children creatively find different possibilities to solve the

same problem, not being afraid to try over and over again.

Accompanying children in their growth and development

implies many responsibilities, and for us, the most

challenging and rewarding experience is to constantly

question ourselves how to design learning contexts that

can enhance their innate abilities, impact their cognitive

process, and promote their critical thinking skills at the

same time.

Creativity becomes visible when adults try to be more

attentive to the cognitive processes of children than to

the results they achieve in various fields of doing and

understanding.Loris Malaguzzi

Creativity: Imagination in Action

Rosi Ibinarriaga, Andrea Oberhauser, Cecilia Royo,

Estefanía Salazar, and Margarita Gutiérrez

Toddler Center Teachers

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As a teacher, one of my goals is to

foster creativity in my students. As

we work together in all our projects,

I follow the steps that have to be

taken into account in my planning

by reflecting and interpreting the

gathered pedagogical documentation.

Afterward, I provide the children with

connecting activities that set the

pace as the topic of study emerges

and develops. I consider creativity a

core skill to practice with the children

and essential for the development of

other abilities. As I provide them with

an inspiring atmosphere, resources,

time, and freedom to express their

ideas, children become active and

engaged learners who, in turn, allow

me to understand their learning

process and nurture their immediate

needs. By closely observing my

students and their work, I develop

an action and support plan aimed at

extending their learning as they build

upon their knowledge.

Extended: Fostering Creativity

through Reflection and Interpretation

Alejandra García Medina

Preschool Teacher

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I always see our classroom as an evolving

learning environment that contains the

children’s work that represents, for

instance, the different phases of a project.

I make sure all students have access

to supplies and learning materials, and

I consistently promote collaboration

and teamwork. Finally, by planning and

preparing meaningful setups in different

areas of the classroom, children feel

invited to lead play and exploration,

making learning a meaningful and

enriching experience.

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Elementary

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Mory Domenech

Elementary Teacher

Turtles: Living Life in a Shell

The wider the range of possibilities we offer children,

the more intense will be their motivations and the

richer their experiences. We must widen the range

of topics and goals, the types of situations we

offer and their degree of structure, the kinds and

combinations of resources and materials, and the

possible interactions with things, peers, and adults.

Loris Malaguzzi

During the last three months, together, we embarked

on a learning journey to discover the fantastic world of

sea turtles. It all started with a provocation when we

invited the lab turtle to our 1st Grade class. Students

had the opportunity to appreciate the characteristics of

the turtle. Soon, they developed their natural curiosity by

asking interesting questions that led us to discover the

amazing world of sea turtles.

As a teacher, I was attentive to what the children had to

say, by enabling their cognitive process through creative

explorations, providing them with multiple experiences

that supported their understanding.

To enrich our experience with turtles, we visited the

Inbursa Aquarium, where we could admire a beautiful

green sea turtle. We found answers to our questions by

carrying out hands-on experiences.

Along the project, learners chose from a wide range of

possibilities that kept them engaged. They researched

about the seven species of sea turtles, their reproduction,

diet, and other characteristics. They had the opportunity

to learn from experts, as they discovered facts and

incorporated technology.

Learning about the importance and beauty of sea turtles

in our planet was amazing. Learners are now looking for

ways in which they could impact the environment, to

benefit both animals and humans.

Illustration by Niklas, 1st Grade

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Creatividad, investigación, entusiasmo e innovación:

ingredientes básicos para un gran proyectoGeorgina de la Rosa, Tanya Sánchez, Sofía Ortiz y Silvia Costello

Docentes de Primaria

El pasado 26 de marzo, los alumnos de 6.° grado

presentaron a la comunidad Eton su proyecto

Civilizaciones Antiguas, en el que trabajaron arduamente

a lo largo de cuatro meses, en los cuales alcanzaron

metas y superaron situaciones que representaban un

verdadero reto. ¿Cuáles fueron los ingredientes del

éxito?

