The first day of school is always a momentous occasion, and today was no exception. As the first rays of dawn illuminated our campuses this morning, they also ushered in the promise of fresh beginnings. With the arrival of our students, ISZL’s once quiet halls and open spaces were instantly transformed, infused with the vibrant energy of excited voices, laughter, and the joy of reconnecting with friends, old and new. These moments truly bring our school to life—a celebration of our community uniting to embark on another year of shared growth and discovery.
The morning has been filled with awe, wonder, and renewal, perfectly capturing the essence of hope embodied by our young learners. I have always felt that the cyclical nature of a school year is profoundly motivating and a unique privilege, offering us a fresh start with each new chapter and an opportunity to dream bigger, strive further, and achieve more than we ever imagined.
Today’s culminating and transformative morning would not have been possible without the unwavering dedication and commitment of our talented ISZL staff and the partnership with our families. It is this shared, human endeavour that embodies the spirit of ISZL, setting the stage for this exciting new chapter.
One of ISZL’s greatest strengths is the remarkable sense of community that unites us all—students, staff, and families alike. Our school is a place where care, kindness, and mutual respect are not merely ideals but the foundation of our shared journey. With more than 60 nationalities, we take pride in our rich diversity, celebrating each member’s unique perspectives and experiences in our community.
Together, we will continue to build a school where every individual feels valued, supported, and empowered to make a positive impact—a place where learning is turned into meaningful action, and where we are all committed to making the world, or at least our corner of it, a better, kinder place.
Wishing everyone all the very best for an inspiring and successful 2024-2025 school year!
While the very nature of an international community is one of transience, it is important not to diminish the challenges and opportunities associated with the transitions themselves. As the departure of valued colleagues and dear friends are accompanied by the arrival of new families and the promise of new friendships, we also find ourselves managing pandemic-induced vicissitudes. But, with every challenge, we also seek to learn from our experience and embrace new opportunities.
Could anyone have imagined last semester that campuses around the world would be closed from one day to the next, that over one billion students would spend several months learning from home and connecting with teachers online? As we know, this is exactly what happened. It was remarkable to see how quickly our community transitioned to a new reality and incorporated creative, and, in several cases, better ways of doing things. It was also affirming to witness what can be accomplished when real or perceived barriers are removed.
Our life journeys will include the need to face adversity, when our character and values are tested, when we are transformed for the better. We know that real growth comes from overcoming setbacks and challenges. We tend to learn much more from our failures than our successes. We face our crucibles, learn from those experiences, and emerge transformed in a fundamental way, though transitioning through these stages is not always easy. The author, William Bridges, makes a key distinction between the impact of change and transition on our lives:
“…change is situational. Transition, on the other hand, is psychological. It is not those events, but rather the inner reorientation and self-redefinition that you have to go through in order to incorporate any of those changes into your life. Without a transition, a change is just a rearrangement of the furniture. Unless transition happens, the change won’t work, because it doesn’t ‘take’”.
The pandemic has challenged us in ways we could not have previously imagined. And, while it has not always been easy, our families, teachers, and staff have all inspired and emboldened us. Our students have been heroic throughout this journey, showing us how to flourish with grace, class, and good humour during a time of uncertainty and change.
Looking ahead, we will continue to prepare and plan for a school year using design principles that are adaptable and flexible in nature. We are committed to embracing transitions, learning from our experiences, incorporating new opportunities, and advancing a learning programme designed to help every student turn their learning into action, and stretch themselves further and achieve more than they believe possible [ISZL Vision].
The Future of Education and Skills 2030, published by the OECD, identifies three “transformative competencies” that students need to contribute to and thrive in our world. The first competency is about creating new value and our commitment to innovate and “think outside the box” to shape better lives. This focus integrates a sense of purpose with critical thinking and creativity. The second competency considers our ability to be comfortable with complexity and ambiguity in an interdependent world, while also developing a high degree of empathy and respect. The third competency refers to the commitment to take responsibility for our actions as our students are guided by a strong moral compass that considers personal, ethical, and societal goals.
There is certainly alignment when
considering ISZL’s vision in the context of the OECD’s aspirational goals. Our
vision at ISZL is to help every
student turn their learning into action – an approach that is designed to
support every student in realising how much they’re capable of and to go on to
make the most of who they are. In support of both ISZL and the OECD’s vision
for learning are our school’s Personal Development Week (PDW) experiences that offer
students exceptional learning environments and meaningful and relevant growth opportunities.
During last week’s PDW experiences, more than 1,000 of our students were engaged in experiential learning opportunities ranging from locations in Zug and Switzerland to Europe, and around the world, including destinations such as Iceland, Ghana, and the Himalayas, among others Throughout the week, our students were actively developing the OECD’s three transformative competencies in meaningful and active ways. The long-term impact of the PDW trips was highlighted at a recent ISZL alumni barbecue when several former students shared how the PDW experience was transformative to their learning experience and a highlight of their time at ISZL.
One of ISZL’s longstanding PDW trips is related to our school’s involvement with the NAG program in Nepal, which is a charity in Kathmandu that provides critical and essential support for young children. To advance this important work, ISZL will be holding its annual NAG Charity Run later this month to raise awareness and financial support. All community members are encouraged to join this special event.
A heartfelt thank you to all of the teachers and staff members who coordinate and lead these unique learning experiences, in addition to travelling and supporting our students during the trips. Without the dedication and commitment of teachers and staff, these trips would not be possible.
“In ordinary life, we hardly realize that we receive a great deal more than we give, and that it is only with gratitude that life becomes rich.” ― Dietrich Bonhoeffer
Dear EAB Community,
It is with a heavy heart that I write this final communication in my role as Head of School. Serving EAB for the last seven years has been the honor and pleasure of a lifetime and, to that end, I cannot think of a better word than gratitude to highlight my time in Brasilia. It is difficult to summarize the seemingly countless reasons for my appreciation but will try to do so with a focus on five main areas: community, growth, families, faculty and staff, and reflections.
Community
It is without question that EAB’s greatest strength and differentiating factor is the school’s sense of community. It would be difficult to find another school that has the same esprit de corps and high level of positive energy and optimism. Faculty, staff, students, and parents regularly talk about how much they enjoy coming to the school and being part of this special community to the point that we often hear EAB referred to as a family.
