A Season of Gratitude and Light

Celebrating Our Global Community

Our students, parents, and staff bring an extraordinary range of celebrations, from Chuseok in Korea and the Mid-Autumn Festival in China, to Thanksgiving, Christmas, Erntedankfest, Räbeliechtli-Umzug, Kwanzaa, and Sukkot in Europe, Africa, and North America, among others. Each tradition is an opportunity to honour and celebrate our ISZL community. As we celebrate traditions of light — from Diwali’s diyas in India to the candles of Santa Lucia in Sweden and other Nordic countries, Hanukkah’s menorah, and Thailand’s Loi Krathong lanterns — we are reminded of the journey from darkness to light, a shared strength that unites us across cultures.

At ISZL, each tradition adds a unique perspective, broadening our understanding of the world and strengthening our connections across cultures. Our students have the invaluable opportunity to learn directly from one another, building a strong foundation of intercultural understanding and mutual respect. Through these diverse ways of finding meaning and connection, we come together as a community and enrich the experience of all.

In this upcoming season, we celebrate each other. Together, we are a diverse community defined by respect, curiosity, and shared joy — an international family here in Zug and beyond, and a beautiful place to belong. May we embrace this season with deep gratitude, hope in the light we share, and inspiration to further ISZL’s mission “to make the world, or our corner of it, a kinder, better place.”

We look forward to our upcoming ISZL Community Festival to celebrate our shared cultural heritage and traditions. This special day will bring families and staff together to share a meal, connect as a community, and celebrate the season with gratitude and unity.

Never Odd or Even

“Never odd or even.” Why not start a blog post celebrating the beauty and oddities of language with an intriguingly perplexing phrase that is also a palindrome – a word or a sentence that reads the same backwards? First, my apologies in advance to anyone who suffers from a fear of palindromes, or what the Germans refer to as “Eibohphobie”, which is, in a deeply ironic twist, a palindrome itself! Okay, now on to what is already looking to be a higgledy-piggledy blog post originally designed to commemorate the September 26th European Day of Languages.

A day to celebrate language represents a fabulous or, borrowing from Mary Poppins, a supercalifragilisticexpialidocious opportunity. There are currently between 6,000 and 7,000 languages spoken among approximately 7 billion people. There are about 225 indigenous languages in Europe, representing about only 3% of the world’s total. Most of the world’s languages are spoken in Asia and Africa and at least half of the world’s population are bilingual or plurilingual.

The evolution of so many languages over the centuries has resulted in words that are especially descriptive and specific. For example, the Slovak word, prezvoniť, means to call someone’s mobile from your own without the other person picking up with the intention of leaving your number in their phone’s memory. The Albanian word, vetullhen, refers to an eyebrow arched like the crescent moon. The Dutch word, broodje-aap, refers to an awful, often invented story that is told as being true, thus becoming a myth. The Irish use the verb plubairnigh to describe the distinctive thick, bubbling sound that porridge makes when boiling. The Germans use the word, Zechpreller to describe the person who leaves without paying the bill. And, perhaps my favourite, the Finnish use the word poronkusema to describe the distance equal to how far a reindeer can travel without a comfort break (about 5 kilometres if you were wondering).

With the risk you may think this is all poppycock or, worse still, tarradiddle, let’s take a look at some tongue twisters that challenge our language skills.

English speakers may recall reciting this children’s song: She sells seashells by the seashore. The shells she sells are seashells, I’m sure. So, if she sells seashells on the seashore, then I’m sure she sells seashore shells.

How about this French tongue twister? Combien de sous sont ces saucissons-ci? Ces saucissons-ci sont six sous (How much are these sausages here? These sausages here are six cents).

Or, try this German tongue twister: Zwei schwarze schleimige Schlangen sitzen zwischen zwei spitzen Steinen und zischen (Two black slimy snakes sit between two pointed stones and hiss).

A Polish variation: Król Karol kupił Królowej Karolinie korale koloru koralowego (King Karl bought Queen Caroline coral-coloured bead).

And, finally, a Swedish tongue twister: Far, Får får får? Nej, inte får får får, får får lamm (Father, do sheep have sheep? No, sheep don’t have sheep, sheep have lambs).

Idioms also represent a deeply interesting aspect of language, usually highlighting cultural, historical, and traditional themes. By way of an example of how an idiom can span languages, all of the following idiomatic expressions are similar to “The apple does not fall far from the tree”:

Æblet falder ikke langt fra stammen. (Danish)
Der Apfel fällt nicht weit vom Stamm. (German)
Nem esik messze az alma a fájától. (Hungarian)
Obuolys nuo obels netoli rieda. (Lithuanian)
Niedaleko pada jabłko od jabłoni. (Polish)
Jabolko ne pade daleč od drevesa. (Slovenian)
Äpplet faller inte långt från trädet. (Swedish)

Did you know that there is a word in the English language that describes the fear some people suffer from when they come across long words? The word for this phobia is hippopotomonstrosesquippedaliophobia. While it is in no way my intention to diminish the suffering anyone with this phobia experiences, it is hard to ignore the irony here given the length of this word! So, if you are a hippopotomonstrosesquippedaliophobic, please skip this next section as it will highlight some of the longest words found in languages.