Creatividad

Los alumnos mostraron un despliegue de creatividad

que los llevó a una sinergia en la que deseaban seguir

realizando representaciones. El estudio del legado de las

civilizaciones les pareció, en primera instancia, lejano, pero

al encontrar las conexiones con el presente, los alumnos

desearon compartirlo con la comunidad de manera

clara, vistosa y creativa. Es así que se logró montar una

exposición digna de llamarse Museo de las Culturas.

La creatividad también se manifestó por medio del uso de diversos materiales y recursos con los que crearon desde acueductos y sarcófagos hasta edificaciones como el Partenón y la Muralla China, así como elaborados videos en stop motion y HP Reveal, por mencionar algunos.

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Investigación

En el desarrollo del proyecto, los chicos realizaron

diferentes producciones como cuadros sinópticos,

webs, mapas conceptuales, líneas del tiempo,

síntesis mediante viñetas y más, lo que los llevó

a la aplicación de las estrategias de lectura de

comprensión, organización, análisis y manejo de la

información, y les permitió hacer representaciones

con mucho sustento.

Entusiasmo

El trabajo colaborativo entre grupos resultó un

gran reto de inicio que les permitió ampliar su

perspectiva, responsabilizarse de su aprendizaje,

comprometerse para poder compartir información

y sentirse parte de algo grande que los involucraba

como generación.

Las reuniones intergrupales se desarrollaron de

forma periódica y con la participación de diferentes

alumnos de cada salón, moderados por una

maestra de 6.° que, mediante preguntas, llevaba

a los participantes de la reunión a encontrar

conexiones entre las diferentes civilizaciones, sus

formas de vida, la organización, las creencias y, lo

más importante, su relación con nuestra vida diaria.

Estas sesiones tenían como objetivo intercambiar

información para profundizar y generar una visión

más profunda no sólo de las civilizaciones, sino

del legado cultural heredado de todas ellas. Estas

reuniones despertaron un entusiasmo en los

alumnos que nos sorprendió; esperaban con ansias

las reuniones, querían ser los representates del

grupo, preparaban sus anotaciones, y regresaban

con descubrimientos y más deseos de investigar.

Innovación

Es la primera vez que se realiza un proyecto

intergrupal basado en un solo tema central para

toda la generación con sesiones compartidas, el

cual culminó en una presentación generacional que

mostró calidad en las representaciones, profundidad

en los trabajos de los niños, sus habilidades de

comunicación al exponer y una distribución centrada en

el legado que compartían las civilizaciones.

De esta manera, los cuatro ingredientes —creatividad,

investigación, entusiasmo e innovación— llevaron a

los alumnos de 6.° grado a una presentación que es

culminación gozosa y admirable de tantos años de

trabajar con esta metodología.

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Middle School

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Un escritor, una novela: La guarida de las lechuzas

Sandra E. Pérez

Docente de Bachillerato

En la clase de Español de 7.° grado organizamos

una videoconferencia con Antonio Ramos Revillas,

autor de la novela La guarida de las lechuzas. Esta

lectura dio pie para que los estudiantes pensaran en

cuestionamientos que plantearon al escritor, quien

respondió de manera amable y precisa, con lo cual se

cumplió uno de los objetivos generales del Bachillerato

Internacional: “los alumnos utilizan la lengua como

vehículo para: pensar, crear, reflexionar, aprender,

expresar, analizar e interactuar socialmente”.1

Al cierre del proyecto, los alumnos expresaron

agrado al evaluar con mayor exactitud sus puntos de

vista; comprendieron y reflexionaron acerca de los

argumentos del autor para crear su novela, así como

las diversas acciones de los personajes; y, finalmente,

escribieron una crónica para relatar lo que sucedió

durante su charla con Ramos Revillas.

1 Programa de Años Intermedios. (2005). Guía de Lengua y Literatura, 16. Bachillerato Internacional.

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High School

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Personal Project Danna Macías10th Grade student

This project is an opportunity

to experience and learn about

anything. Therefore, I decided

to create a Streetwear fashion

collection. I was able to challenge

my creativity and design seven

fashion looks. This experience

taught me about the process

of fashion and the Streetwear

movement, as it also taught

me to work in a professional

environment. I could share my

vision in terms of design and

cultural expression.