The essence of any effective educational program is based on relationships. EAB’s students benefit from a deeply rooted culture that prioritizes and nurtures our community relations. It is this focus and belief in the community that has led not only to opportunities for celebrations associated with EAB’s successes, but also the coming together to provide mutual support, growth, and learning during challenging times, particularly in the face of tragic events.
It is the sense of community that has inspired a culture in which everyone is seeking to constantly improve the school’s programs and committed to being an active participant in the change process, all framed by a focus on student learning.
Mission: Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision.
Growth
The emphasis on community and active participation has provided a fertile environment that embraces a continuous growth model. The hard work and dedication of faculty, staff, board members, volunteers, parents, and students have resulted in EAB’s recognition worldwide as a top tier international school and a regional leader among schools in South America. With respect to more tangible measurements, the following three areas highlight the school’s growth with respect to community (enrollment), management (finances), and student results (International Baccalaureate – IB scores).
Enrollment has been on an upward trend for several years, which has resulted in EAB’s current capacity enrollment and associated waiting lists.
EAB’s financial reserves have moved from essentially no reserves to a significant fund of nearly 40 million reais, which is primarily allocated to two strategic areas: (i) to ensure a contingency reserve, which is an expected best practice in international schools, to protect the school in the event of a future adversity or vicissitude, and (ii) to contribute to funding the future master facilities construction project.
Since EAB’s first IB student cohort in 2011, we have seen the average IB subject scores improve each year with virtually every key metric rising well above the world average.
It is due to the hard work and dedication of an entire community that EAB has been able to achieve these levels of development. And, we are grateful for the opportunity to have stood “on the shoulders of giants” – EAB’s previous Heads of School who made such a significant difference in the school’s development. It is EAB’s commitment to a continuous growth model that will serve EAB well in the future as the school continues to nurture and protect its strengths while also continuing to address the areas requiring further growth and development.
Families
The heart of a school are the students and EAB’s students are exceptional! I continually marvel at their creativity, intelligence, passion, interpersonal skills, and positive spirit. College admissions representatives, guests, and teachers from other schools regularly highlight what we see every day with regards to how impressive our students are in everything they do. Thank you, parents, for choosing EAB and enrolling your outstanding children!
EAB’s parents and family members exemplify the spirit of our school’s mission – Learners Inspiring Learners – as they are true partners in the learning process. The high degree of parent involvement at events, participation in workshops, and support for the school has made a real difference in the development of our educational program and, ultimately, benefit our students.
A special recognition and thank you goes to the Parent-Teacher Organization (PTO) who has volunteered countless hours towards to the betterment of the school. In the spirit of continuous improvement, the PTO recently participated in a series of retreats in which their goal was to evolve their purpose and mission. Effective immediately, the PTO’s new title is Family School Partnership (FSP), which is more representative of EAB’s culture and spirit. FSP’s new mission and vision read as follows: Vision – Inspiring families to partner in the education of their children; Mission: Connecting EAB families with each other and the school to create a strong community of lifelong learners.
Finally, I would like to recognize EAB’s Board of Directors. I marvel at the commitment of this highly effective team and the amount of time they dedicate to the future development of the school. I can state with confidence that EAB’s Board of Directors have earned a reputation among all international schools as a board that exemplifies best practices and effective governance. On a personal note, I am particularly grateful for the Board’s support, encouragement, and trust.
Vision: To positively impact the world through excellence in academics, activities, arts, leadership, and service.
Faculty and Staff
It is the faculty and staff that make the greatest difference in determining school effectiveness. EAB is most fortunate in this aspect as the faculty and staff are an incredibly dedicated, talented, determined, and impressive group of professionals. Colleagues regularly mention the faculty and staff as a highlight of working at EAB. From the guards who know everyone’s names to the teachers who will go to remarkable lengths to personalize learning and fulfill EAB’s mission, the school’s faculty and staff are an inspiration. It has been my honor and pleasure to serve with these extraordinary professionals.
Final Reflections
Working at EAB is a special privilege. The community spirit, the family support, the impressive faculty and staff, and the talented students all motivate us to give our very best to the school. It does not feel like work, but rather more like a purpose or a calling – Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision – to hopefully make a real difference.
While my focus has been on serving the EAB community to the best of my abilities, I must confess that it feels like I have received more than I have given. I am grateful to have learned so much from this community and to have worked with such inspirational people. I am grateful for all the support and kindness I have received, for the opportunity to appreciate and learn from our diverse and international population, and, of course, for the chance to live in wonderful Brazil. I am deeply grateful for the opportunity to have served as EAB’s Head of School for seven years and to be part of this special community. While the marks I may have left on the school’s program and development will inevitably fade over time, it is the relationships that will endure and the impact EAB has had on me that will last a lifetime.
While my contract as EAB’s Head of School will be completed at the end of this month and it is clear when my professional responsibilities will end, I am still not sure how to say goodbye to a community that has become more like an extended family. If it is true that we say “goodbye” to a position but not to people, then it seems best to end this note in the spirit of “until later” using two deeply meaningful Brazilian phrases: Até logo. Já estou com saudades!
Um abraço,
Barry
PS: Thank you, EAB and Brazil! Sometimes words are not sufficient so… this is our best Samba de Gafieira effort to express our gratitude to the EAB community and our appreciation of Brazilian music and culture. / Obrigado EAB e Brazil! Às vezes, as palavras não são suficientes, então … este é o nosso melhor esforço de Samba de Gafieira para expressar nossa gratidão à comunidade EAB e nossa apreciação da música e da cultura Brasileira.
PPS: Three very special EAB end-of-year / farewell videos:
Versão em português:
“Não chore porque acabou, sorria porque aconteceu.” – Dr. Seuss
Prezada Comunidade da EAB,
É com o coração apertado que eu escrevo esse último comunicado como Diretor Geral. Servir à EAB nos últimos sete anos foi a experiência de maior honra e a mais prazerosa da minha vida, portanto gratidão é a melhor palavra para destacar o meu tempo em Brasília. É difícil resumir as razões, aparentemente inúmeras, para o meu apreço, mas tentarei fazê-lo com foco em cinco áreas principais: comunidade, crescimento, famílias, professores, funcionários e reflexões.
