Education Guide Fall 2012 - North Ed.

FALL 2012 EDUCATION GUIDE Town Crier �

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EDUCATION GUIDEEDUCATION GUIDE

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Students fondly remember their retired principal

and more...

Plus: Terrific teachers who make their

schools greatBye Bye BooksTablets and other technology look to replace the tried and true

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EDUCATION GUIDEEDUCATION GUIDE

norTH eDiTionnorTH eDiTion

Students fondly

remember their

retired principaland more...

Plus: Terrific teachers

who make their

schools great

Bye Bye BooksTablets and other technology

look to replace the tried and true

ON THE COVER: Upper

Canada College students enjoy their colourful

picture books.ANN RUPPENSTEiN/

TOWN CRiER

Tony Baron DiRECTOR OF PRiNT AND

DiSTRiBUTiON

James Arscott PREPRESS MANAgER

Anna Maria Arcuri gROUP CiRCUlATiON

MANAgER

Inside the Education Guide

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

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

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

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

FiNANCE

Doreen Iannuzzi ViCE PRESiDENT OF

NEW MEDiA

EDiTORiAl

Eric McMillan EDiTOR-iN-ChiEF

Gordon Cameron MANAgiNg EDiTOR

Ann Ruppenstein SPECiAl PROJECTS EDiTOR

Shadi Raoufi EDiTORiAl ART DiRECTOR

PRODUCTiON SERViCES

Tony Lomuto SUPERViSOR

Kosta Ketsilis Dino DiMaria PRODUCTiON

ADVERTiSiNg & SAlES

Jennifer Gardiner DiRECTOR, CORPORATE

SAlES Kathy Kerluke

BUSiNESS MANAgER

Lori Abittan PUBliShER

TORONTO FRENCH MONTESSORI SCHOOL

To register please call: 416-250-995253 Cummer Ave. • 432 Sheppard Ave. E.

www.torontofrenchmontessori.comAdmissions@torontofrenchmontessori.com

Why not consider a bilingual Montessori Education?• Bilingual program French/English Instruction• Half or Full Day• Individualized Learning• Music, Drama & Crafts, Indoor Gym• Ages 2 1/2 and up

Please call the school for a tour of our campuses

• Students with no previous exposure to French can join us• Computer • Small Classes• Science, Geography & Cultural Programs• Reading, Writing, Fine Art & Math Programs

� 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 fieldtrips 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.


Contact Office of Admission:[email protected], ext. 2221

Visit us onlinewww.ucc.on.ca/admission

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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 actually physically see it happen, it’s astonishing for a young person,” Harper said. “We ended up hav-ing a huge wonderful 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 keyboard 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 natural 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 response systems, which are software that allow a teacher to ask his or her pupils anonymous questions before making a graph for the teach-er.

“It’s a great way to touch base with your stu-dents without putting them on the spot,” Shue-brook said. “You can test students’ understand-ing of a subject they just learned and the teacher can use it in conjunction with any question.”

This helps teachers tailor their lessons better, he added.

Continued on page 6


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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Ultimately, integrating technology into the classroom is crucial so stu-dents can work with tools familiar 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 find-ing innovative ways to use familiar pieces of technology to enhance learning and engage-ment in the classroom using everything from toys to the Internet.

GoogleIt turns out Google

is useful for more than just searching.

Havergal College technology integrator Paul Shuebrook says the school has made use of the Google Apps For Education suite.

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

Google Docs is

also popular. “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 communication and dialogue.”

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 popu-lar science units,” said technology teacher Lara Gee.

She said the activity

not only teaches build-ing and programming skills, but also indepen-dence.

“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 differ-ent every time.”

Digital cameras Upper Canada Col-

lege grade 1 teacher Jennifer Harper said her class uses digital cam-eras 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


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

Old tools, new uses

Cont. from Page 5

“i can go on digital field trips and bring my kids.”


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eginning in September, Holy Trinity School will launch its Apple 1:1 program where stu-dents from junior kindergarten to grade 12 will use their Apple devices for standardized learn-ing 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 laptops respectively.