Hippopotomonstrosesquipedalianism (English word for the love of long words; 33 letters)
ακτινοχρυσοφαιδροβροντολαμπροφεγγοφωτοστόλιστος (Greek word meaning to be dressed in golden-shining, thundering and incandescent clothes; 47 letters)
Kindercarnavalsoptochtvoorbereidingswerkzaamheden (Dutch word related to the preparation activities for a children’s carnival procession; 48 letters)
Speciallægepraksisplanlægningsstabiliseringsperiode (Danish word for the period when a specialist doctor’s planning of the practice is stabilized; 52 letters)
Lentokonesuihkuturbiinimoottoriapumekaanikkoaliupseerioppilas (Finnish word for a technical warrant officer trainee specialized in aircraft jet engines; 61 letters)
Grundstücksverkehrsgenehmigungszuständigkeitsübertragungsverordnung (German word for a regulation about competences; 67 letters)

Of a particularly impressive note, the Ancient Greek playwright Aristophanes coined the following 183 lettered word meaning a dish compounded of all kinds of dainties, fish, fowl and sauces:

Lopado-temacho-selacho-galeo-kranio-leipsano-drim-hupotrimmatosilphio-karabo-melito-katakechumeno-kichl-epikossuphophatto-peristeralektruon-opto-kephallio-kigklo-peleio-lagoio-siraio-baphe-traganopterugon

While these are fascinating and interesting language facts to consider, I should move beyond what some would consider my lollygagging and return to the motivation for this post – the celebration of language. While I am currently living in Europe and the European Day of Languages is certainly of great importance to the region, I would also like to extend the celebration to all languages and areas of the world when highlighting how important language is to our cultural heritage, to our understanding of ourselves and others, and to our ability to see and understand the world in different and new ways.

The International School of Zug and Luzern (ISZL) is fortunate to have Lorna Caputo as a member of its team serving as a language specialist and overseeing, among her other duties, 16 after-school language programs. In her blog, Exploring Multilingualism, Lorna highlights the importance of all languages:

It is the harmonious coexistence of languages that enables people to develop intercultural understanding, appreciate cultural diversity and work together better. Multilingualism is what unites many different regions within countries and is at the core of many national identities. Even in multicultural cities, you can observe local dialects and languages coexisting with other international languages. It is helpful to understand how schools can often be located within this linguistic intersectionality, and how schools prepare their students to navigate their familial, local, national and global linguistic landscapes.

Lorna will also be quick to discuss the research supporting the advantages associated with children learning multiple languages at a young age, which features an important aspect of her work with ISZL’s learning program.

In a note to community members this week, Lorna asked us to build on our recent inclusion work (see Inclusion & Community) and translate the phrase, “We are all ISZL” into their native language. Here are some of the wonderful responses:

We are all ISZL (English)
Мы все ISZL (Russian)
Me ollaan kaikki ISZL (Finnish)
Vi är alla ISZL ( Swedish )
ISZL 我們是一家人 (Mandarin)
Siamo tutti ISZL (Italian)
Hepimiz ISZL’iz (Turkish)
Wir sind alle ISZL (German)
Nous sommes tous ISZL (French)
Todos somos ISZL (Spanish)
Tots som ISZL (Catalan)
Somos todos ISZL (Portuguese)
Wij zijn allemaal ISZL (Dutch)
Mi mind ISZL vagyunk (Hungarian)
Είμαστε όλοι ISZL (Greek)
Mi smo svi ISZL (Serbian)
Vi er alle ISZL (Danish)

In closing, I hope you didn’t find this post to be too higgledy-piggledy, but rather a supercalifragilisticexpialidocious experience! While my hope has been to highlight some of the interesting and unusual aspects of language, there is always the shadow of kakorrhaphiophobia, or the fear of failure, associated with this quixotic endeavour. There is a lurking feeling that perhaps I should have been more pauciloquent and that this text had been less argle-bargle in style, avoided goggledygook, and did not generate any bobsy-die. The last thing I want to do is to leave you bumfuzzled, frustrate you with the confusing “never odd or even” palindrome, or to diminish your status as a deipnosophist. Finally, I hope you don’t see me as a blatherskite, a hoddy-noddy, or a floccinaucinihilipilificator at heart!

Okay, this is probably enough tomfoolery, twaddle, and balderdash for today!

In the celebration and appreciation of all languages!