Comunidade
Não há dúvida de que o fator diferencial e a maior força da EAB são o senso de comunidade da escola. Seria difícil encontrar outra escola com o mesmo esprit de corps, alto nível de energia positiva e otimismo. Os professores, a equipe, os alunos e os pais falam sobre o quanto eles gostam de ir à escola e fazer parte desta comunidade especial, a ponto de muitas vezes ouvir a EAB sendo comparada a uma família.
A essência de qualquer programa educacional efetivo é baseada em relacionamentos. Os alunos da EAB se beneficiam de uma cultura profundamente enraizada que prioriza e nutre nossas relações comunitárias. É esse foco e a credibilidade na comunidade que nos levaram, não só as oportunidades de celebrarmos o sucesso da EAB, mas também à união que proporciona apoio mútuo, crescimento e aprendizagem durante os tempos difíceis, principalmente nos eventos trágicos.
É o senso de comunidade que inspirou uma cultura na qual todos estão buscando melhorar constantemente os programas da escola e se comprometeram a ser um participante ativo no processo de mudança, tudo isso com foco na aprendizagem dos alunos.
Crescimento
A ênfase na participação comunitária e ativa proporcionou um ambiente fértil que engloba um modelo de crescimento contínuo. O trabalho árduo e a dedicação dos professores, funcionários, membros do conselho, voluntários, pais e estudantes resultaram no reconhecimento mundial da EAB como uma escola internacional de nível superior e líder regional entre as escolas da América do Sul. Com relação a medidas mais tangíveis, as três áreas a seguir destacam o crescimento da escola em relação à comunidade (matrícula), gestão (finanças) e resultados dos alunos (notas do Bacharelado Internacional – IB).
As matrículas estão em ascendência há vários anos, o que fez com que a EAB atingisse a sua capacidade máxima de matrículas e nas listas de espera associadas.
As reservas financeiras da EAB passaram de apenas reservas para um fundo significativo, que é atribuído, principalmente, a duas áreas estratégicas: (i) Assegurar uma reserva de contingência, que é uma prática esperada nas escolas internacionais para proteger a escola em caso de uma adversidade ou vicissitude futura; (ii) Contribuir para o financiamento do futuro projeto de construção e instalações.
Desde o primeiro grupo de alunos do IB da EAB em 2011, nós verificamos que as pontuações médias das disciplinas de IB melhoraram a cada ano.
Foi devido ao trabalho árduo e dedicação de toda uma comunidade que a EAB foi capaz de alcançar esses níveis de desenvolvimento. Somos muito gratos pela oportunidade de termos nos apoiado “nos ombros de gigantes”, no último diretor geral da EAB, quem fez uma diferença tão significativa no desenvolvimento da escola. É o compromisso da EAB com um modelo de crescimento contínuo que irá servir a EAB bem no futuro, já que a escola continua a nutrir e proteger seus pontos fortes ao mesmo tempo em que continua a abordar as áreas que exigem maior crescimento e desenvolvimento.
Famílias
O coração de uma escola são os alunos e os alunos da EAB são excepcionais! Constantemente admiro-me com sua criatividade, inteligência, paixão, habilidades interpessoais e espírito positivo. Os representantes de admissões das faculdades, visitantes e professores de outras escolas destacam regularmente o que vemos todos os dias no que diz respeito ao quão impressionante são nossos alunos em tudo o que fazem. Obrigado, a vocês pais, por escolherem a EAB e matricularem seus filhos espetaculares!
Os pais e familiares da EAB exemplificam o espírito da missão da nossa escola – Aprendizes Inspirando Aprendizes- já que são verdadeiros parceiros no processo de aprendizagem. O alto grau de envolvimento dos pais em eventos, participação em oficinas e apoio à escola têm feito uma diferença real no desenvolvimento de nosso programa educacional e, por fim, beneficiam nossos alunos.
Meu reconhecimento especial e agradecimento vão para a Organização de Pais e Mestres (PTO), que ofereceu inúmeras horas para a melhoria da escola. No espírito de melhoria contínua, o PTO participou recentemente de uma série de encontros em que seu objetivo foi evoluir seu propósito e missão. Já em vigor, o novo nome do PTO é Family School Partnership (FSP), o qual representa melhor a cultura e espírito da EAB. A nova missão e visão do FSP são:
Visão – Inspirar as famílias a serem parceiras na educação de seus filhos.
Missão – Conectar as famílias da EAB e a escola para criar-se uma forte comunidade de aprendizes ao logo da vida.
Por fim, eu gostaria de reconhecer o Conselho Diretivo da EAB. Eu fico maravilhado com o compromisso desta equipe altamente eficaz e com a quantidade de tempo que eles dedicam ao desenvolvimento futuro da escola. Posso afirmar com confiança que o Conselho Diretivo da EAB ganhou uma reputação entre todas as escolas internacionais como um conselho que ilustra as melhores práticas e uma administração efetiva. A título pessoal, eu estou particularmente agradecido pelo apoio, encorajamento e confiança do Conselho.
Professores e Funcionários
São os professores e funcionários que fazem a maior diferença na determinação da eficácia da escola. A EAB é muito afortunada neste aspecto, pois os professores e funcionários são um grupo incrivelmente dedicado, talentoso, determinado e um grupo de profissionais impressionante. Colegas sempre mencionam o corpo docente e funcionários como o ponto de destaque de trabalhar na EAB. Dos guardas, que conhecem o nome de todos, até os professores que percorrem distâncias marcantes para personalizar o aprendizado e cumprir a missão da EAB, o corpo docente e funcionários são uma inspiração. Tem sido uma honra e prazer servir com esses profissionais extraordinários.
Reflexões Finais
Trabalhar na EAB é um privilégio especial. O espírito de comunidade, o apoio das famílias, o corpo docente, o grupo de funcionários notável e o os talentosos alunos, todos nos motivam a dar o nosso melhor para a escola. Não parece trabalho, mas muito mais um propósito ou chamado – Aprendizes inspirando aprendizes a serem questionadores na vida, firmes em seu caráter e com uma visão audaciosa – para quem sabe fazermos uma diferença real.
