Activities – Barry Dequanne

Learning Into Action

What is your mission or purpose in life? What is your vision for your personal future?

While we may not ask ourselves these questions very often, the ensuing reflections are often helpful in clarifying our values, articulating what is important to us, guiding our decisions, and determining how we focus our energy and time. As these questions are also of paramount importance to any organisation, ISZL has recently undergone an extensive community-wide process to re-articulate our school’s guiding statements.

OUR MISSION
We are a community of learners determined to make the world – or our corner of it – a better, kinder place. We reflect our values in everything we do so that we make the most of the opportunities and challenges in a spirit of enthusiastic inquiry.

The mission statement is about our school’s purpose with a focus on today and what we do to realise these aims. The words, “we are a community of learners” signify that ISZL is not just a school, but rather a community working together to positively impact the lives of others.

During Professor Yong Zhao’s recent visit to our school, his words further emphasised this key facet of our mission: We don’t just learn from others, we learn for others as well. ISZL students embody these ideals every day through our many service programmes and the recent Youth Forum Switzerland event, for example. By creating something of value, there is purpose in learning, which enhances passion, creativity, and the development of an entrepreneurial mindset.

OUR VISION
We help every student turn their learning into action, creating the opportunity to stretch themselves further and achieve more than they believe possible.

A vision is designed to be bold and aspirational. It is a belief and an ethos that drives us forward to realise the school we want to become. The mission represents a constant purpose that transcends time. In contrast, the vision is what we seek for our future selves. When we begin to actually achieve our vision, then it will be time to set a new and bolder aspiration for our future.

While our mission is about what we collectively do as a community, the vision is exclusively focused on our students and how we help every student turn their learning into action, stretching themselves further and achieving more than they believe possible. This vision can only be fully achieved through the aligned efforts of all community members.

The next step in this journey is to map out how we will advance our mission and vision to achieve our goals. The critical work to establish an articulated strategy and associated projects is currently in process and will be shared out in an upcoming edition of the ISZL Bulletin.

In the meantime, I would like to again thank you for your feedback and ideas during this journey. Your contributions, particularly from the Design Lab process, have played a critical role, not only in the development of ISZL’s guiding statements, but also towards the development of strategic priorities.

Photo Credit: ISZL Communications and Public Relations Team

Civic Responsibilities

One of the many things I appreciate and admire about Switzerland is the collective commitment to civic responsibility. The pragmatic Swiss approach to the establishment of community norms in combination with both an individual and societal belief in supporting and adhering to these agreements have resulted in a country that runs incredibly well.

ISZL‘s commitment to these ideals was evident during last week’s road safety training. Our Kindergarten students had the opportunity to learn from a local police officer about traffic rules and, more precisely, how to navigate pedestrian crossings. The fact that young children in Switzerland take public transportation and make their way to school unaccompanied by an adult does not happen by accident. The effectiveness with which the local police partner with schools to educate young children about their civic responsibilities is clearly by design.

The police officer who met with our students demonstrated the highest levels of professionalism and impressive pedagogical skills. The traffic safety lesson, conducted in partnership with ISZL’s teachers, involved differentiated and personalised instruction, focused on building relationships, and provided students with an opportunity to develop their German language skills.

The resulting demonstration of learning involved each student individually stopping traffic with a hand wave, looking both ways to ensure their safety, and then crossing the street at the designated crosswalk. Of course, the students were also encouraged to give a wave of thanks as they passed in front of the cars. For those students who were initially reluctant to cross the road, the police officer and teachers gently helped them to develop the understanding, skills, and confidence needed. It was exemplary teaching at every level!

ISZL’s vision is to help every student turn learning into action, creating opportunities for students to stretch themselves further and achieve more than they believe possible. The realisation of this vision will look different at every level of the school. At the Kindergarten level, our students were able to turn their learning into something they may not have thought possible – to cross a busy street alone.

Thank you to ISZL’s teachers and the Zuger Polizei for their important work to ensure our students continue to learn about their civic responsibilities and turn their learning into responsible action.