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Some Definitions:

Argle-bargle: copious but meaningless talk or writing
Balderdash: senseless talk or writing
Blatherskite: a person who talks at great length without making much sense
Bobsy-die: a great deal of fuss or trouble
Bumfuzzled: to be confused
Deipnosophist: a person skilled in table talk
Floccinaucinihilipilificator: the action or habit of estimating something as worthless
Goggledygook: language that is meaningless
Higgledy-piggledy: in confusion or disorder
Hoddy-noddy: a foolish person
Kakorrhaphiophobia: an irrational fear of failure
Lollygagging: to spend time aimlessly
Pauciloquent: using few words in speech or conversation
Poppycock: nonsense
Quixotic: extremely idealistic; unrealistic and impractical
Tarradiddle: pretentious nonsense
Tomfoolery: foolish or silly behaviour

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Reference: The majority of the sources for this article are from the following website: https://edl.ecml.at/ (Take their language challenge: QUIZ)

Photo by Susan Holt Sim p son on Unsplash

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Culture & Global Citizenship

An important focus area associated with this year’s review of ISZL’s mission, vision, values, and learning principles is that of our school and community’s culture and how it relates to global citizenship. With our staff and students representing 34 and 60 different nationalities respectively, in addition to the school’s offering of 25 language courses, ISZL is clearly an international community that embraces diversity, culture, and language. To what degree, then, does the concept of global citizenship define ISZL?

If we consider this question from a more macro perspective with respect to ISZL’s greater context, we quickly note that, although the Canton of Zug does not include a large metropolis centre, it has a remarkable degree of diversity in its population. According to 2016 census statistics, non-Swiss residents comprised approximately 26% of the population while the city of Zug records an even higher level at 31.7%. Switzerland currently hosts residents from about 140 different countries.

A recent conversation with local educational leaders highlighted this diversity. As part of our outreach to further connect with the Swiss community, we invited the leadership team from Kantonsschule school to visit ISZL with the hope of initiating a partnership. At one point, we were asked about the number of nationalities represented by our student population, and we proudly stated the number to be about sixty. We are somewhat surprised when the visiting school representative responded by stating that they have about the same number of international students. This commonality has, in part, established that we seem to have more in common with local schools than may have been understood initially.

While the Swiss government has implemented policies to attract international residents, there also seems to be an approach to global citizenship that may be instructive to ISZL’s culture and values, particularly given our focus on further integration with the local community. By way of example, the Swiss Federal Immigration department publishes a document called, “Welcome to Switzerland”, which provides information for new residents arriving from abroad. One of the most interesting aspects of the publication are the quotes from foreigners living in Switzerland and their focus on integration and diversity. For example, Sabir Aliu from Kosovo stresses the importance of communication:

“Our neighbourhood means more to me than just having a roof over our heads. This certainly has something to do with the fact that the people who live here gradually realised that living happily together requires effort from all of us. It doesn’t matter whether one is Swiss or a foreigner, old or young. One has to start talking to one another. This is the only way to change things together.”

Anna Gruber from Macedonia challenges us to think about integration at a deeper level:

“What bothers me slightly is that the word integration is often reduced to learning the language or to whether one wears a headscarf or not. But integration means a lot more: It needs people who have the will to become involved with a new country and a foreign culture. And on the other hand, it needs a society which allows this. Mutual understanding and tolerance just cannot be stipulated by laws.”

The publication also quotes Swiss citizen Bruno Moll who provides us with transition advice:

“Responding to prejudices and opening doors, not closing them – this is my aim. Not only as a Swiss person, but from one person to another, I would give the following advice to new residents arriving from abroad: They should approach our country inquisitively and not shut themselves away with people in the same situation. Of course, I would advise them to learn our language and explore our mentality. I would prefer them to see what we have in common, instead of the differences. They should ask questions and try to discuss with their fellow citizens. They should definitely climb our mountains and join the strollers on Sundays. They should go shopping at the weekly markets and read, watch and listen to our media. To put it simply: They should try to become a part of things. Of course, I also wish this for ourselves, the natives.”

Some of the common themes that emerge from these quotes are the concerted and purposeful efforts for understanding through listening and talking, engagement with our local community, and respect and openness to different ways to comprehend the world around us. As a community that focuses on the development of students, these values and dispositions translate well to a school environment. This thought can be taken a step further to argue that ISZL’s context and its location in the Canton of Zug will inevitably have a strong influence on ISZL’s culture.

When reflecting on the question of “Who are we?”, it seems prudent to consider the influence local culture has on our school, which can range from a traditional farmer’s lifestyle to the more than 30% of foreigners living in the canton, among other factors. The influence of external factors on ISZL’s culture also furthers our work associated with the International Baccalaureate’s mission, “to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.” This focus on culture and global citizenship may also be referred to as cross-cultural cognition, which can be defined as the ability to think, feel, and act across cultures. To that end, it would be natural to conclude that the concept of global citizenship plays a critically important role in contributing to defining ISZL and answering the question, “Who are we?”.

PS: In an effort to hear as many voices as possible and form a narrative over the course of this school year, I am kindly asking community members to email me (barry.dequanne@iszl.ch) with any stories you may have that would contribute to answering the “Who are we?” question.