Pablo Zubieta10th Grade student

Personal project is the biggest

task up to date that I’ve received in

school. It is a long and challenging

assignment that requires countless

hours of focus and hard work. At

the beginning, the project seems

simple and a good grade seems

easily reachable. Later on in the

school year, you realize you should’ve

worked from the beginning and

that is when the real challenge

comes in. I learned a lot about time

management and work schedule

distribution; it is essential for day to

day life. I also learned that you should

always give your 100% in any task or

assignment you receive, if not what

is the point of doing it. It was a fun

but energy taking project to do, and

the satisfaction of a well-done job in it

is something I’ll never forget.

Linnea Palacios 10th Grade student

The Personal Project is not a

big deal for some people, and in

reality, it isn’t, at least regarding

academic standards; but the

personal project is an opportunity

to explore our own tastes and

discover new talents. There

was no question whether or not

I liked arts, and I discovered a

part of me that has to do with

the feeling of nationality and how

having different points of view is a

beautiful quality, as I also learned

the world has no boundaries.

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CAS (Creativity, Activity and Service)

Gisela Ramírez, High School Psychologist (Grades 11 & 12) and High School Counselor,

and Dylan Brennan, High School Teacher

Prague

On April thirteen, students and two teachers took part in

the 10-day CAS Trip Project. CAS (Creativity, Activity and

Service), along with Theory of Knowledge and Extended

Essay, is a core element of the IB Diploma programme

and, therefore, of utmost importance to our syllabus.

Students from around the world came together to work

on a variety of projects that focused on sustainability,

community service, diversity, and consciousness. Along

with students from IB schools from places like Qatar,

Australia, Turkey, Kenya, Ecuador, Peru, and Rwanda,

Eton students ran with a marathon runner to raise

awareness for water safety, took part in sustainable

design workshops, cooked for the homeless community

in Prague, and engaged in many other worthwhile

activities.

One of the major aims of this project is for students

to see how people from other communities (both in

Prague and around the world) implement the CAS

programme for the benefit of their own communities.

Eton students can then formulate their own innovative

projects that can be developed upon their return

to Mexico. The programme was a success in that it

represented a wonderful opportunity for our students

(and teachers!) to learn from the dedication, skill, hard

work, and talent of a variety of change-makers from

around the globe. We intend to make CAS Trips an

integral part of future academic cycles, and we are

already planning next year’s trip, which will be a multi-

city project in Prague and Berlin.

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Ciencia y arte: la tabla periódicaGilda Cervantes

Coordinadora del Centro de Información y Recursos

La UNESCO proclamó el 2019 como el Año Internacional

de la Tabla Periódica de los Elementos Químicos. En

el Centro de Información y Recursos (CIR) decidimos

unirnos a la celebración y dedicar la exposición de este

semestre a dicho tema.

Invitamos a participar al Profesor Antonio Buitrón

y su generación de 10.° grado, quienes se unieron al

proyecto con gran entusiasmo.

A cada uno de los alumnos se le asignaron uno o dos

elementos de la tabla periódica para que investigara y

sintetizara la información de manera que pudiera quedar

plasmada en un cubo. Todos los cubos se montaron en

un bastidor de madera giratorio.

Me atrevo a decir que el resultado fue algo más que

un trabajo escolar convencional; se logró la creación de

una pieza artística, atractiva por su colorido y diseño.

Esta obra está provocando en toda la comunidad escolar

la curiosidad por conocer no sólo la historia de esta

herramienta gráfica publicada por Dmitri Mendeléiev

hace 150 años, sino el interés por acercarse de una

manera sencilla y comprensible a la química, una materia

considerada densa y compleja.

La creatividad no es sólo generar ideas; también es

encontrar nuevas formas de acercarnos al conocimiento.

La creatividad es el punto de convergencia entre

la ciencia y el arte.