Featured Image by Ryoji Iwata on Unsplash

Transformative Competencies

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.

Photo Credit: Diego Jimenez on Unsplash

Community & Learning Celebrations

We are reaching the end of another busy and exciting term at ISZL. I find these weeks uplifting as I attend numerous meaningful and special celebrations throughout the school. Just this week, Kindergarten children walked with their families and performed holiday songs at the beautiful Lichterweg in Baar; Grade 4 students participated in the annual Festival of Lights celebrating holiday cultures from around the world; Grade 5 students enjoyed the annual Traditions Lunch hosted by parents; and High School hosted a fun-filled ugly sweater contest and cookie exchange supported by the Student Council and the Parents’ Association.

This time of year also gives me a moment to reflect on what we have accomplished together as a learning community. Personal Development Week still remains a highlight of the term with students engaging in unique global learning experiences and bringing these perspectives back to the classroom. ISZL’s Arts Week was a huge success with students in Grades 3-12 participating in exceptional workshops and performances from our Music Ensembles, Riverside Singers and ISZL Jazz Orchestra. In addition, students led a curated exhibition in the Art Factory and enjoyed a visit from artist Anthony Jegu. And, just last week Middle School students participated in a two-day coding and robotics workshop while others attended a three-day curriculum trip to Chalet Bergheim, our school’s mountain retreat in Wengen. These are just a few examples of the extraordinary educational opportunities that our students experience throughout the year.

In addition, I have been continually impressed with the school’s ability to attract and recruit talented teachers and administrators. High School Principal Eddie Wexler and I attended a Recruiting Conference in Dubai last month and met with hundreds of teachers who were interested in professional opportunities at ISZL. This week, the school is hosting four exceptional Middle School Principal candidates with the hope to make a decision by next week on this leadership position.

ISZL continues to thrive because of the strong partnership between our outstanding students, talented faculty and staff, and supportive and engaged parents. As we come to the close of the calendar year, I hope you join me in reflecting about our special community and the opportunities we have each day.

I wish you all a happy holiday season and hope you take the time to rest and rejuvenate with family and friends. We look forward to new celebrations in 2019.

*Kindergarten children singing by candlelight on the Baar Lichterweg earlier this week.*

*The end of the term is filled with joyful celebrations of the season including the Festival of Lights on Zug Campus.*

*Musicians performing during one of many Arts Week events.*

*It was a joy to see so many families at Thanksgiving last month, a true celebration of our vibrant and welcoming community.*

*Our athletics teams have enjoyed a successful season – here the Junior Varsity Girls’ Football team celebrates winning the SCIS championships on home turf.*

*High School students are looking forward to the second Youth Forum Switzerland and preparing with some impressive Series events.*

*I am always inspired by the teaching and learning taking place in our classrooms. During Book Fortnight I had the privilege of reading to these Grade 1 students.*

I am immensely proud of our excellent teachers and staff,
and thank them for their hard work, commitment and dedication to our students this term.

Photo Credits: ISZL’s awesome communications department

Parent Partnerships

An effective educational program requires full and shared participation from students, parents, and the school. Similar to a tripod in which all three legs are needed to provide support, a student’s development and realization of potential will not be fully achieved if even one of the legs – students, parents, and school – is not fully engaged in the learning process.

While we often talk about the role of students and schools in education, it is also important to reflect on the role parents play in student development. To that end, I would like to take this opportunity to express, on behalf of our community, our deep levels of gratitude for the positive difference parents make in the development of EAB’s programs, contributions to our school’s growth, and the learning experienced by our students.

What does an effective parent partnership look like? The Inclusive Schools Network emphasizes that effective parent partnerships are built on three guiding principles: Respect, Responsibility, and Relationships.

With a primary focus on meeting student needs, an effective partnership is one that is built on mutual respect in which both the school and parent contributions are valued. Together, the family and the schools’ perspectives are invaluable to the educational process. This is why the focus on parent involvement in decision-making processes and the commitment to seek parent feedback is of paramount importance. With respect also come recognition of limits and an understanding of corresponding responsibilities.