Embora o meu foco tenha sido servir a comunidade da EAB dando o melhor das minhas habilidades, devo confessar que parece que recebi mais do que eu dei. Sou grato por ter aprendido muito com essa comunidade e por ter trabalhado com pessoas tão inspiradoras. Agradeço todo apoio e gentileza que recebi, a oportunidade de apreciar e aprender com a nossa população diversificada e internacional e, claro, pela oportunidade de viver no maravilhoso Brasil. Estou profundamente grato pela oportunidade de ter servido como Diretor Geral da EAB por sete anos e fazer parte desta comunidade especial. Embora as marcas que eu possa ter deixado no programa e desenvolvimento da escola, inevitavelmente, irão desaparecer ao longo do tempo, são as relações e o impacto que a EAB teve sobre mim que irão durar por toda a vida.
Apesar do meu contrato como Diretor Geral da EAB terminar no final deste mês e deixar claro o fim das minhas responsabilidades profissionais, eu ainda não sei como dizer adeus a uma comunidade que se tornou uma extensão da minha família. Se for verdade que não dizemos “adeus” para as pessoas e sim para o cargo então é melhor terminar esta mensagem com um espírito de “até breve” usando duas frases brasileiras profundamente significativas: Até logo. Já estou com saudades!
What does it feel like to be mentored by a national champion who is ranked among the best in the world? To find out, you are invited to visit the American School of Brasilia’s afterschool chess club.
Meilin Hoshino (Grade 6) and her sister Karen (Grade 10) are considered to be elite chess players on the world stage, with Karen recently recognized as the top female chess player in Japan. It is the juxtaposition of a student competing in the 14-day World Chess Olympiad in Azerbaijan and the same student offering a chess activity for lower school students that highlights an international school’s sense of community, the wide range of learning opportunities, and the value of diversity.
During my afternoon walk around campus today, I observed several other instances of students learning from other students. Some of these examples included cooking classes, guitar lessons, art projects, talent show preparations, Jiu Jitsu practice, reading program, robotics, and an after school running club. These are some of the many ways in which a school offering a pre-kindergarten to grade 12 educational program benefits from the wide range of student ages. The younger students have the opportunity to learn from older students while older students have the opportunity (and challenge!) to serve as positive role models and mentors while also learning more about their own abilities and strengths.
It is this building of community through mentoring, coaching, and collaboration that personifies the American School of Brasilia’s motto of “Learners Inspiring Learners.” The basis of all schools should be that of a community of learners and, for this reason, we are committed to further developing peer mentoring programs such that all students are benefiting from “students helping students” opportunities. To that end, I would like to thank Meilin and Karen for sharing their impressive talents and experiences with other students and for exemplifying the ideals associated with our school’s mission in which learners are inspiring learners to be inquisitive in life, principled in character, and bold in vision.
Versão em Português
Qual seria a sensação de ser orientado por um campeão nacional que também está classificado entre os melhores do mundo? Para descobrir, você está convidado a visitar a aula de xadrez do Club Eab da Escola Americana de Brasília.
Meilin Hoshino (6º ano) e sua irmã Karen (10º ano) são mundialmente consideradas jogadoras de xadrez de elite, sendo que Karen foi recentemente reconhecida como a melhor jogadora de xadrez do Japão. Essa justaposição de uma aluna competir quatorze dias na Olimpíada Mundial de Xadrez, no Azerbaijão, e ao mesmo tempo ensinar xadrez aos alunos mais novos, ressalta o sentido de “uma comunidade escolar internacional”, a ampla variedade de oportunidades de aprendizagem, e o valor à diversidade.
Hoje, durante a minha caminhada da tarde pelo campus, observei vários alunos aprendendo uns com os outros. Alguns desses exemplos foram as aulas de culinária, as aulas de violão, os projetos de arte, os ensaios para o Talent Show, o Jiu Jitsu , o programa de leitura, a robótica, e o Club Eab de Corrida. Essas atividades extracurriculares são um exemplo de várias maneiras de como uma escola, com esse programa de educação, é beneficiada por uma ampla faixa etária de alunos (desde a educação infantil ao ensino médio).
Assim, os alunos mais jovens aprendem com os alunos mais velhos, enquanto os mais velhos têm a oportunidade (e o desafio!) de serem bons exemplos e orientadores e, ao mesmo tempo, de aprenderem mais sobre suas próprias habilidades e pontos fortes. É por meio de orientação, coaching, e colaboração que se constrói uma comunidade e se personifica a visão da Escola Americana de Brasília: “Learners Inspiring Learners.” A base de todas as escolas deve ser de uma comunidade de aprendizes e, por esta razão, estamos comprometidos a continuar desenvolvendo programas e oportunidades como “alunos ajudando uns aos outros.” Para este fim, gostaria de agradecer à Meilin e à Karen por compartilharem seus talentos e experiências impressionantes com os outros alunos e por exemplificarem os ideais associados à missão de nossa escola em que aprendizes são inspiradores, firmes em seu caráter, e com uma visão audaciosa.
Meilin Hoshino (6º ano) e sua irmã Karen (10º ano) são mundialmente consideradas jogadoras de xadrez de elite, sendo que Karen foi recentemente reconhecida como a melhor jogadora de xadrez do Japão. Essa justaposição de uma aluna competir quatorze dias na Olimpíada Mundial de Xadrez, no Azerbaijão, e ao mesmo tempo ensinar xadrez aos alunos mais novos, ressalta o sentido de “uma comunidade escolar internacional”, a ampla variedade de oportunidades de aprendizagem, e o valor à diversidade. Hoje, durante a minha caminhada da tarde pelo campus, observei vários alunos aprendendo uns com os outros. Alguns desses exemplos foram as aulas de culinária, as aulas de violão, os projetos de arte, os ensaios para o Talent Show, o Jiu Jitsu , o programa de leitura, a robótica, e o Club Eab de Corrida. Essas atividades extracurriculares são um exemplo de várias maneiras de como uma escola, com esse programa de educação, é beneficiada por uma ampla faixa etária de alunos (desde a educação infantil ao ensino médio). Assim, os alunos mais jovens aprendem com os alunos mais velhos, enquanto os mais velhos têm a oportunidade (e o desafio!) de serem bons exemplos e orientadores e, ao mesmo tempo, de aprenderem mais sobre suas próprias habilidades e pontos fortes.