Director of innovation and technology Vince Delisi 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 studies classes, learned urban planning with the help of iPads and simulation game SimC-ity.

“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 class-room and determine how they use technology for the rest of their lives.

Scho

ol n

ews

Holy Trinity School students get own

devices

Apples for all

PhOTO 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.


Education With Balance

THE COUNTRY DAY SCHOOL (JK-12) is a co-ed, non-denominational, university-preparatory school. We offer a superior, balanced education that challenges the student, develops the mind, and strengthens the character. We educate in innovative ways through integrated, leading-edge technology and in sophisticated facilities for academics, athletics, visual and performing arts. Please contact us at any time to arrange a personal tour.

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THE COUNTRY DAY SCHOOL (JK-12) is a co-ed, non-denominational, university-preparatory school located on 100 acres north of Toronto. At CDS we help to ignite each student’s passion for academics, arts, athletics or outdoor education, on their journey to discovering who they will be. To learn more, visit www.cds.on.ca/whowillyoube.

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�0 EDUCATION GUIDE Town Crier FALL 2012

OMEOMEBEYONDOND

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Teac

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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 correctly 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 methodology.“Right,” Lacey says. “So that’s a pretty stan-

dard 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 appear-ance.

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 finishing grade 3.His secret to success? Finding the right bal-

ance between what is known as “old math” and “new math”.

“There seems to be the sense that there’s drill and rote memorization 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 algorithm 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 showing 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 hard-est to teach, but it’s the parents.

“It’s still an uphill battle, it’s not easy,” he said. “Especially in a private 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 problems, as well as watching their kids do the math, too. These turned out to be hugely successful.

“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-cen-tred.”

And student-centred learning is also the focus at Greenwood College. The school’s director of personalized 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

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.

FALL 2012 EDUCATION GUIDE Town Crier 11

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that idea to create a personalized classroom,” 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 indi-vidual 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 element of the learning process in Lacey’s class.

“The idea of prob-lem solving as discov-ery is something that I think is really impor-tant,” he said. “It’s not a matter of I stand up there and teach them

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

“He made you see the reasons why.”

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TKeeping it fun

Jennifer Patterson of Havergal College

eaching 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 physically active life-style,” says Patterson, the head of health and physical educa-tion 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 activ-ity they enjoy and gain the knowledge and experience to lead a healthy lifestyle beyond her class.

“My students need to feel welcomed, 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 pro-vide them with the tools to do that.”

Looking back on being a teacher for the past 16 years, her favourite memories revolve around her students’ apprecia-tion, she says.

“I really love it when I over-hear 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 posi-tive 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 nurtured 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 work-ing 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.”

Emma Tilbury of Crestwood SchoolBy Ann Ruppenstein

No meanie

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

“Unfortunately the school memories that stick with me are negative,” she says. “I remem-ber 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 class-room at Crestwood School to feel loved, valued and safe, she says.

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

The head of the French Department and the school’s admissions director says watch-ing 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 work-ing 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 bor-ing them, who broke wind, why it’s their parents’ fault their home-work isn’t completed,” she says. “They are honest and they make my day.”

Outside of the classroom, Til-bury runs the flag football team

and the eco team, which meets weekly to discuss green initiatives and to educate the community.

“It’s wonderful to have so many young minds committed to making change,” she says, add-ing 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 opportu-nity 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 happen every day in French.”

Photo courtesy crestwood school

Photo courtesy havergal college


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.”


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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While uniforms are designed to foster a sense of belonging,

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

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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

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”


Acco

mpl

ishe

d ar

tists The need

to act out 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 poten-tial in every artistic facet.

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

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

Montcrest School’s co-curric-ular coordinator Lisa Swarbrick tries to spread the same prin-ciples 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 accomplish-ments. 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 manag-ing 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 anni-versary the choir students wrote the celebratory song,” Swarbrick

By leigh CAvAnAugh

Photo courtesy lisa swarBrick

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.