Joyce Epsteen, the director for The Center of Parent School and Community Partnerships at John Hopkins University, effectively frames the focus on responsibility: “Our charge is to create parent-friendly schools and school-friendly homes”. A parent-friendly school is responsible for ensuring an inclusive environment that is committed to working with all students and families and creating structures that enable parents to be full partners in the learning process. A school-friendly home is responsible for reinforcing the school’s values and educational program. There is also a key responsibility for both partners to ensure that communication is constant, two-way, and meaningful. The large number of parent participation, workshop, and feedback opportunities offered by EAB and the similarly large number of parents who attend these events is an encouraging indicator that there is a high degree of responsibility assumed by both the school and parents towards the development of our students.

The third guiding principle is relationship building, which represents the foundation of any effective partnership. With a strong focus on trust, collaboration, and communication, we must ensure that there is an opportunity to contribute, make a difference, and feel valued as members of a dynamic community.

Yes, this can be hard work and there may be times when everyone may not always be in agreement. However, it is the common goal of providing our students with the best possible educational program that reinforces our focus on the ideals associated with respect, responsibility, and relationships.

Finally, in relation to the theme of parent partnerships, I would like to thank our parent volunteers as the extent to which they support EAB is both heartening and inspiring. The support from parents in the last few weeks alone has ranged from the work of the Parent-Teacher Organization (PTO), to the organization of Silent Auction during last weekend’s World Fest, to serving on the Canteen and Food Services Committee, to donating to EAB’s Envision program, to serving as members of EAB’s Board of Directors, to name but a few examples. The hard work and commitment of our parent volunteers makes a real difference in our school and is greatly appreciated by the EAB community.

Reference:

Williams, P. (2015). HOW DO WE BUILD EFFECTIVE PARENT-SCHOOL PARTNERSHIPS IN INCLUSIVE SCHOOLS? Retrieved from http://inclusiveschools.org/how-do-we-build-effective-parent-school-partnerships-in-inclusive-schools/

Parceria Com os Pais

Um programa educacional eficaz requer a participação plena e compartilhada dos alunos, dos pais e da escola. Semelhante a um tripé, onde as três pernas são necessárias para fornecer apoio, o desenvolvimento de um aluno e a percepção de seu potencial não serão alcançados se, mesmo uma das pernas, alunos, pais e escola, não estiverem totalmente envolvidos no processo de aprendizagem.

Embora muitas vezes falemos sobre o papel dos alunos e escolas na educação, também é importante refletir sobre o papel desempenhado pelos pais no desenvolvimento do aluno. Para isso, gostaria de aproveitar a oportunidade para expressar, em nome da nossa comunidade, a minha profunda gratidão pela diferença positiva que os pais fazem no desenvolvimento dos programas da EAB, nas contribuições para o crescimento da nossa escola e o aprendizado vivido pelos nossos alunos.

O que torna uma parceria eficaz? A Rede de Escolas Inclusivas enfatiza que parcerias efetivas com pais são construídas com três princípios orientadores: Respeito, Responsabilidade e Relacionamentos.

Focando primeiramente nas necessidades dos alunos, uma parceira eficaz é aquela construída sobre o respeito mútuo, no qual tanto a escola quanto as contribuições dos pais são valorizadas. Juntos, a família e as perspectivas das escolas são inestimáveis para o processo educacional. É por isso que o foco no envolvimento dos pais nos processos de tomada de decisão e, o compromisso de buscar o feedback dos pais é de suma importância. Com respeito também temos o reconhecimento dos limites e a compreensão das responsabilidades correspondentes.