Arthur Miller

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Paulina Terrazas

12th Grade student

A Project that Satisfied my ExpectancyThe Ability to Create Self-portraits

Since preschool, I have taken different classes

where I was given the time and space to explore

what surrounded me. And later, the liberty to build,

sometimes with instructions and others freely. The

labs, art classrooms, and other spaces around the

School granted me the ideal environment to develop

a creative mind. It has been those activities that today

allow me to apply this creativity not only to the arts,

but other subjects, such as mathematics, physics,

Theory of Knowledge, and literature. By doing this, my

critical thinking, understanding, and appreciation of

new concepts improve every day.

Now, at the end of High School, I am able to stand

outside of that thinking box and develop projects that

satisfy my expectancies. For example, for my final IB

Everybody has within themselves the ability to create.

Whoever treasures and develops this virtue is used

to systematically thinking outside the box. Their

unimaginable ideas become possible, their vague

concepts turn into originalities, and their deepest

thoughts are portrayed in harmonious compositions.

Nevertheless, it is rare to find people who consider

themselves creative. I do. Creativity may come in

different disciplines: the visual, auditive, literary and

performing arts, as well as the engineering, logical,

and philosophical reasonings. I have developed most

in the area of visual arts.

Throughout my life, I have always been very interested

in the visual representations humans may give to

whatever crosses their minds. There are materials that,

when brought together, manage to form depictions of

what was conceived in the mind or copied from reality.

For a very long time, I believed these could only be

physical, such as paintings, sculptures, photographs,

among other traditional media. However, during my

learning process at school, I have been introduced to

new media and possibilities; new windows, making the

box I think inside of, much bigger.

Final project for IB Art, 12th Grade

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Visual Arts exhibition, I created a series

of self-portraits that retrospectively

explore my identity in different stages of

my life. This is accomplished through the

demonstration of how colors can achieve

optical effects, such as mixed tones,

intensities and opacities, regardless of

the materials used; these were thought

accordingly to the stage of my life they

represent. My innovative process to

design these pieces went through my

past experiences to remember those

conventional physical materials that

surrounded me, and I assimilated them

into figurative compositions. This project

clearly shows the outcome of how my

creative mind incorporated science

knowledge about the physics of colors,

my own desire of self-exploration, and

the artistic skills I have developed.

Reliving all those experiences that

promoted creativity at Eton School,

either artistically of critically, was very

important for the result of the pieces in

the exhibition.

I am grateful for the way Eton School

has shaped and helped me treasure my

creativity and very proud of how far I have

come in guidance of my teachers here.

Early approaches to artistic expression, Nursery

Field trip to an art exhibit in CDMX, 6th Grade

Developing mural art for personal project, 10th Grade

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Creativity and Costume DesignNaomi Trego

Middle & High School Teacher

The second an actor walks onto stage the audience

should instantly know what character he is. Costumes

are the magic that makes that metamorphosis possible.

Effectively designed clothing and masks transform an

ordinary person into someone else.

In preparation for Eton’s spring performance of The Lion

King, my 9th and 10th Grade design students designed

and created dozens of unique costumes and masks.

The Lion King on Broadway, a theater production with

professional costume designers and an ample budget,

inspired students’ costumes.

My student costume designers were ingenious in

the adaptations they made to make their costumes

feasible and affordable. Each team had its own creative

challenges: for example, making a nearly life-sized zebra,

creating masks to show the regality of Mufasa and the

evilness of Scar, transforming simple cardboard into

galloping gazelles. Students used their creativity to turn

wire and fabric into believable safari animals, change

plain T-shirts into dashikis, convert simple straws into

royal crowns, alter a sweater to make Simba’s pants,

and form recycled newspaper into papier-mâché mask

masterpieces. After weeks and weeks working diligently,

the students’ creative efforts and hard work paid off

with beautiful costumes ready for production!