Royal St. George’s College offers a variety of choral and instru-mental music, visual arts and drama. The school’s choir is made up of talented sing-ers who are selected through auditions. Members gain experi-ence 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 program from kindergarten to grade 12. At a young age, students are encour-aged in the visual arts and are introduced to a wide variety of materi-als, not just the pencil and paint staples. The multi-dimensional pro-gram not only teaches technical skills and pre-cision, but also allows for creative expression.

Toronto’s Metropoli-tan Preparatory Acad-emy’s theatre program really stands out. Over the years, faculty and students have joined together and built a black-box studio the-atre 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

says. “Something like this is important because it shows that every student can be a song-writer.”

TMS School’s musical endea-vours are also a unique affair. The school’s productions bring together students from grades 4 to 12 to participate in all aspects of the show.

“The performances are cross-curricular affairs,” says Zeder-

ayko. “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.”

Register for an Open House • Arrange a Personal Tour • Get more informationPearl Greenspan at [email protected] or905-889-3998, ext. 337 or visit agreatschool.com

JoinUsfor an

OpenHouse

• An environment that is home to families from all backgrounds• Innovative approaches to individualization, literacy, the environment and the arts

At Associated you will discover:• An uncompromising commitment to educational excellence• A vibrant link to our tradition, heritage and today’s Jewish world

Sunday, October 2110:00 a.m. – Posluns

Education Centre18 Neptune Drive

(Bathurst & Wilson)

Sunday, October 2810:00 a.m. – Kamin

Education Centre300 Atkinson Avenue

(Bathurst & Centre, Thornhill)


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 hap-pens 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/.

Pick

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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

Knowing your child’s

learning style is

key


your perfect school and activity

Whole Child. Whole Life. Whole World.

Bayview Glen

Founded in 1962, Bayview Glen is a co-educational, multicultural, university preparatory day school.

Our programmes are enhanced to offer our students from age two to university entrance a highly challenging academic, athletic and character-building educational experience.

Bayview Glen is committed to fostering a sense of community that includes students, parents, faculty and staff. The goal

of the programme is to develop the whole child by nurturing self-esteem, leadership, academic excellence and independence within a secure and supportive learning environment.

Each day at Bayview Glen is filled with new experiences, and opportunities are provided for both challenge and success.

Our academic and Advanced Placement programmes are balanced by a strong music and arts programme, languages,

physical education, Duke of Edinburgh Awards, outdoor adventuring, Round Square, community involvement, and co-curricular activities. Please visit www.bayviewglen.ca for details.Our Public Open House dates for 2012-2013 are as follows:Sat., Oct. 27, 2012 @ 1:00-3:00PMWed., Nov. 21, 2012 @ 6:30-8:00PMSat., Feb. 2, 2013 @ 1:00-3:00PM

Inspiring Magic Moments, Nurturing Critical ThinkersBialik Hebrew Day School is proud

to offer a unique program rooted in our four Pillars: Academic Excellence, Jewish Values and Menschlechkeit, Ahavat Israel, and Accessibility. The school offers a challenging, multi-language curriculum whose breadth and depth are unparalleled. Students learn Hebrew, English, Yiddish,

and French within our Jewish and general studies programs. Our scholastic stan-dards are high and ours is a tradition with a 50+ year history of academic excellence, as demonstrated by our ongoing success in the provincial EQAO assessments. Bialik develops a living connection to, and a love of, Israel and Jewish culture. We welcome

children in JK through grade 8 from a broad spectrum of Jewish affiliation and observance. We offer a Before and After School Care Program as well as financial assistance from JK to grade 8. Visit our state-of-the-art campus, centrally located in Toronto, and beginning in September 2013 on the Lebovic campus in Vaughan.

Bialik Hebrew Day School

Blyth Academy Give your child the Blyth Advantage

Blyth Academy delivers a first-class private high school experience for students in grade 5-12 at a cost you can afford.

We hire highly skilled faculty with a global perspective who deliver experiential lesson plans to average class sizes of 8. Ontario curriculum is offered over four terms two courses per term. Participation outside of the classroom is encouraged through the arts, athletics and commu-nity service to promote character develop-

ment and a sense of social responsibility. A focus on wellness is achieved by providing a free gym membership.