Joyce Epsteen, diretora do Centro de Escola para Pais e Parcerias Comunitárias da Universidade John Hopkins, enquadra o foco na responsabilidade: “Nossa responsabilidade é criar escolas amigas dos pais e casas amigas da escola”. Uma escola favorável aos pais é responsável em assegurar um ambiente inclusivo que se compromete a trabalhar com todos os alunos e famílias e criar estruturas que permitam aos pais serem parceiros de pleno direito no processo de aprendizagem. Uma escola-casa amigável é responsável por reforçar os valores da escola e o programa educacional. Existe também uma responsabilidade chave para ambos os parceiros em assegurar que a comunicação seja constante, bidirecional e significativa. O grande número de envolvimento dos pais, workshops e oportunidades de feedback fornecidas pela EAB e o número similar de pais que participam desses eventos é um indicador encorajador de que existe um alto grau de responsabilidade assumido tanto pela escola como pelos pais em relação ao desenvolvimento dos nossos alunos.

O terceiro princípio orientador é a construção de relações, que representa a base de qualquer parceria eficaz. Com forte foco na confiança, colaboração e comunicação devemos garantir que existe uma oportunidade de contribuir, fazer a diferença e se sentir valorizado como membro de uma comunidade dinâmica.

Sim, isso pode ser um trabalho árduo e haverá momentos em que nem todos vão estar de acordo. No entanto, é o objetivo comum de proporcionar aos nossos alunos o melhor programa educacional possível que reforça o nosso foco sobre os ideais associados ao respeito, responsabilidade e relacionamentos.

Por fim, em relação ao tema parcerias entre os pais, eu gostaria de agradecer aos nossos pais voluntários, pois a forma com que eles apoiam a EAB é encorajador e inspirador. O apoio dos pais nas últimas semanas incluiu o trabalho da Organização de Pais e Mestres (PTO), a organização do Leilão Silencioso que ocorreu no World Fest no final de semana passado, o Comitê da Cantina e Serviços de Alimentos, até a doação feita ao Programa Envision da EAB associado ao desenvolvimento e levantamento de fundos, e ainda serviram como membros do Conselho de Administração da EAB, entre tantos outros exemplos. O trabalho árduo dos nossos pais voluntários faz uma diferença real na nossa escola e é muito apreciado pela nossa comunidade.

Reference:

Featured image: cc licensed (CC BY 2.0) Flickr photo by Christopher (Books): https://www.flickr.com/photos/shutterhacks/4474421855/

Students Helping Students

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.

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

Wellness & Mindfulness

“Mindfulness is simply being aware of what is happening right now without wishing it were different; enjoying the pleasant without holding on when it changes (which it will); being with the unpleasant without fearing it will always be this way (which it won’t).” – James Baraz

It was a morning filled with everything you hoped to see at a wellness event. Students, parents, and teachers were actively engaging in activities that included CrossFit, judo, Muay Thai, and yoga, all capped with the development of a few circus-related skills at the end of the day. Everyone seemed to be enjoying the wellness activities and their time with friends and family while the problems of the past week quietly drifted away. It is this characteristic that I particularly admire in Brazilians – the ability to fully live in the moment while temporarily letting go of their anxieties. I believe this is what the Persian poet Rumi refers to as surrender or, in more recent times, mindfulness, which does not necessarily come naturally to someone like me, who has a cultural bias towards a more future-orientated view of the world. This is probably why the photo from the wellness event of the two students enjoying a humorous moment with the orange traffic cones brought such a smile to my face.

One of our school-wide goals this year is a focus on wellness: To ensure a secure learning environment in which all stakeholders are physically and emotionally safe to learn and grow as individuals and members of the EAB community.  The Sábado Legal, or Cool Saturdays program, has regularly provided our community with opportunities to realize key aspects of this wellness goal, not only for students but also for faculty, staff, and parents. As adults, we also have the responsibility of modeling wellness and mindfulness for our students and ourselves. We are only able to best serve our communities when each of us is at our best through our own foci on wellness. This fact is highlighted by our teachers who regularly lead yoga, dance, mindfulness, and running activities with students and adults at our school, which has clearly made a difference in the health of our community.

In the spirit of our mission statement focus on “learners inspiring learners”, I am grateful to our two wonderful students in the photo for reminding the adults about the importance of mindfulness and how to enjoy a moment.