Seeing with Heart

“It is only with the heart that one can see rightly; what is essential is invisible to the eye.” ~ The Little Prince, by Antoine de Saint-Exupéry

While the following reflections are focused on the International School of Zug and Luzern (ISZL), I believe these reflections are also generally applicable to all schools and organisations, particularly in terms of identifying factors that lead to communities becoming highly positive, collaborative, and unique learning and work environments.

Students at ISZL chose “iconic” as the theme for the 2017-18 yearbook, and it is a most fitting choice when reflecting on my first year and my learning about the school. A prevailing sentiment that has emerged from student comments is that ISZL represents much more than just a school. It is, in fact, the shared experiences with special people that make ISZL such an extraordinary place.

The words from the “iconic” book, The Little Prince, by Antoine de Saint-Exupéry, may best explain these sentiments: “It is only with the heart that one can see rightly; what is essential is invisible to the eye.” These words are apropos to ISZL’s context in the sense that the school may only be fully understood by looking beyond what is readily visible. While you cannot necessarily see the sense of belonging, the supportive environment, and the feeling of safety when first visiting the campus, there is a palpable awareness of their presence. The same is true about the optimism, positive energy, and sense of promise. There is a discernible feeling on campus that anything is possible, the future is bright, and there is an opportunity to be part of something special while contributing to making a positive difference.

There is a serious and disciplined commitment to academic learning but also a sense of enjoyment and play. Students and teachers move with purpose during their free time as they prepare to engage with the seemingly endless list of activities, clubs, charities, trips, and sports that exemplify the ISZL learning experience. There is an appreciation that the culture of learning is a ubiquitous presence on campus.

Finally, and perhaps most importantly, we can see that relationships are the foundation of what makes ISZL special. What is not necessarily easy to see is how profound and respectful the relationships between staff, students, and parents are at the school, and how this commitment to others represents the fundamental factor that contributes to making ISZL and schools in general such special places.

Photo Credit: The Little Prince Movie – http://www.TheLittlePrinceMovie.com

In Conversation

I was honoured to be recently interviewed by Tim Gilbert from International School Parent Magazine. The full interview can be accessed through the following link: IS Parent Interview.

In conversation with Barry Dequanne School Director, International School of Zug & Luzern (ISZL)

By Tim Gilbert – Guest Interviewer for International School Parent Magazine & International School Parent @IZSL

With more than 20 years of experience in the international education sector under his belt, Canadian-born Barry Dequanne was a natural choice for leading the ambitious future plans at The International School of Zug and Luzern (ISZL). The school’s pedigree is born from a history of commitment, adaptation and growth, responding to changes in the needs of international families since its founding in the 1950s to provide high-quality education for American expats. Since then, the school has seen continuous expansion, with current plans for developing an educational model that equips the next generation for a rapidly-changing world already underway. International School Parent Magazine speaks to Barry Dequanne to hear about his vision for the school’s next chapter, and what the future looks like for international students.

What inspired you to pursue a career in education?

Like many educators, I didn’t necessarily decide at a young age that I was going to go into education. I had no intention of working in leadership either; both evolved naturally over time as I followed my passions and interests.

I have always loved sciences and mathematics, which I studied at the University of Waterloo in Canada. The Mathematics and Computer Science programme there was unique, in that it allowed students to alternate studying with working every four months, which meant that I graduated with two years’ work experience as an actuary for Prudential Assurance already under my belt.

I found that, while I enjoyed the theory of the course, I didn’t necessarily enjoy the working environment, so I began to look for other opportunities. It was while I was working as a programmer for Xerox that something inside me told me to pursue a dream I had always had of volunteering overseas. The Canadian government had a programme similar to the US Peace Corp at the time, which I signed up for and was sent to Swaziland to teach local school children. It was a profound experience on so many levels: I discovered my passion for education and I found a career that fed my soul.

I returned to Canada to study to become a teacher, but I missed being abroad. As soon as I finished my teaching degree and practicum, I went to a job fair and found my first qualified teaching role at a school in South America.

Tell us about your experience teaching around the world – what lessons have you learned from working in so many different cultures?

For me, it’s always been about the people. The country and culture might be vastly different, but there are always parallels between organisations – and one of these is that any school is only as good as it’s people.

When I decided to look at overseas placements, I had a set of priorities for the professional and personal atmosphere I was looking for. Top of the list for me has always been a school that values community and personal relationships. I also value an environment where people are pushing themselves and each other to excellence. The transition from my previous school, the American School of Brasilia in Brazil, to ISZL has been relatively smooth, as both have these qualities.

I have found that as a director, the key is to identify what makes the school special, and then to develop this. It’s about having a sense of humility and really listening to understand the school, its needs, and the next steps in its evolution. It’s then about working with the community towards implementation. I have found that this is something that can be applied successfully to most schools across the world.

What do you think makes ISZL so special?

What makes the school special is that it has come from small beginnings, growing rapidly over its 50-year history while retaining that sense of intimacy and high quality of teaching. It has kept this feel through a unique combination of the people here and the influence of the local environment. Usually, larger schools are in larger city centres, but at ISZL we can take advantage of the comfort and closeness of a smaller community, and the opportunities it provides for a more balanced, outdoor education.