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construyendocomunidad@eton.edu.mx

cuidadonutricional@eton.edu.mx

Entre las actividades que organizamos en el ciclo escolar 2018-2019, en noviembre se llevó a cabo Echa la Casa por la Ventana, evento que en esta ocasión rompió récords de ventas y recaudación de fondos, y se donaron sábanas, cobijas y accesorios a la casa hogar Granja La Esperanza. En abril visitamos el asilo Corpus Christi: llevamos un lunch ligero, cuadernos para colorear, juegos de mesa, jabón y azúcar. Hicimos ejercicio y jugamos con los residentes.

En mayo visitamos el hospital La Raza para llevar paquetes con ropita y accesorios de bebé, así como cobijas y bebenetos. Además, se lograron donar 360 cobijas a varias causas. Agradecemos a toda la comunidad por sus generosos donativos, que han hecho posibles todas estas actividades, y reconocemos especialmente el tiempo de quienes nos han acompañado.

El 25 de enero se llevó a cabo el taller “Cocinando saludable” en el Auditorio Margarita Arzac.

Asimismo, durante los recreos de Primaria se ofrecieron verduras en stands saludables, para acercar a los alumnos a un estilo de alimentación benéfico.

Además, en un esfuerzo conjunto con el Colegio, el 27 de marzo se inauguró el nuevo concepto de la Cafetería, con el objetivo de que los alumnos sepan que también es rico comer sano. Se aumentó la variedad de productos y se creó la opción de barra saludable, en la cual pueden escoger su fruta o verdura favorita con una variedad de toppings.

Finalmente, el 8 de abril se llevó a cabo la plática “Mindful Eating: redescubriendo la alimentación”, impartida por Esther Shiffman y Erika Fricke, en el Auditorio Margarita Arzac.

convivesano@eton.edu.mx

Gracias a su apoyo, seguimos avanzando en crear un frente común entre padres para tener niños y adolescentes más sanos. Además de los acuerdos relativos a horarios, supervisión y seguridad para nuestros hijos, los invitamos a platicar constantemente con ellos, especialmente acerca de los comportamientos esperados de acuerdo con los valores familiares.

Ellos reciben mucha información y seguramente agradecerán su orientación. El próximo ciclo escolar, en el Colegio y en casa seguiremos fomentando una juventud sana, feliz y plena para nuestros hijos. ¡Felices vacaciones!

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Children’s Day

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Mother’s Day

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Teacher’s Day

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Campers at Pipiol & Kin Camp

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Ingrid Noeh Tewes

Mamá de Ingrid Sofía y María Regina Pérez Noeh

Es difícil poner en palabras el agradecimiento tan

profundo, grande y especial que tenemos como familia

hacia el Colegio Eton.

En 2004 murió Juan Manuel, mi marido, papá de Ingrid

Sofía y de María Regina, quienes ya eran alumnas en el

Toddler Center ; Sofi tenía cuatro años y Regis, tres.

Recuerdo muy bien las palabras de Ms. Yvonne Kogan

en el velorio: “No te preocupes, vamos a cuidar muy bien

a tus hijas”, y el Colegio ha cumplido su palabra desde

ese año hasta este junio, mes en que Sofi termina el

Bachillerato en el Eton.

Cuidar significó mucho en distintos ámbitos —académico,

social y psicológico— durante todo este tiempo, pero un

apoyo fundamental que nos dio un gran soporte y seguridad

fue contar con la beca de orfandad de la Asociación de

Becas Eton.

Saber que mis hijas tenían su educación cubierta al

100 % en una magnífica escuela, elegida por nosotros,

¡Gracias!

y que no era necesario alejarlas de sus amigas y su

entorno fue esencial para su desarrollo y proceso de

duelo en su momento, así como para su educación

escolar hasta el día de hoy.

La beca del Fideicomiso de Orfandad nos dio a las tres

la posibilidad de continuar siendo una familia Eton, de

conocer hermosas familias, y de hacer amigas y amigos

maravillosos, los cuales, estoy segura, permanecerán a

lo largo del camino de la vida; esto es algo por lo que

siempre vamos a estar agradecidas.