Bem-Estar e Conscientização do Momento

“Ser Mindfulness é simplesmente estar consciente do que está acontecendo agora sem desejar que fosse diferente; apreciar o agradável sem se prender as mudanças (elas ocorrerão); passar pelo desagradável temendo que não haja mudança (pois haverá).” – James Baraz

Foi uma manhã com tudo o que se esperava encontrar em um evento voltado ao bem-estar. Alunos, pais e professores estavam envolvidos em atividades como CrossFit, Judô, Muay Thai e Yoga, além de algumas atividades circenses no final do dia. Todos pareciam estar se divertindo com as atividades e com o tempo passado com os amigos e familiares, enquanto os problemas do passado eram deixados de lado. Essa é uma característica que eu, particularmente, admiro nos brasileiros – a capacidade de viver plenamente o momento deixando temporariamente de lado as suas ansiedades. Eu acredito que é isso que o poeta persa Rumi se refere como Surrender (entregar-se), ou recentemente como, Mindfulness (Consciência do Momento), o que não necessariamente é algo natural para uma pessoa como eu, que tem uma visão voltada para o futuro do mundo. Talvez por isso que a foto do evento, onde dois alunos se divertem com um cone de trânsito, trouxe um sorriso para o meu rosto.

Um dos nossos objetivos esse ano é focar no bem-estar: Garantir um ambiente de aprendizado seguro, onde todas as partes interessadas estejam fisicamente e emocionalmente seguras para aprender e crescer como indivíduos e membros da comunidade da EAB. O Sábado Legal traz, regularmente, oportunidades para a nossa comunidade participar dos pontos chaves do nosso objetivo de bem-estar, não somente para os alunos, mas para o nosso corpo docente, funcionários e pais. Como adultos nós também temos a responsabilidade de molda o bem-estar e consciência, para nossos alunos e para nós mesmos. Nós só poderemos servir a nossa comunidade da melhor forma possível quando cada um de nós focarmos, da melhor maneira, no nosso bem-estar. Isso é destacado pelos nossos professores que, regularmente fazem atividades com os alunos e com os adultos em nossa escola como Yoga, dança, atividades de conscientização e corridas, o que claramente faz a diferença na saúde da nossa comunidade.

Com foco na nossa Missão “aprendizes inspirando aprendizes”, eu sou grato aos dois alunos maravilhosos da nossa comunidade que aparecem nessa foto e lembram a nós adultos da importância da conscientização do seu estado de espírito e sobre como aproveitar cada momento.

Struggle & Triumph

“The most important thing is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well.” ~ Olympic Creed

During this recent school break, I had the good fortune to spend time in Barcelona and made a point to visit the city’s track and field stadium, the site that hosted one of the most remarkable moments in Olympic history. During the 1992 summer Olympics, British athlete Derek Redmond was heavily favored to win the 400-meter event. While Redmond did not win a medal, it was his determination and courage that made his performance such an inspiration.

It was halfway through the 400 semifinal race when Redmond’s hamstring snapped and he fell to his knees in excruciating pain. After the other runners completed the race, the TV camera and the crowd return their attention to Redmond who somehow finds the strength to return to his feet and begin hopping down the track, determined to finish the race. It was at this moment that his father runs onto the track and tells Redmond that he does not need to finish the race. Redmond replies to his father, “Yes, I do.” His father replies stating that if Derrick was going to finish the race, then they were going to finish it together. The 65,000 spectators were on their feet cheering Derek and his father on with a deafening roar of support as they walked and hobbled forward and finally crossed the finish line.

Derek’s story embodies the spirit of the Olympic Creed and how the struggle in life is more important than the triumph. In this context, Yogi Berra’s words are apropos: Losing is a learning experience. It teaches you humility. It teaches to you to work harder. It’s also a powerful motivator.” Michael Jordan has also famously spoken about how his failures have led to his success: “I’ve missed more than 9000 shots in my career. I’ve lost almost 300 games. 26 times, I’ve been trusted to take the game-winning shot and missed. I’ve failed over and over and over again in my life. And that is why I succeed.” It is through adversity, failure, and challenge that we grow the most and realize a deeper sense of the human spirit. While Derek Redmond did not win the 400-meter gold medal, his performance in Barcelona is considered to be one of the greatest moments in Olympic history.