The other aspect is the tremendous academic results that our students achieve at ISZL, which are outstanding on every measurable account. At the same time, an implicit culture of academic rigour does not stifle our students’ creativity or personalities. We get to know the children and their families, to identify what their personal learning styles are as well as their passions, adjusting our teaching to meet those needs. The natural outcome is that our students are completely committed to their learning, and we see that reflected in the results year on year.

What is the vision that you came to ISZL with and that you are hoping to implement?

My vision is one of empowerment; of supporting and challenging a strong team to continue to move the school forward, without losing the strengths that make ISZL so special.

We already have a tapestry of nationalities here, which is a great strength that we can draw on to create an inspiring and diverse environment for learning. We need to make sure that the school has a structure that welcomes all of those voices, but is also clear in expressing our own identity. It’s important for me to make sure we are all going in the same direction, providing the support and resources that everyone needs to succeed.

My overarching belief is that every day we need to focus on getting a little better. It doesn’t matter how good we are today, we need to improve a bit more tomorrow and continue to drive that process. Incremental growth in the long term will make a compounded and significant difference to how we serve our students.

You recently invested in a new building for the school; what is your plan for this?

Enrolment has surged in recent years, so we are trying to increase our capacity and provide the best environment for learning for our students. The spaces that we have on both campuses are fantastic, and we are developing the school’s facility to fulfil our vision for the future.

The next step is to have our visioning architect work with parents, students, teachers and the local community to understand what our needs are and how we can stay true to our vision and philosophy. We want to create more collaborative structures and integrate technology to provide areas where students can engage and learn, and to build a sense of community not just for the students but for teachers, parents and the external community. This will be a project that will ultimately stand the test of time, able to adapt to the changing educational needs of the future.

What would you like ISZL students to have achieved by the time they leave school?

There are several things that we are trying to achieve here. On the one hand, we have a responsibility to ensure that our academic programmes provide them with the skills, resources and knowledge to function in a future that’s changing quickly. It’s important that we do this by helping our students realise their potential and how they can adapt their skills.

The other aspect is the importance of focusing on the child as a whole, providing a more holistic education and giving students the opportunity to explore new areas of learning. It could be sports, it could be the arts, it could be community service, leadership or public speaking – whatever inspires passion. When students enter the school with a broad set of skills, we need to help them develop these and broaden their options going forward. This is something that I think we do very well at ISZL.

Beyond this, I believe that all schools have a responsibility to work with families to ensure that the next generation go out into the world as good people and contribute in a positive way.

What do you feel is most important in helping international students and their families settle in when they first arrive?

We understand how overwhelming and difficult it can be for a family to relocate to a new country and set up a new life, so we do all we can to support them before they move and to integrate easily into school life once they arrive. There is a reason why a family chooses ISZL, and our responsibility is to be open and honest about who we are and what we can offer them. People choose schools not necessarily because one school is better than the other, but because there is a strong match between values and their needs.

I posted a piece on my blog recently about the nature of transitions. There is a difference between change and transition; where change deals with a more immediate event and how we react to that event, while transitions are longer-term, internal processes that involve emotional and psychological effects. When we think about our parents and students, we have to understand that it’s a deep, meaningful transition which will change them as a family, and to support them accordingly.

When a family arrives, we check in with them with regular meetings throughout the year. For the student, our priority is to connect them into the school environment as quickly and smoothly as possible, while also creating a safe setting where they feel able to share any concerns. One of the ways we do this is to operate a buddy system, so that they know that there is someone in the school that is dedicated to building their confidence within the school.

What challenges do you face in your method of working closely with international families?

Unpacking the specifics of where parents feel their children should be academically is a significant challenge. With families coming from so many nationalities and backgrounds, it’s understandably difficult for parents not to draw comparisons with schooling in their home countries.

Ultimately, I believe that the discussion around educational direction is one that parents should be an integral part of. It would be a mistake to exclude parents in decision-making processes as we need to hear what their fears and concerns are as we learn so much from them. At the same time, we also need to ensure that we’re communicating with them about the decisions we are making and why they are important.

How do you feel that a good international school should interact with the local community?

I think for any school in a host country we have a responsibility to engage with the local community; in its history, culture and at events. It’s an easy mistake to stay in this little bubble of our international school communities, when there is so much to experience around us.

This is even more important here in Zug, as we are a big school in a smaller town, so we need to set an example for our students to interact with the community in a positive way. We’re closely connected with international corporations and families, and one of my priorities is to further integrate our school into the local area to provide more opportunities both to our students and local families.

And more generally, what do you think are the main challenges facing education in the future?

I believe that this ties into challenges facing society more generally, looking at the connection between the future needs of the workforce and how we educate our children from primary through to university level.