Add expert counselling at a ratio of one counsellor to 75 students and you have 99% of graduates receiving first-choice university placements. In addition, we have student scholarships and bursaries avail-able. To learn more about our campuses in Yorkville, Lawrence Park, Thornhill, Port Credit, Burlington, Barrie and Whitby, visit

www.blytheducation.com or call 416-960-3552. Make a fresh start this fall!

Fall open house dates: Yorkville campus: Sept 4th, 7-8 PM at 146 Yorkville Ave., Toronto ON Lawrence Park campus – Sept 6th, 7-8 PM, at 3284 Yonge Street, Toronto ON Thornhill campus: Sept 6th, 7-8 PM, at 300 John Street, Thornhill ON

Central Montessori Schools: Help children reach their full potential

Central Montessori Schools

Central Montessori Schools (CMS) is a non-denominational, co-educational private school that offers a Montessori learning envi-ronment that enhances each child's unique learning style. The school operates in five convenient locations in Thornhill and Toronto.

Montessori education is internationally established as one of the most effective meth-ods to help children "learn how to learn", thus gaining independence and self-confidence.

During various stages of our Casa pro-gram, emphasis gradually shifts from basic motor skills and languages to development

of concentration, coordination, independence and sense of order. This leads the child to grasp writing, reading and mathematical con-cepts much more quickly. In our Elementary classrooms, we introduce hands-on mate-rial to assist in understanding concepts before they are committed to memory. Physical edu-cation, arts, French and various extra curricu-lar activities help our students to achieve a holistic higher standard of education.

The schools follow a high quality, accred-ited Montessori curriculum, which helps each child to reach their full potential. The daily

activities promote the development of social skills, cognitive ability, self-esteem, emotional and spiritual growth, and a love for learning.

Central Montessori Schools is pleased to add a new Casa French Program at our Willowdale Campus. This program, for children 3-6 years of age is offered fully in French, taught by a certified Montessori teacher and follows the Montessori philosophy. The CMS Casa French class offers five half days (a.m./p.m.) of five full days.For information please visit our website at www.cmschool.net.

Academic Excellence in an Inspiring Jewish EnvironmentStarting from pre-Nursery, Associated

provides an outstanding academic pro-gram in an environment rich with Jewish values and experiences.

Associated’s uniquely communal approach brings together children from across the religious spectrum, and from across a cross-section of cultural and

social-economic backgrounds. Our gradu-ates leave with a superb foundation in the essentials for their future academic success — English, math, science and the social sciences.

Equally they are recognized for their superlative skills in Hebrew language, their knowledge of and familiarity with

Jewish texts and their inspired affinity with the State of Israel. At the same time, Associated sees every child as an indi-vidual — each with his or her own special abilities and interests.

With four campuses in the GTA, we offer before and after care, busing and financial assistance.

Associated Hebrew Schools of Toronto





Celebrating 100 years of educating boys

Celebrating 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 Serve

De 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

Invest in your child today. See the difference tomorrow.

HSG is an independent school for girls located in the Don Mills area. Founded by a group of parents who believed in educating the person as a whole, HSG combines academic excellence with growth in virtue. Since 1989, confident and intelligent young women of character have walked the halls of Hawthorn and walked out able to face the challenges of

the world gracefully. This is because the rigor-ous classical liberal arts teaching at Hawthorn fully prepares girls for university, the work-place, family life and the world beyond. To find out if Hawthorn is right for your family, please visit wechoosehawthorn.com or contact Admissions: [email protected] or 416-444-2900.

• Accredited university preparatory curriculum • Preschool - Grade 12 • Small class sizes • Co-ed Preschool-Kindergarten programs • Offering a Catholic education • Personal advisor for every girl • Active parent community • Tuition assistance available.