The lesson is that there is as much triumph in defeat as in victory, particularly when triumph is in the effort and effort is everything. Redmond also reminds us that no takes an odyssey alone. Whether it is a family member, coach, mentor, friend, or teacher, we have all had someone who has supported us in terms of our growth, development, and achievements. It is through these lenses that we can view the start of another school year and our work as a community of learners.

All of us at EAB, in our roles ranging from that of a teacher, student, and family member, are on an odyssey of growth and development. EAB’s mission statement – Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision – highlights this belief. And, like Derek Redmond, no one is on this journey alone. It is our focus on relationships, the deep care for each other’s wellbeing, and a belief community, that contribute to making EAB such as special school and learning environment for our students.

The opening of the 27th modern summer Olympic games will be officially celebrated in Rio de Janeiro tonight and will represent an exciting focus during the coming weeks. The performance of the athletes will no doubt provide us with inspiration as we reflect on the relevance of the Olympic Creed in relation to our own context: “The most important thing is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well.”

Esforço e Triunfo

“A coisa mais importante não é vencer, mas participar, assim como a coisa mais importante na vida não é o triunfo, mas o esforço. O essencial não é ter conquistado, mas ter lutado bem”. ~ Olympic Creed

Durante as últimas férias, eu tive a sorte de passar algum tempo em Barcelona e fiz questão de visitar o campo e a pista de atletismo no estádio da cidade, local que foi palco de um dos momentos mais marcantes da história olímpica. Durante os Jogos Olímpicos de Verão de 1992, o atleta britânico Derek Redmond era o favorito para ganhar a prova de 400m. Apesar de Redmond não ter ganhado a medalha, foi a sua determinação e coragem que tornaram seu desempenho uma inspiração.

Foi no meio da semifinal de 400m que o tendão de Redmond rompeu e ele caiu de joelhos com uma dor excruciante. Depois que os demais atletas completaram a prova, as câmeras de televisão e o público voltaram sua atenção para Redmond, que de algulma forma encontrou forças para ficar em pé e começou a pular, determinado a terminar corrida. Foi nesse momento que seu pai entrou na pista e disse que ele não precisaria terminar a prova. Redmond respondeu: “Sim, eu preciso.” O seu pai respondeu que já que Derrick iria terminar a prova, eles iriam terminar juntos. Os 65.000 expectadores ficaram de pé torcendo por ele e seu pai com um rugido ensurdecedor, enquanto eles caminhavam e ele mancava até eles cruzarem a linha de chegada.

A história de Derek incorpora o espírito do credo olímpico e mostra como lutar torna-se mais importante do que o triufo. Neste contexto, as palavras de Yogi Berra são oportunas: “Perder é uma experiência de aprendizagem. Ela ensina a humildade. Ensina a dar duro. E é também uma motivação muito poderosa”. Michael Jordan também ficou famoso em falar sobre como os seus fracassos levaram ao seu sucesso: “Eu perdi mais de 9000 lances em minha carreira. Eu perdi quase 300 jogos. Por 26 vezes contaram comigo para o lance final e eu perdi. Eu falhei várias vezes na minha vida. E é por isso que eu consegui.” É através da adversidade, fracasso e dos desafios que nós crescemos mais e percebemos o sentido do espírito humano. Apesar de Derek Redmond não ter ganhado a medalha de ouro nos 400 metros, o seu desempenho em Barcelona foi considerado um dos melhores momentos na história das Olimpíadas.

A lição aqui é que há triunfo tanto na derrota quanto na vitória, particularmente quando o triunfo está no esforço e o esforço é tudo. Redmond também nos lembra que ninguém atravessa uma jornada sozinho. Quer seja um membro da família, um treinador, mentor, amigo ou professor, nós sempre tivemos alguém nos apoiando em nosso crescimento, desenvolvimento e realizações. É através dessas lentes que podemos ver o início de mais um ano escolar e nosso trabalho como uma comunidade de aprendizes.