Looking at the World Economic Forum’s literature on changing global skills requirements, there has been a significant shift to focus on a need for overarching, interrelated qualities, such as creativity, innovation, leadership, relationship building, empathy, conflict resolution, and emotional intelligence. So, for the education sector, a critical challenge is in relation to how we prepare our students for the future and this more diverse skillset requirement.

The key challenge will be to transition from our current, rigid model of education, which has been ingrained for over a hundred years, to something that is more reactive to changes in access to technology, information, and approaches to learning and working. The model needs to change, and we need to assess how we can ensure relevancy and meaning in learning, and drive this change collaboratively. This is an idea which is gaining momentum within the field of education, and we have begun to think about how this future model might look in our vision for ISZL’s own future.

The International School of Zug and Luzern (ISZL) is an independent co-educational, non-profit day school, from Pre-School to Grade 12 serving the international community of Central Switzerland.

www.iszl.ch

Stronger Together

Versão em portuguêsVersão em português

“We are stronger not despite our differences, but because of them.” ~Prime Minister Trudeau

The recent horrific and tragic attack at the mosque in Quebec and the subsequent categorical response from Canadians and concerned citizens around the world is a poignant reminder of one of our primary purposes as educators. As learning institutions, we must model and live by the highest standards associated with tolerance, empathy, and understanding while categorically rejecting all acts of hate, bigotry, and discrimination. The unique opportunity to serve as an educator includes an unwavering commitment to model and stand up for the values we hold dear in our schools.

While it is not the role of a teacher to promote and impose personal political views and beliefs, it is a teacher’s responsibility to denounce, without exception, all comments and actions that are not in full adherence with the school’s focus on valuing plurality, difference, understanding, respect, and tolerance. As intolerance is usually a result of fear and fear is often generated from a lack of understanding, the focus on learning in schools plays an ever-important role toward deeper understandings. The hope is that the suspicions and uncertainty that result from a lack of understanding or knowledge will be replaced with curiosity, support, and appreciation.

Prime Minister Justin Trudeau’s response to the shooting was a call to action and the coming together as a nation: “We will not stand for hatred and bigotry. Together we will ride from this darkness stronger and more unified than ever before. That is who we are… love, always love, instead of hate.” It is also heartening and inspiring to witness the commitment of our education colleagues and the focus of so many schools and organizations to take a stand against all that divides us. The message is clear in that if one of us suffers, we all suffer. By way of example, Asger Leth’s video, Three Beautiful Human Minutes, is a moving testimonial conveying the message that there is more that brings us together than we think. Teachers are also regularly seeking ways to embrace and learn from our differences. Alison Schofield recently posted a helpful article entitled, “How Teachers can Honor and Nurture all Students’ Languages and Cultures within an International School.” The University of Minnesota, where I am currently engaged in graduate studies, just launched a “We All Belong Here” campaign, with five key messages: 1. Our differences drive our greatness, 2. Respect everyone every day, 3. Rise above intolerance, 4. Stand up to injustice, 5. Strive to be inclusive.

This work is not easy, though it is of paramount importance. The studies of a colleague at the American School of Brasilia, Gavin Hornbuckle, highlights one of these challenges. Gavin conducted extensive doctoral research in the area of intercultural competencies. The results of his study and others indicate that “while teachers often believe that they possess the intercultural skill-set required to [help students to develop intercultural competence], in reality, this may not be the case” (Horbuckel, 2013). The research also stresses that the majority of educators have more of a monocultural mindset, while our students show evidence of being more sophisticated in their intercultural development” (Cushner, 2012). It is a fact that intercultural competence does not come naturally and is an area that we, as educators, need to continually work at, particularly as we seek to understand, embrace, and celebrate our differences.

Returning to Prime Minister Trudeau, one of his recent statements may serve as a guiding principle for our schools: “If we allow individuals and organizations to succeed by scaring people, then we do not actually end up any safer. Fear does not make us stronger, it makes us weaker. We are bound by one, unwavering, unshakable truth: we are stronger not despite our differences, but because of them”.

References:

Cushner, K. (2012). Planting seeds for peace: Are they growing in the right direction? International Journal of Intercultural Relations, 36(2), 161-168.

Hornbuckle, G. C. (2013). Teachers’ views regarding ways in which the intercultural competence of students is developed at an international school in Southeast Asia: a mixed methods study. Unpublished Doctoral Dissertation, University of Minnesota, Minneapolis, MN.

Featured image: cc licensed (CC BY-NC 2.0) Flickr photo by Roel Wijnants (Painting): https://www.flickr.com/photos/cosmosfan/14628522324

Versão em Português

“Nós somos mais fortes por causa das nossas diferenças e não apesar delas” ~ Primeiro- Ministro Trudeau

O recente, horrível e trágico ataque que ocorreu na mesquita no Quebec e a resposta subsequente dos canadenses e cidadãos preocupados ao redor do mundo é um lembrete pungente de um dos nossos principais propósitos como educadores. Como instituições de aprendizagem, devemos modelar e viver segundo os mais altos padrões associados à tolerância, à empatia e ao entendimento e assim rejeitarmos categoricamente todos os atos de ódio, intolerância e discriminação. A oportunidade única de servir como educador inclui um compromisso inabalável para modelar e defender os valores que prezamos nas nossas escolas.