É por meio de orientação, coaching, e colaboração que se constrói uma comunidade e se personifica a visão da Escola Americana de Brasília: “Learners Inspiring Learners.” A base de todas as escolas deve ser de uma comunidade de aprendizes e, por esta razão, estamos comprometidos a continuar desenvolvendo programas e oportunidades como “alunos ajudando uns aos outros.” Para este fim, gostaria de agradecer à Meilin e à Karen por compartilharem seus talentos e experiências impressionantes com os outros alunos e por exemplificarem os ideais associados à missão de nossa escola em que aprendizes são inspiradores, firmes em seu caráter, e com uma visão audaciosa.
Featured image: cc licensed (CC BY-NC-ND 2.0 ) flickr photo by Peter Miller: https://www.flickr.com/photos/cosmosfan/14628522324
“Let us all work together to help all human beings achieve dignity and equality; to build a greener planet; and to make sure no one is left behind.” — UN Secretary-General, Ban Ki-moon
While the scheduling of EAB’s Environmental Day during the same week as the International Day of Peace was not by design, the coinciding of these two events was fortuitous. There is something about planting a tree that can instill a real sense of peace and community.
Our September 17 Sábado Legal, or “Cool Saturday,” was a day for our community to come together to plant trees, support an organic fair, build relationships, and inaugurate a new green space on campus. While seemingly simple in design, the day represented an important opportunity to disconnect from our world of technology and the stresses of daily life in a way that students, parents, and teachers could engage in environment-related activities associated with our school’s service pillar.
https://youtu.be/7jdv17W1EMs
The day also offered an opportunity to connect with aspects of EAB’s student Learner Profile in a manner that was personalized and meaningful. On a day focused on environmental issues and, indirectly, International Peace Day, key indicators from EAB’s Learner Profile provided students with a framework for reflection and growth:
I approach problems respectfully and ethically and work hard to solve them.
I am respectful to others through my words and actions
I make decisions considering the impact on others.
I demonstrate environmental stewardship.
I consider the impact of my actions on others at school and in the world and make good choices based on this.
We often talk about wanted to change the world for the better. But, as is often quoted, that change must first start with us. In a world that is too often filled with pain, suffering, and darkness, we may question what difference our small actions can make. As Magaret Mead famously stated, “never doubt that a small group of thoughtful committed citizens can change the world. Indeed, it is the only thing that ever has.”
Thank you to all of our community members who came together last Saturday to plant trees and inaugurate a new green space. Thank you for contributing to the ideals associated with our environmental focus and those of International Peace Day. Thank you for making a difference.
Versão Português
“Vamos todos trabalhar juntos para ajudarmos os seres humanos a alcançar dignidade e igualdade para construir um planeta mais verde; E para nos certificar de que ninguém será deixado para trás”. Secretário-Geral da ONU, Ban Ki-moon
Apesar de não termos planejado que o Dia do Meio Ambiente da EAB ocorresse juntamente com o Dia Internacional da Paz, essa coincidência foi muito afortunada. Existe algo no plantio de uma árvore que pode trazer um senso de paz e comunidade.
O nosso Sábado Legal do dia 17 de setembro foi um dia para a nossa comunidade se reunir e plantar árvores, apoiar uma feira orgânica, construir relações e inaugurar um novo espaço verde no campus. Embora isso possa parecer algo simples em sua concepção, o dia representou uma importante oportunidade para desconectarmos do nosso mundo tecnológico e das tensões da vida diária de modo que os alunos, pais e professores puderam participar de atividades relacionadas com o meio ambiente e os pilares da nossa escola.
O dia também ofereceu oportunidade de conectarmos com aspectos do Perfil do Aluno da EAB de uma maneira personalizada e significativa. Em um dia focado em questões ambientais e, indiretamente, em questões relacionadas ao Dia Internacional da Paz, indicadores-chave do Perfil do Aluno da EAB oferece aos alunos uma estrutura para reflexão e crescimento:
Eu abordo os problemas de forma ética e respeitosa e trabalho duro para resolvê-los;
Respeito os outros através das minhas palavras e ações;
Eu tomo as decisões considerando o impacto que elas exercem sobre os outros;
Eu exerço gestão ambiental;
Eu considero o impacto que as minhas ações exercem nas pessoas da escola e do mundo e faço boas escolhas baseado nisso.
Costumamos falar sobre o desejo de transformarmos o mundo para melhor. Mas como geralmente é dito, a mudança deve começar em nós mesmos. Em um mundo cheio de dor, sofrimento e escuridão podemos questionar a diferença das nossas pequenas ações facilmente. Como Margaret Mead disse: “Nunca duvide que um pequeno grupo de pessoas conscientes e engajadas possa mudar o mundo. De fato, sempre foi assim que o mundo mudou”.
Muito obrigado a todos os membros da nossa comunidade que se reuniram no último sábado para plantar árvores e inaugurar o novo espaço verde. Obrigado por contribuir com os ideais associados ao nosso foco ambiental e ao Dia Internacional da Paz. Obrigado por fazer a diferença.
Photo by Fabio Oliveira (http://www.fabiooliveira.com.au/)
“Gratitude can transform common days into thanksgivings, turn routine jobs into joy, and change ordinary opportunities into blessings.” William Arthur Ward.
The end of another school semester brings with it so many exciting events, including sports tournaments, musical and theatrical performances, Model United Nations (MUN), community service projects, art displays, and parent workshops, to name a few. In this seemingly frenzied mix of events is, of course, Thanksgiving. EAB celebrated this event with a traditional Thanksgiving lunch that was highlighted by the large number of parents who joined their children to share a special moment together. Families were also invited to bring desserts to support the event. Given the strong sense of community at EAB, no one should have been surprised at how many tables were filled with desserts provided by our families. Thank you, once again, for making the event such a success.