Todos nós da EAB, em nossos papéis, que vão desde professor, aluno e membro da família, passamos por uma jornada de crescimento e desenvolvimento. A missão da EAB – Aprendizes inspirando aprendizes a serem questionadores na vida, firmes em seu caráter e com uma visão audaciosa – destaca essa crença. Como Derek Redmond, ninguém está sozinho nessa jornada. É o nosso foco em relacionamentos, o cuidado profundo com o bem-estar do outro e uma comunidade com um ideal, que contribuem para tornar a EAB uma escola e ambiente de aprendizagem especial para os nossos alunos.

A abertura do 27º Jogos Olímpicos será comemorada oficialmente, hoje, no Rio de Janeiro e vai representar algo emocionante durante as próximas semanas. O desempenho dos atletas, sem dúvida, nos inspira em como refletir sobre a relevância da crença olímpica em relação ao nosso próprio contexto: “A coisa mais importante não é vencer, mas participar, assim como a coisa mais importante na vida não é o triunfo, mas a luta. O essencial não é ter vencido, mas lutado bem”.

Barry Dequanne

Diretor Geral

Blog do Diretor Geral

Featured image: cc licensed (CC BY-NC 2.0) flickr photo by Geraint Rowland: Cristo Redentor https://www.flickr.com/photos/geezaweezer/23322487852/

Fun Run

Go fast enough to get there, but slow enough to see. ~ Jimmy Buffett.

There is something special about the early morning in Brasilia. Birds welcome the dawning light with joyous melodies, the vast and magnificent blue sky instills a spirit of optimism and possibility, and fresh air invigorates the mind and body. It was one of these typical Brasilia mornings that set the stage for our school’s annual Fun Run.

EAB’s Fun Run is one of many educational opportunities that constitute the Sábado Legal, or Cool Saturday, program. The “Learners Inspiring Learners” element of our school’s mission statement is embodied through these special events when students, parents, and teachers embrace the opportunity to learn and grow together.

This year’s Fun Run attracted approximately 450 people of all ages who were anxiously awaiting the start of races designed to meet the needs of all ages and interests. From the three-year-old student sprints to the 10-kilometer run, it was a remarkable day of community building, personal connections, learning, positive energy, and healthy activities.

The day can best be described through the pictures included in this post, with color photos to highlight the vibrancy and energy of the day and black and white photos to emphasize emotion and the special relationships in our community. It is events such as the Fun Run that underscore the role schools play in ensuring meaningful, relevant, and experiential learning opportunities that further personal growth, relationship development, and community building.

Relying on the adage that a picture is worth a thousand words, it is hoped that these photos can at least partially capture the full spirit of the day and the special nature of our community.

Versão em português depois das fotos

Fun Run

Vá rápido o suficiente para chegar lá, mas devagar o suficiente para enxergar. ~ Jimmy Buffett

Há algo de especial sobre o início da manhã em Brasília. Os pássaros dão às boas vindas à luz da aurora com melodias alegres, o vasto e magnífico céu azul infunde um espírito de otimismo e possibilidades e o ar fresco revigora o corpo e a mente. Foi uma destas típicas manhãs de Brasília que preparou o palco para a corrida anual da nossa escola, a Fun Run.

A Fun Run da EAB é uma das muitas oportunidades educacionais que constituem o programa Sábado Legal. O elemento da nossa missão “aprendizes inspirando aprendizes” está incorporado através destes eventos especiais, em que os alunos, pais e professores abraçam a oportunidade de aprenderem e crescerem juntos.

Este ano, a Fun Run atraiu cerca de 450 pessoas de todas as idades, esperando ansiosamente o início das corridas programadas para satisfazer as necessidades de todas as idades e interesses. Desde a corrida (sprints) dos alunos de três anos de idade, até nas provas de 10 km, foi possível notar a construção de uma comunidade, as relações pessoais, a aprendizagem, a energia positiva e as atividades saudáveis.