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Talent Show

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A Warm Welcome

Pre-kinder Pre-first

Pre-kinder students that visited our Alpes 605 campus

and Pre-first students that visited our Santa Fe campus

received a warm welcome from everybody!

They had the opportunity

to visit their new campuses next year and enjoy time

with their classmates!

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Cerramos un cicloElías Villalobos

Director del After-School Program

A lo largo de este ciclo escolar, el After-School Program

(ASP) ha tenido muchos retos por vencer, además de

las competencias habituales de las ligas locales en las

que participamos de manera activa.

Nuestros deportes han marcado diferencia en la

disciplina, el desempeño y, sobre todo, la actitud de los

alumnos, por lo cual buscamos, a lo largo del curso,

lugares y equipos en que encontraran mayor nivel de

exigencia.

A cada una de estas salidas acudieron todos los equipos

convocados siempre con la mejor disposición, al igual

que sus padres, quienes nos han permitido contar con

su presencia.

Tales competencias fueron:

• Torneo cuadrangular en el Colegio Marymount, en

Cuernavaca, el 10 de noviembre de 2018. Participaron

los equipos de Futbol femenil categoría intermedia y

varonil categoría 2007, Básquetbol categoría 2008,

así como Voleibol categorías infantil menor y juvenil

menor; un total de 80 asistentes del ASP : 73 alumnos

y 7 profesores de staff.

• Ligas de participación de nuestros equipos —Futbol,

Básquetbol, Voleibol y Porra— en los dos semestres, en

las cuales obtuvieron campeonatos.

• Competencias regionales de porra de la Organización

Nacional de Porristas en el Instituto Simón Bolívar, el

9 de diciembre de 2018, y Omega en Six Flags, el 1 de

diciembre de 2018.

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• The World School Cheerleading Championship en

Orlando, Florida, del 8 al 12 de febrero de 2019.

• Campeonato Nacional de Porra en Acapulco, del 5 al 7

de abril de 2019.

• Torneo de invitación a la ciudad de Querétaro, del 30

de mayo al 2 de junio de 2019, con la mayor delegación

asistente: 5 equipos, 63 alumnos y 9 profesores de staff.

Además de nuestras actividades deportivas, el área de

Teatro lució sus talentos con la presentación de la obra

El rey león, el 12 de junio de 2019.

Los equipos del ASP han mostrado, en cada uno de los

eventos, un excelente nivel de disciplina; una comprensión

del valor del trabajo realizado durante los momentos de

preparación y de competencia; así como una excelente

tolerancia ante la derrota e, incluso, ante la victoria, sin

burla ni prepotencia alguna hacia sus compañeros.

Por todo lo anterior, consideramos este año como el mejor

tanto en resultados como en asistencia a los compromisos

deportivos de representación, incluida nuestra primera

participación internacional. No dejaremos de buscar más

retos para el siguiente ciclo escolar.

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Catherine MorelTeacher AideEstudiosLicenciatura en Comunicación y Relaciones Públicas y maestría en Tecnología Educativa, Laval University, Canadá. Certificación como Apple Professional Learning Specialist, Apple EducationExperiencia laboralProfesora de Tecnología en el Colegio Atid durante tres años. Asesora y coach de tecnología educativa en escuelas de alto rendimiento en México, el Caribe y Centroamérica. Desarrollo profesional de maestros para la implementación de la tecnología en el aprendizaje.

Diana López ValadezSecretaria de PreescolarEstudiosLicenciatura en Ciencias y Técnicas de la Comunicación, Universidad del TepeyacExperiencia laboralEspecialista en producción y postproducción en el Estudio de Capacitación Digital de General Motors para México, Centroamérica y el Caribe (2009 a 2017). Emprendedora de un negocio propio de dulcería en Toluca y Metepec (2017 a 2019).

A Well-Earned Retirement

Tuty Armengol Paty Trejo Pía García de Letona

Our appreciation for all these years together to:

For her constant dedication in the

pursuit of our students’ integral

development, her love, kindness,

and commitment to her activities.