While engagement with so many enriching experiences at the end of a semester is indeed a cause for celebration, the frenetic feeling associated with this experience also poses a challenge. If we spend all of your time literally running from one event to another, when do we find the time to reflect and appreciate all that is wonderful in our lives? When do we stop to think about our relationships, our opportunities, our work, our personal growth, our unique experiences, and our lives in a meaningful context? Fortunately, the Thanksgiving long weekend represents an opportunity to not only recharge our batteries, travel, and eat delicious food, but it also a time to reflect, learn, dream, and marvel. While the extraordinary can easily become commonplace, it is hoped that we do not lose our capability to be awestruck, humbled, and grateful.
There may be no single word more important to our wellbeing, happiness, and future than gratitude. Melody Beattie highlights this sentiment when stating that, “gratitude turns what we have into enough, and more. It turns denial into acceptance, chaos into order, confusion into clarity…it makes sense of our past, brings peace for today, and creates a vision for tomorrow.”
In the spirit of this Thanksgiving holiday, this post is highlighting seven videos that are intended to emphasize the importance of gratitude as a fundamental element associated with our happiness, wellbeing, and humanity.
Wishing everyone an enjoyable, restful, reflective, and thankful holiday weekend.
Gratidão
“Gratidão pode transformar dias comuns em dias de ação de graças, transformar trabalhos de rotina em alegria e transformar oportunidades comuns em bênçãos.” William Arthur Ward.
O final de mais um semestre letivo traz consigo muitos eventos emocionantes, que vão desde torneios esportivos, apresentações musicais e teatrais, o MUN, projetos de serviço comunitário, exposições de arte, até seminários para os pais, entre tantos outros. E, no meio dessa mistura frenética de eventos, encontramos o Thanksgiving. A EAB celebrou o evento com um almoço tradicional de Ação de Graças, que se destacou pelo grande número de pais que se juntaram a seus filhos para compartilhar um momento especial juntos. As famílias também foram convidadas a trazer sobremesas para apoiar o evento. Devido ao fortesenso de comunidade da EAB, não deveria ter sido surpresa o número de mesas com sobremesas fornecidas por nossas famílias. Obrigado, mais uma vez, por tornarem o evento um sucesso.
Embora o envolvimento com tantas experiências enriquecedoras no final de um semestre seja de fato um motivo de comemoração, o sentimento frenético associado a esta experiência também é um desafio. Se nós passamos todo o tempo, literalmente, correndo de um evento para outro, quando é que vamos encontrar tempo para refletirmos e apreciarmos tudo que é maravilhoso em nossas vidas? Quando é que vamos parar para pensar sobre nossos relacionamentos, nossas oportunidades, nosso trabalho, nosso crescimento pessoal, nossas experiências únicas e nossas vidas, em um contexto significativo? Felizmente, o fim de semana prolongado de Ação de Graças representa uma oportunidade não só para recarregar as baterias, viajar e comer comidas deliciosas, como também representa o tempo de refletir, aprender, sonhar e se maravilhar. Ao mesmo tempo em que o extraordinário pode tornar-se facilmente banal, esperamos que nós não percamos a nossa capacidade de admirar, de sermos humildes e gratos.
Acredito que não exista uma única palavra mais importante para nosso bem-estar, felicidade e futuro do que gratidão. Melody Beattie destaca este sentimento ao afirmar que, “gratidão transforma o suficiente em muito mais. Transforma a negação em aceitação, o caos em ordem, a confusão em clareza … dá sentido ao nosso passado, traz a paz para o presente e cria uma visão para o amanhã “.
No espírito deste feriado de Ação de Graças, este artigo destaca sete vídeos que se destinam a destacar a importância da gratidão como um elemento fundamental da nossa felicidade e bem-estar da humanidade.
We all experience those days when our schedules seem to demand more of our time than hours are available in the day. It is often these same days when we feel most focused, effective, and efficient, especially in terms of completing our “to do” lists. It is also common during these times to engage in seemingly countless brief conversations with friends, families, colleagues, and strangers. While these ephemeral conversations may be lost and forgotten in the shuffle of a frenetic day, it is these same conversations that may represent, for example, a critically important moment for an individual, the idea for a transformative project, or a fundamental change in personal circumstances. While it is easy to dismiss these brief conversations while in the process of fulfilling a busy agenda, these same conversations may result in being the most important outcome of our day.
In his book, Triumph of the City, Zappos’ CEO Tony Hsieh refers to the brief meetings with others that lead to significant outcomes as “serendipitous encounters.” Hsieh extends this idea with the statement:
“Research has shown that most innovation actually happens from something outside your industry being applied to your own. And those are the results of random conversations at …coffee shops or just when you have collisions with other people.”
Hsieh’s thoughts were not on my mind during a typical busy day when I was quickly introduced to the conductor of the National Theater Symphonic Orchestra. While this chance encounter lasted no more than forty-five seconds, it would lead to one of the most memorable evenings in our community’s recent history. Through the work of our leadership team, it was only a few weeks later when one of Brazil’s top orchestras spent a full day at our school educating and rehearsing with students. The evening performance took place in our auditorium in front of a capacity audience that was fully representative of our diverse community. The performance was moving and inspirational. Brazil’s Rede Globo network covered the performance and shared the following video clip during the station’s news broadcast.
On another occasion, a member of the Parent-Teacher Organization (PTO) briefly shared, in passing, the idea to host at our school a public display of one of Brasilia’s most famous artists. This brief encounter led to a very special community evening vernissage to celebrate the work of Athos Bulcão, which included several original works displayed at our school for several weeks (Link to Virtual GalleryLink to Virtual Gallery).
“Artista eu era. Pioneiro eu fiz-me. Devo a Brasília esse sofrido privilégio. Realmente um privilégio: ser pioneiro. Dureza que gera espírito. Um prêmio moral“.
~ Athos Bulcão
A third brief encounter led to the University of Brasilia’s Opera Studio presenting at our school an outstanding performance of Gaetano Donizetti ‘s opera Don Pasquale. Two EAB students were invited to perform with the orchestra, representing a special and unique experience for our student musicians.
These serendipitous encounters led to innovative enhancements associated with the appreciation of the arts and a better understanding of Brasilia’s cultural heritage. Reflecting on key events and the innovative changes implemented at our school in recent years, many of these outcomes can be traced back to a serendipitous encounter that could have easily been missed if those involved were not paying attention or took the time to genuinely listen to others.