A melhor forma de descrever esse dia é através das imagens incluídas neste artigo, com fotografias coloridas para destacar a vibração e energia do dia e com fotos em preto e branco para enfatizar a emoção e as relações especiais da nossa comunidade. São eventos como aFun Run que ressaltam o papel que as escolas desempenham em garantir experiências de aprendizagem experimentais, significativas e relevantes, que futuramente levarão ao crescimento pessoal, ao desenvolvimento dos relacionamentos e na construção da comunidade. Com base no ditado, uma imagem vale por mil palavras, espero que essas fotos possam, pelo menos parcialmente, capturar o espírito completo do dia e da natureza especial da nossa comunidade.

Featured image: cc licensed (CC BY-NC-ND 2.0) flickr photo by Fe IIya: Run; https://www.flickr.com/photos/renneville/3031455100/

All Other images by Rayssa Sereno Dequanne

Principled In Character

“The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.” ~ Martin Luther King, Jr.

After a yearlong review process, involving regular feedback and contributions from parents, students, and teachers through surveys, retreats, and focus group meetings, the school’s new mission statement was officially introduced at the start of this school year.

Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision.

As part of an ongoing analysis of EAB’s new mission statement, this week’s post looks at the third element of the mission: “Principled in Character”.

The American School of Brasilia builds its educational program around the ideal of a whole child education that includes a focus on five pillars: academics, activities, arts, leadership, and service. Within this context, character education plays a critical role towards whole child development.

By way of example, EAB’s Character Counts! program has become a deeply integrated part of the Lower School, which also includes a monthly assembly led by students and regularly attended by over one hundred parents. The program is framed by six ethical values – Trustworthiness; Respect; Responsibility; Fairness; Caring; and Citizenship – which are used to further develop a positive school culture where students feel safe in their learning environment. The program also works to develop a culture of kindness in addition to addressing issues associated with bullying.

The Upper School recently engaged in a collective process, led by students, to establish a student honor code, which was approved and is now a essential part of the school’s culture. EAB’s student honor code reads as follows:

We, as students of the American School of Brasilia, give our pledge to live by the guiding principles of responsibility and respect in all that we say and do, understand that these values carry far beyond the classroom environment, affecting not only our peers and the activities we participate in, but who we are and who we will become, we commit to treat all people with compassion, be engaged and collaborative in all aspects of our education, and in all cases act with honor and integrity. We will uphold these values as the core of our identity, hence becoming principled individuals and contributing citizens to society.

EAB’s efforts in the area of “Principled in Character” are guided by our school’s Student Learner Profile (see below), which highlights how learners are Engaged, Collaborative, Contributing, and Principled. The Learner Profile further emphasizes the “principled” focus with the following statement: “As an EAB Learner, I am responsible for my learning, my actions, and their consequences.” This statement is then articulated with additional and more specific assertions:

I am responsible and do my best when assigned a task.
I persevere even when something is difficult.
I meet deadlines.
I come ready to learn with the materials and mindset needed for school each day.
I approach problems respectfully and ethically and work hard to solve them.
I know the difference between right and wrong and accept consequences for my actions.
I look for opportunities to learn and grow beyond what is expected of me by my teacher.

Perhaps the best way to summarize EAB’s work with respect to the “principled in character” aspect of the school’s mission statement is to refer to a comment made during a professional development session. Dr. Michael Thompson, a renowned child psychologist, was asked to define a “moral school”. He responded by quoting another author (whose name I cannot recall), who stated, “A moral school is a school that is always talking about what it means to be a moral school.” This is a profound statement in how it highlights the importance of process and focus, rather than one definition that would inevitability lead to an oversimplification of a deeply complex issue.

It would be an act of hubris for EAB to claim, as a school, that it always has all of the right answers for all situations in relation to character and education. It certainly does not and nor does any school. However, what is important is to be always engaging in a collective conversation about character, in the context of programs such as Character Counts!, and working with guiding principles, as found in the Student Honor Code and Learner Profile.

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Featured image: cc licensed (CC BY-NC-SA 2.0) flickr photo by Beccatevi questo! (Stròlic Furlàn – Davide Gabino) https://www.flickr.com/photos/56743832@N04/8662153499/