For her kind and professional

care to our youngest students,

and the pursuit of their well-being,

empathy, and daily smiles.

For her true commitment and

loyalty; for her unique human

touch to everyone in our Eton

Community.

We also wish success to all the Eton community members that will start new projects.

WelcomeAfter-School Program

Early Childhood

Administration

Aarón Meza GarcíaAuxiliar de futbolEstudiosPreparatoria, Universidad Tecnológica de México, campus CuitláhuacExperiencia laboralJugador profesional de futbol de la primera división en el Club América, Querétaro y Necaxa. Director Técnico en la filial de Xolos de Tijuana.

Rafael García QuintanaProfesor de taekwondoEstudiosLicenciatura en Economía, Universidad del Valle de MéxicoExperiencia laboralPracticante de taekwondo durante 22 años y docente durante 9. Tercer lugar en el Panamericano Querétaro, pentacampeón Interlinces de la Universidad del Valle de México, primer lugar como escuela en el torneo Cumbres Bosques y entrenador del Colegio Hillside.

Ricardo Rey Medina Bonilla Entrenador de básquetbolEstudiosLicenciatura en Entrenamiento Deportivo y especialidad en Básquetbol, Escuela Nacional de Entrenadores DeportivosExperiencia laboralEntrenador de básquetbol de categorías de iniciación deportiva en el G1 de la delegación Milpa Alta (2013 a 2014), profesor de básquetbol en Club Hacienda Resort Fitness (2014 a 2016) y entrenador de básquetbol de categorías juveniles y elite en Alegrilleros Básquetbol Club (2015 a 2018).

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Both the academic instruction and personal formation

that I received at the School allowed me to pursue my

vocation to become a film producer/director. During

my senior year, having the opportunity to choose my

own classes gave me a deeper understanding of what I

wanted to study. The influence of some of my teachers

was of the utmost importance for my personal and

professional development; always making me inquire

about the human condition.

After my time at Eton, I got a degree in Science in

Communications at Universidad Iberoamericana.

I also studied at Université Jean Moulin 3, Lyon,

France, S.E.L.F. and C.E.U.F. programs, I became part of

Salzburg’s Academy on Media & Global Change, and I

am the General Director of “Malandrín Films.”

My short films have received international awards

and recognition. I have worked in several films,

documentaries, and advertisements: VICE, Stella Artois,

Uber, F1, Infiniti, Renault, and my last collaboration was

with FUD in the video, Sin ti, 10 de mayo, featuring

Miguel Bosé.

Degree in Business Management and Operations

Manager in an International Company.

Being part of Eton School provided me with all the

necessary tools to achieve my goals in life. The academic

level and the teachers prepare you for what lies ahead

in college, the professional field, and everyday life. It

does not matter if you are writing an essay, answering

an email, giving a presentation, or lending a hand to a

friend, the ethical and academic values of the Eton family

will remain with you for the rest of your life. I am certain

that I will be returning to Eton School in the near future,

as a parent of an Eton student.

AlumniRafael Díaz Ceballos BoyClass of 2011

Fernando Díaz Ceballos BoyClass of 2013

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12th Grade Farewell

Paola Oliveros Rábago

12th Grade Student

With the end of high school comes the end of an era. With the end of an era comes

the inherent questioning about the new one. Once we step out of the comfort of

what has been our all through these past years, the only thing left for us to face is

the unknown, which welcomes us with open arms. It is easy to fear what you do not

know, but it is also easy to shape it, mold it and, in turn, let it mold you. You cannot

predict what you will find out there, who you will meet, and why. However, you can

embrace it, and that is the most important thing you can do. Clean the slate and

learn from the things you know are coming. Goodbyes are never easy, but memories

will always be there, tainted only by time and the sun that shone when you made

them, and new hellos should always be welcomed, so open your heart and be ready

to receive what comes next because it is uphill all the way from here.

Class of 2019Class of 2019

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A Day at Eton