Hawthorn School for Girls

CHELP

CHELP offers Qualify and Affordable Tutor Programs for all Levels

CHELP, founded in 1994, is an affordable Saturday tutoring program, which helps stu-dent to improve and advance in their school curriculum. The annual fee for the program is only $290/295 for 27 classes including homework material. Entry test is given to ensure student is assigned to proper level. MATH/English/French program is available for all levels including G12. Students are taught in a classroom structure, with homework for

additional practice, and Mini-tests/exams will be given. All work is checked by the teacher who monitors the progress of the student.

CHELP believes in teaching foundation material, which helps the student to expand and learn advance material more eas-ily. CHELP offers an interactive environment, where the student can learn and benefit from a more personal teaching technique. With the guidance of committed and experienced

teachers, students will be able to enhance their academic performance.

The guideline of CHELP is to teach, improve, advance, and educate, to build confidence and character.

Thornhill location: Registration every Saturday from Sept. 15 2012, 9:30-11:00AM. At Vaughan Secondary school, 1401 Clark ave west, 2nd floor. 416-371-4178.

CHELP Tutoring Program

A magical place for children

Little Owl Preschool Elementary is the perfect place for your child. We focus on the development of self-confidence, inter-personal skills, fitness, awareness and coordination, and imagination and expres-sion. Our Little Owl Curriculum – the Ontario Curriculum plus enriched develop-mental activities – will engage your child

in every subject, even French! We provide a nurturing environment and small class sizes to ensure your child gets the atten-tion they need to succeed.

We are a catered facility, providing a hot lunch, milk, and snacks daily. We offer full-day Kindergarten, Elementary, and Summer Camp Programs which include

many excursions, special guests, celebra-tions, and after-school programs such as Chess, Art, and French Club, and private piano lessons.

Little Owl Preschool Elementary devel-ops motivated, confident, and happy prob-lem-solving individuals. We invite your child to become a Little Owl!

Little Owl Elementary




A strong foundation for the future.

Metropolitan Preparatory Academy offers semestered, co-ed Middle School (grades 7-8) and High School (grades 9-12) programs in the DVP and Eglinton area.

Walking through the hallways of Metro Prep, you’ll quickly notice that it’s not an “old-fashioned” private institution. The academics are structured and challenging, yet the environment is supportive and

nurturing. Faculty and administration doors are open, encouraging strong relationships with students and their families.

And, no uniforms are in sight, allowing young men and women to express their individuality.

In this comfortable setting, Metro Prep’s students are taught to trust their instincts, to think both critically and

creatively, ask questions, and seek the help they need to succeed. Extensive athletic and extracurricular opportunities foster the physical and social potential of each child.

For over 29 years, Metro Prep’s has been preparing children for the academics of university and the skills needed for life-long success. Preparation begins NOW!Please visit www.metroprep.com.

Metropolitan Preparatory Academy

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

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.

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.

“Learning is a treasure that accompanies its owner everywhere.”

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GTA, Peel Region and surrounding areas. Owned and operated by a professional

educator and a retired school administra-tor (41 years’ experience, 25 as a second-ary 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 testimonials,

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Upper Canada CollegeThink 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

The Country Day SchoolEducation With Balance

The Country Day School (JK-12) is a co-ed, non-denominational, university-pre-paratory school. It is situated on a beautiful 100-acre campus in the heart of King Township, just north of Toronto.

If you were to visit, you would find that the CDS community is dynamic, friendly, down-to-earth, and involved.

Our mandate is to equip students with

what they need to make their way in the world with success. We offer a superior, balanced education that challenges the stu-dent, develops the mind, and strengthens the character. The campus has outstanding athletic facilities, a modern performing arts centre, and leading-edge technology – all of which enhance our ability to educate in innovative ways.

Our passion is to ensure that every graduate leaves our school well prepared for university, confident, independent, intellectually curious, morally respon-sible, appreciative of the arts, physically fit and globally aware. Find out more about CDS and our open house schedule at our website www.cds.on.ca or by calling 905.833.1220.