Embora não seja papel do professor promover e impor pontos de vista pessoais políticos, éticos e morais é responsabilidade dele denunciar, sem exceção, todos os comentários e ações que não estão em total adesão ao foco da escola na valorização da pluralidade, diferença, compreensão, respeito e tolerância. Como a intolerância é, geralmente, resultado do medo e o medo é, muitas vezes, gerado a partir da falta de compreensão, o foco na aprendizagem nas escolas desempenha um papel cada vez mais importante para entendimentos mais profundos. A esperança é que as suspeitas e incertezas que resultam de uma falta de compreensão ou conhecimento serão substituídas por curiosidade, apoio e apreciação.

A resposta do primeiro-ministro Justin Trudeau ao tiroteio foi um apelo à ação e à união como nação: “Não iremos defender o ódio e o fanatismo. Juntos, vamos cavalgar a partir desta escuridão, mais fortes e mais unidos do que nunca. Isso é o que somos…amor, sempre amor, em vez de ódio.” É também animador e inspirador testemunhar o compromisso de nossos colegas de educação e o foco de tantas escolas e organizações em tomar uma posição contra tudo o que nos divide. A mensagem é clara, se um de nós sofre todos sofremos. Como exemplo, o vídeo de Asger Leth,Three Beautiful Human Minutes, é um emocionante depoimento que transmite a mensagem de que há mais coisas que nos unem do que pensamos. Os professores também estão regularmente buscando maneiras de abraçar e aprender com nossas diferenças. Alison Schofield publicou recentemente um artigo (article) útil intitulado “Como professores podem honrar e nutrir todos os idiomas e culturas dos alunos dentro de uma escola internacional.” A Universidade de Minnesota, onde estou atualmente envolvido em estudos de pós-graduação, acaba de lançar uma campanha “We All Belong Here”, com cinco pontos-chave:

Nossas diferenças impulsionam nossa grandeza;
Respeite a todos, todos os dias;
Eleve-se acima da intolerância;
Posicione-se contra a injustiça;
Esforce-se para ser inclusivo.

Embora seja de suma importância, esse trabalho não é fácil. Os estudos de um colega da Escola Americana de Brasília, Gavin Hornbuckle, destacam um desses desafios. Gavin conduziu uma extensa pesquisa de doutorado na área de competências interculturais. Os resultados de seu estudo (study) e outros indicam que “embora os professores muitas vezes acreditem possuir um conjunto de habilidades interculturais necessárias para [ajudar os alunos a desenvolver a competência intercultural], na realidade, isso pode não ser o caso” (Hornbuckle,2013). A pesquisa também ressalta que a maioria dos educadores tem mais uma mentalidade monocultural, enquanto nossos alunos mostram evidências de serem mais sofisticados em seu desenvolvimento intercultural (Cushner,2012). É fato que a competência interucltural não vem naturalmente e é uma área em que nós, como educadores, precisamos trabalhar continuamente, particularmente enquanto procuramos compreender, abraçar e celebrar nossas diferenças.

Voltando ao Primeiro-Ministro Trudeau, uma de suas recentes declarações pode servir como princípio orientador para nossas escolas: “Se permitirmos que indivíduos e organizações tenham sucesso ao amedrontar as pessoas, não estaremos mais seguros. O medo não nos torna mais fortes, porém mais fracos. Somos ligados por uma verdade inabalável, sólida: Somos mais fortes por causa das nossas diferenças e não apesar delas”.

A Green Day

“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/)

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.

Our Human Tapestry

The most moving and important testimonials about learning and school culture also come from parents, whose voices are critical to our collective partnership in support of student development. To complement last week’s post, Our Obligation, which focused on inclusion from a student’s perspective, this post shares a poignant parent reflection on the same theme.

Alex Ellis is currently serving as the British Ambassador to Brazil. Following his son Thomás’ recent graduation from the American School of Brasilia, Ambassador Ellis published the following reflections, which focus on the culture of learning and inclusion in schools.

Tomás Finished School Last Saturday

There are parents all over the northern hemisphere who in these weeks have watched or will watch their child go through this ritual, in many different forms, in the case of our son through a flick of a tassel. Each family has its own memories and stories, both similar to those of others and peculiar to themselves.

Our story includes a moment, at an earlier time, spent in a still, grey room, with sensible Flemish doctors telling us in sensible, Flemish English that our son is on the autistic spectrum. There’s no number to confirm this, no blood test. It’s the product of observation and judgment, and that knot of anxiety which has sat inside our stomachs from when Tomas’ first kindergarten teacher wondered if he might be a bit different, the apparent difficulty in hearing (tested, unproven), his slightly awkward walk, his focus on a few toys but not his classmates.