As educators, we tend to fiercely protect our schools and domains as teachers and school leaders. However, we may be guilty, at times, of responding in a seemingly defensive manner to different ideas and perspectives offered by those not associated with education. There is much to learn from others, especially those who see schools through a different lens, and it is our responsibility to not only embrace and explore new ideas, but to model for our students the ideals related to the process of continuous growth and development.
Serendipitous encounters are not limited to institutional events but also include those daily encounters with friends, family, colleagues and students. While a thirty-second encounter with a student, for example, may seem to carry little weight from an adult’s perspective, to the student, the encounter may represent a significant moment that will be internalized for years to come.
Whether our brief meetings with others lead to the innovative institutional changes highlighted by Tony Hsieh or make a real difference in the life of a student, we have a responsibility to remind ourselves of the importance of our interactions with others and the possible far-reaching implications that may result from these brief encounters.
Todos nós passamos por dias em que nossas agendas parecem exigir mais do nosso tempo do que as horas disponíveis no dia. Geralmente, nesses mesmos dias, nos sentimos mais focados, eficazes e eficientes, especialmente quando falamos em completar nossas listas de “afazeres”. Também é comum nessas épocas, nos envolvermos em inúmeras, aparentemente rápidas, conversas com amigos, familiares, colegas e estranhos. Enquanto essas rápidas conversas podem se perder ou ser esquecidas no meio da confusão de um dia frenético, elas também podem representar, por exemplo, um momento extremamente importante para uma pessoa, ou uma idéia de um projeto transformador, ou uma mudança fundamental na circunstância em questão. Embora seja fácil ficar livre dessas breves conversas, já que estamos tentando nos ajustar a uma agenda cheia, essas mesmas conversas podem resultar no ponto mais importante do nosso dia.
Em seu livro, Triumph of the City, o diretor executivo da Zappos, Tony Hsieh, refere-se aos breves encontros que resultam em algo significativo como: “encontros afortunados”. Hsieh estende essa idéia com a seguinte declaração:
““Pesquisas mostraram que a maioria das novidades acontece fora da sua indústria e então são aplicadas dentro dela. E esses são os resultados das conversas aleatórias que acontecem em cafés, ou apenas por esbarrar com outras pessoas“.
Os pensamentos de Hsieh não estavam na minha mente no dia em que eu fui rapidamente apresentado ao maestro da Orquestra Sinfônica do Teatro Nacional. Apesar desse encontro casual não ter durado mais do que 45 segundos, ele levou a uma das noites mais memoráveis na história da nossa comunidade. Através do trabalho da nossa equipe de liderança, poucas semanas depois, uma das melhores orquestras do Brasil passou um dia inteiro na nossa escola, ensinando e ensaiando com os alunos. A apresentação naquela noite aconteceu no nosso auditório, em frente a uma platéia repleta da nossa comunidade tão diversificada. A apresentação foi comovente e inspiradora. A Rede Globo (uma emissora de TV brasileira) cobriu o evento e compartilhou as imagens na transmissão das notícias.
Em outra ocasião, um membro do PTO, compartilhou rapidamente comigo a idéia de fazermos na nossa escola uma exposição de um dos artistas plásticos mais famosos de Brasília. Esse rápido encontro levou a uma noite de vernissage para comemorarmos o trabalho de Athos Bulcão, que incluiu a mostra de vários painéis do artista na nossa escola por várias semanas. (Link to Virtual Gallery)
“Artista eu era. Pioneiro eu fiz-me. Devo a Brasília esse sofrido privilégio. Realmente um privilégio: ser pioneiro. Dureza que gera espírito. Um prêmio moral“.
~ Athos Bulcão
Um terceiro breve encontro levou a apresentação da Ópera Studio, da Universidade de Brasília, na nossa escola. Foi um excelente desempenho da ópera de Gaetano Donizzeti, a ópera Don Pasquale. Dois dos nossos alunos foram convidados para tocar junto com a orquestra, representando uma experiência única e especial para os nossos alunos músicos.
Esses encontros afortunados levaram a melhorias inovadoras associadas à apreciação das artes e a uma melhor compreensão da herança cultural de Brasília. Ao refletir sobre os principais eventos e sobre as mudanças inovadoras desenvolvidas na nossa escola nos últimos anos, muitos desses resultados podem ter sido causados por encontros afortunados que, poderiam ter sido perdidos caso os envolvidos não estivessem atentos ou com tempo para realmente ouvir outras pessoas.
Como educadores, temos a tendência de protegermos ferozmente as nossas escolas e domínios como professores e dirigentes escolares. No entanto, podemos ser culpados, às vezes, por reagirmos de uma forma, aparentemente, defensiva a diversas idéias e perspectivas oferecidas por pessoas que não estão ligadas a educação. Há muito que aprender com os outros, especialmente aqueles que vêem as escolas através de outra visão. É nossa responsabilidade, não só abraçar e explorar novas idéias, mas modelar nossos alunos aos ideais relacionados ao processo de crescimento e desenvolvimento contínuo.
Encontros afortunados não se limitam a eventos institucionais, mas também incluem os encontros diários com amigos, familiares, colegas e alunos. Enquanto um encontro de 30 segundos com um aluno, por exemplo, pode parecer ter pouco peso a partir da perspectiva de um adulto, para esse aluno, pode representar um momento significativo que será internalizado pelos próximos anos.
Se os nossos breves encontros com outras pessoas levarem às mudanças institucionais inovadoras destacadas por Tony Hsieh ou se fizerem uma diferença real na vida de um aluno, então temos a responsabilidade de nos lembrar da importância de nossas interações com as outras pessoas e com as possíveis implicações que esses rápidos encontros possam trazer.
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Featured image: cc licensed (CC BY-NA 2.0) flickr photo by Marcos Molina – Tocando el violín https://www.flickr.com/photos/larou/3462594915
“One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.” ~ Carl Jung
In Brasilia, Teachers’ Day is commemorated each with year with a designated holiday on October 15. In the spirit of this special day on conjunction with the October 5 World Teachers’ Day, it is fitting to celebrate and recognize the inspiring work of those passionate individuals who have chosen education as not only a career, but also a calling. A sincere thank you to all teachers for their efforts, day in and day out, to continuously seek ways to make a difference in the lives of students through deep levels of care, professionalism, commitment, and hope.