The Junior AcademyThe Future is Bright

At The Junior Academy, our teachers know two things very well ... your chil-dren and how to teach them. The Junior Academy’s teaching philosophy is based on individuals. It’s a school where your child’s learning style is understood and embraced. Our teachers work together to ensure that gifted students, average learn-ers, and those needing more support are

taught in ways that help them succeed. The school’s commitment to extracur-ricular activities and community service enriches the learning environment beyond the traditional school experience, encour-aging students to become responsible, active members of the community. With three-day and mornings only Junior kin-dergarten options, now is the perfect time

to visit The Junior Academy. Established in 1988, The Junior Academy offers classes for boys and girls from JK to Grade 8. Please contact Pat Kendall: [email protected] or 416-425-4567.

The Junior Academy, 2454 Bayview Avenue, Toronto, M2L 1A6, www.junioracademy.com

The future is bright.

TMS SchoolA Flagship Montessori Program and a Welcoming IB School

TMS prepares our students to define and achieve success on their terms in a complex, competitive and ever changing world.

They are ready to realize their full potential as happy and fulfilled individuals in university, career and life. Our unique

educational experience integrates chal-lenge and inspiration in all areas: aca-demics, arts, athletics and citizen-ship. It seamlessly combines two inter-nationally acclaimed approaches; a flag-ship Montessori program (18 months to grade 6) and a welcoming International

Baccalaureate program (grade 7 to 12). To learn more visit us at www.tmsschool.ca or call 905.889.6882 Ext. 230 to arrange for a tour. The Bayview Campus and Elgin Mills Campus are located in Richmond Hill, ON. TMS School is a member of CIS and accredited by IB, CAIS and CCMA.

Toronto French MontessoriCelebrating Over 10 Years of Excellent Quality Education

Toronto French Montessori School is a bilingual co-educational school for stu-dents from 2 1/2 and up. Students 5 years and under with no previous exposurea to French can join us at TFMS. We aim to provide a warm, happy and enriching environment in which the children are free to develop at their individual pace. Our students will gain the skill, knowledge and attitudes necessary to lead them to a ful-filling and purposeful experience in life.

Our students have a unique advan-tage of studying English & French as first language enabling them to continue their education in either language.

Our teachers are highly qualified & dedicated to the job. As a result of our bilingual program & the benefit of small classes, TFMS has become the school of choice for an increasing number of par-ents seeking the best possible education for their children. Our learning environ-

ment is one in which every student has the opportunity to experience academic and personal success. We have received many awards for the best Montessori School in Toronto.

We look forward to welcoming you to both of our campuses.

To arrange a personal tour, contact our admissions office at 416-250-9952, email [email protected] or visit www.torontofrenchmontessori.com




SCHOOL DATE TIME CONTACTINFO SCHOOL DATE TIME CONTACTINFO

Open HOuse scHedule

for Private & indePendent SchoolS

AssociatedHebrewSchools PoslunsEducationCentre 905-889-3998 www.agreatschool.com Sun., Oct. 21, 2012 10:00am ext. 337 AssociatedCedarvale Sun., Nov. 11, 2012 3:00pmBayviewGlen Sat., Oct. 27, 2012 1:00pm - 3:00pm 416-443-1030 www.bayviewglen.ca Wed., Nov. 21, 2012 6:30pm - 8:00pm

BialikHebrewDaySchool Please call for information 416-783-3346 www.bialik.ca ext. 285BlythAcademy YorkvilleCampus 416-960-3552 www.blytheducation.com Tues., Sept. 4, 2012 7:00pm - 8:00pm LawrenceParkCampus Thurs., Sept. 6, 2012 7:00pm - 8:00pm ThornhillCampus Thurs., Sept. 6, 2012 7:00pm - 8:00pmCentralMontessoriSchools Thurs.atall5locations 9:00am - 11:30am 416-250-1022 www.cmsschool.net 1:00pm - 3:30pm CHELP RegistrationeverySaturdayfromSept.152012 416-371-4178 9:30am-11:00amCrescentSchool 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)DeLaSalleCollege Wed., Oct. 17, 2012 7:00pm 416-969-8771 www.delasalleoaklands.orgHawthornSchoolforGirls Mon., Nov. 5, 2012 9:00am - 11:30am 416-444-2900 www.wechoosehawthorn.com Wed., Nov. 7, 2012 9:30am - 11:00am (Preschool. JK, SK) Thurs., Nov. 29, 2012 9:30am - 11:00am (Preschool. JK, SK) 6:00pm - 8:00pm