Teaching, at its essence, is about the ideals intrinsically associated with developmental relationships, which are, in turn, based on a profound belief and optimism for the future. It is the moral imperative of an educator to commit to an unwavering belief that all students are capable of reaching their potential and to an insuppressible hope for a better future. While these are indeed lofty goals, an educator’s prerogative is to accept nothing less than these ideals. Borrowing from Robert Browning, a student’s reach should exceed his or her grasp, or what’s education for?
Special Recognition of Teachers at the American School of Brasilia: Photo Essay
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Thank you, once again, to all teachers for inspiring students to reach beyond their grasp and for making a difference in the lives of others, recognizing it make take years, or even decades, for these differences to be fully realized. Is it too much to conclude that the ideals of teaching and learning, embodied through a hope for the future and belief in others, contribute to defining the very essence of our humanity?
“Education is the point at which we decide whether we love the world enough to assume responsibility for it and by the same token to save it from that ruin, which, except for renewal, except for the coming of the new and the young, would be inevitable. An education, too, is where we decide whether we love our children enough not to expel them from our world and leave them to their own devices, nor to strike from their hands their choice of undertaking something new, something unforeseen by us, but to prepare them in advance for the task of renewing a common world.” ~ Hannah Arendt
Featured image: cc licensed (CC BY-ND 2.0) flickr photo by Philippe Put: https://www.flickr.com/photos/34547181@N00/7035269431/in/photostream/
Last week’s ‘Kindness’ post generated a substantial number of responses, which has led to this follow up post focusing on two subjects: José Datrino and a colleague’s letter.
Part I: José Datrino
(Caveat: I am not an expert regarding José Datrino’s story and apologize in advance if there are any errors in this summary of his story.)
While very few people know the name José Datrino, most Brazilians are aware of his more prominent title, Profeta Gentileza, or Prophet of Kindness, made famous, in part, by the artist Marisa Monte. But, more about that in a moment.
In response to the “Kindness’ post, some friends reminded me of Profeta Gentileza’s story. José Datrino, born in the state of São Paulo, lived from 1917 to 1996. Profeta Gentileza, identified by his white robe and long beard, is best known for spending over twenty years walking the streets of Rio de Janeiro, preaching the words of love, kindness, and respect, while painting murals on the supporting walls of viaducts. Beginning in 1980, José Datrino painted 56 different yellow and green murals with statements critical of society juxtaposed with words associated with kindness, love, and peace. From this period emerged the now famous phrase in Brazil, “Gentileza gera Gentileza” (Kindness generates Kindness).
In 1997, as part of an effort to clear the city of graffiti, José Datrino’s paintings were covered over with grey paint and were nearly lost forever. Fortunately, through a community-wide action plan, the paintings were restored shortly afterwards and became a part of the city’s cultural heritage. Though the paintings fell into disrepair and were marked by graffiti during the ensuing decade, as seen by the 2009 photos below, the paintings were again restored in 2011.
2009:
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2011:
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All 56 of the paintings can be viewed by clicking on the numbers on the map found in the link: Map of Paintings. Please note that all of the photos used in this blog posting are from the same website Rio com Gentileza.
The story of the Profeta Gentileza was made particularly famous by the song Gentileza, written and performed by the brilliant Brazilian artist Marisa Monte(live version is included at the end of this post).
Part II: A Colleague’s Letter
To add to our reflections on ‘kindness’, the following is a letter a colleague sent to me after reading last week’s post. The author, who preferred to remain anonymous, presents several philosophical questions related to the concept of kindness and connects these questions to the basis of our existence. Whether we are contemplating José Datrino’s legacy or my colleague’s existential questions, there appears to be much to reflect on when considering the concept of ‘kindness’.
Colleague’s Letter:
I saw the article (and your blog) and read with interest. We spoke a few weeks ago about it. It is, isn’t it, the fundamental question about ethics: are human beings naturally “good” or naturally “bad”, so to speak. I use inverted commas because these are relative terms, fraught with difficulty and history, and come freighted with a whole host of cultural and personal values.
It´s the whole question of nature v. nurture – are we born a certain way or are we conditioned; or, to put it another way, to what extent does either factor create who we are. This debate is a central tenet of ethics in philosophy which, as you know, I enjoy reading: from Aristotle, through to Kant, to more recent questions of evolutionary biology, and Dawkins’ notion of the “selfish gene”, the relevance of the question remains as fundamental as ever.
Jean-Jaques Rousseau, along with certain eastern religions, such as Zen Buddhism, for example, and certain forms of existentialism would argue that human beings are born innocent (or at least free of a “fixed”, or predetermined, nature), a belief in the intrinsic perfectibility of humanity, and it is society that corrupts us; if this is so, then social laws and regulations act as unwanted restraints on our original condition of being, travestying our true nature; Hobbes, Machiavelli as well as the theological concept of original sin, on the other hand, would all suggest we are innately flawed, prone to wrong-doing, in which case the more laws, rules and regulations we have the better.
What I´m suggesting to you is that the answer to the question forms, and has formed, historically, the very basis of our social and political structures, the very way that human beings have organized themselves into communities. For example, in its more extreme forms, the political system of anarchy (meant in the utopian sense). would result from a belief that we are innately innocent or “good’ – the less rules the better in as far as rules thwart our nature; on the other hand, tyranny would be one possible result of the belief that we are innately flawed, such that the more rules and restraints on us the better.
I know this is bringing in ideas from sociology, political science and philosophy but the analogy with kindness still holds: is kindness fundamental to our being or is it something we can learn or, indeed, need to learn (because it doesn’t necessarily come “naturally”)? In this way, in the ethical context of this discussion, the question of humanity´s innate goodness (or not) is, for me, the question of questions and its answer concerns the very meaning of our lives.
ksgiving lunch that was highlighted by the large number of parents who joined their children to share a special moment together. Families were also invited to bring desserts to support the event. Given the strong sense of community at EAB, no one should have been surprised at how many tables were filled with desserts provided by our families. Thank you, once again, for making the event such a success.