LittleOwlPreshool Please call for information 416-229-2356 www.littleowl.caMetropolitanPreparatoryAcademy Tues, Nov. 20, 2012 5:00pm - 8:00pm 416-285-0870 www.metroprep.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 - 4:00pmSt.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 416-653-3180TheCountryDaySchool Thurs., Oct. 11, 2012 9:00am - 12:00pm 905-833-1220 www.cds.on.ca 7:00pm - 9:00pm Sat., Oct. 27, 2012 10:00am - 1:00pm Thurs., Nov. 15, 2012 9:00am - 12:00pmTheJuniorAcademy Tues., Sept. 4, 2012 10:00am - 2:00pm 416-425-4567 www.junioracademy.comTMSSchool BayviewCampus(18MonthstoGrade6) 905-889-6882 www.tmsschooi.ca OpenHouse: ext. 254 Sat., Oct. 27, 2012 10:00am - 12:00pm InformationSessions: Thurs., Nov. 29, 2012 6:30pm ElginMillsCampus(Grade7to12) InformationSessions: Wed., Oct. 24, 2012 9:30 - 11:00 am Wed., Nov. 7, 2012 7:00 pm Wed., Nov. 28, 2012 9:30 -11:00 amTorontoFrenchMontessoriSchool Fri., Jan. 18, 2013 please call for time 416-250-9952 www.torontofrenchmontessori.comUpperCanadaCollege 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

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Yamaha believes that everyone can create, perform and enjoy music, result-ing in an enriched life. World-famous Yamaha courses are designed for specific ages: Tunes For Twos (age 2-3) encourag-es singing, movement and rhythmic play. Junior Music Course (age 3-5) develops aural/music skills using the keyboard. Young Musicians Course (age 6-8) devel-ops musicianship/keyboard skills. Piano Club (age 8-10) teaches piano styles and keyboard ensembles. Guitar Course (age

7-adult) teaches strumming/solo/ensem-ble playing. Violin Course (age 8-adult) teaches classical/alternative music with motivating software accompaniments. We also offer cello lessons! Flute and Sax Courses (age 10+) develop basic technique through solo/ensemble play-ing with motivating software accompani-ments. Drum Course (age 10+) teaches today’s popular beats with motivating software accompaniments. Keyboard Club (teens/adults) teaches all about

today’s electronic keyboards. Seniors Keyboard Course (age 65+) - making music improves quality of life – it’s an ideal way to learn a new skill while meet-ing new friends. We also offer lessons for seniors at the Japanese Canadian Cultural Centre (@ DVP and Wynford Dr.). Yamaha courses also available at 88 Keys - 9011 Leslie St. (at Hwy7).

For more information, visit www.yamahamusicschool.ca.

Yamaha Music School

2012 Yamaha Music School


BYDORIANROLSTON

Past principalM

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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.”


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Open H

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since 1913

Bayview Glen maintains high standards in order to prepare every student for a promising future. Each year, our students apply to several

universities and, in return, receive multiple offers of admission. In addition to the schools our students have chosen to attend, the following

offers of undergraduate admission have also been received by Bayview Glen graduates during the years 2003-2012:

CANADAAcadia University

University

UNITED STATES

UNITED KINGDOM

University

INTERNATIONAL

Bayview Glen Graduating Class of 2012

North, East, West, SouthBVG grads go everywhereBayview Glen grads go on to prestigious schools of higher learning – in all parts of Canada, the U.S. and internationally – pursuing their heart’s desire, from commerce to kinesiology, engineering to the arts.

Let us tell you more about BVG.

Whole Child. Whole Life. Whole World.416.443.1030 bayviewglen.ca

Public Open Houses:

Education Guide Fall 2012 - North Ed.

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