Before he was diagnosed Tomás passed through a series of small schools, mainly with the help of kind teachers, next to whom he was often standing. The diagnosis came after, at very short notice, we had moved from warm, fun Madrid back to Brussels. He plunged into a large school which quickly declared him “ineducable”. It doesn’t sound much nicer when you hear it in French. Which I did, twice, for bureaucratic reasons which were legally impeccable, financially advantageous and inhuman.

I wondered, when Tomas was diagnosed, what would happen next. “Tomorrow” is the best answer. He hadn’t changed and we hadn’t changed. We fell, and then got up. Tomas carried on, much happier at a school that took him, rather than rejected him, for who he is. The labels — Asperger’s, on the autistic spectrum, he’s quite bright but different etc — helped in the first interaction with schools. They were ready to adjust before he walked in.

Tomas got from there to here, 11 years later, because of some things he was born with; confidence, a sense of humour and a good heart. Lots of other children have those characteristics, autistic or not. Tomas had a lot of help as well. Help in the form of classroom support, and crucially from teachers who “got” him. Who saw him as different, not special, as a person, albeit in teenage form, rather than a syndrome.

This, we learnt, starts at the top. Schools are no different from any other organisation in the importance of the leader in determining and living its values. We had luck, and a bit of choice, in the two schools where Tomas spent the best part of a decade. Both heads thought that a school would gain more than lose from a boy like Tomas in it, that this was part of the world of difference in which pupils should learn. Almost without exception the pupils shared this attitude. On a rare occasion when a classmate tried to bully him, his confidence and humour dealt pretty comfortably with it.

The head teacher at the ambitious, academic school where Tomas stayed longest told me, after chatting with him, that he would take him into the school, but there would be some who wouldn’t be so keen to have him there. So it proved. Some teachers welcomed him, some wanted him out of their class. This wasn’t determined by Tomas’ abilities, but by the teacher’s confidence. Over time some teachers excluded him from classes in which he was relatively strong, whilst others kept with him in subjects (maths) in which threats, tears and bribes could not move him — I know, having tried, and failed, with all three. As exams loomed bigger, some teachers, and in rare cases some other parents, wanted Tomas out of the class for fear that he might undermine the grades of other pupils. In such situations the real values of a school become apparent.

Tomas is not easy to teach. Like a lot of kids on the autistic spectrum, he’s pretty autodidactic (and I should thank The Simpsons, Futurama and Cartoon Network for their significant contribution to his education). And he tells it as he sees it, which can be uncomfortable. The new music teacher in one school, fresh from university, might have hoped for a different opening to his career than Tomas asking to see his qualifications.

But the good teachers, and there were a lot of them, got past this or better still embraced this as part of what Tomas brought to the classroom, to the school — and also knew that the second is a lot ore than just the first. Last week, after Tomás stepped up to get an arts prize, to his father’s bursting pride and his own mild indifference, a teacher referred to the support for him from “the school community”. She was quite right. It did, for our son, take just that community to help get him through his education.

So this one goes out, yes, to the son I love. But it also goes out to every member of those school communities, teachers, administrators, security guards, classroom helpers, who saw in Tomas not a potential spoiler of grade averages or a “special” pupil to be kept in a “special” place but rather saw him for what he was — another flavour in the very wide variety that is the human race.

Link to Original Post: Tomás Finished School Last Saturday

Versão português:

Nossa Tapeçaria Humana

Os depoimentos mais emocionantes e importantes sobre a aprendizagem e cultura escolar também vêm dos pais, cujas vozes são fundamentais para a nossa parceria em prol do desenvolvimento do aluno. Complementando a postagem da semana passada, A Nossa Obrigação, cujo foco foi a inclusão de acordo com a perspectiva de cada aluno, a publicação abaixo compartilha a reflexão comovente de um pai sobre o mesmo tema. Alex Ellis está servindo atualmente como Embaixador Britânico no Brasil. Logo após a formatura do seu filho Thomas, na Escola Americana de Brasília, o Embaixador Ellis publicou a seguinte reflexão, que incide sobre a cultura de aprendizagem e inclusão nas escolas.

Tomás terminou a escola no último Sábado

Nessas últimas semanas, pais em todo o hemisfério norte foram ou vão assistir seus filhos passarem por esse ritual, de formatura, nas mais diversas formas; como no caso do nosso filho Tomás que passou a corda do capelo do lado direito para o lado esquerdo. Cada família tem suas próprias memórias e histórias, algumas semelhantes entre si — e outras completamente particulares.

Nossa história inclui um momento vivido alguns anos atrás, em uma sala ainda cinzenta, com sensíveis médicos da região belga dos Flandres nos dizendo, também de forma sensível, que nosso filho possuía um diagnóstico de espectro autista. Não há nenhum número para confirmar isso; nenhum exame de sangue. Essa conclusão é o produto único de observação e julgamento. É resultado daquele nó de ansiedade que tomou conta de nós, eu e minha esposa, quando a primeira professora de Tomás, no jardim de infância, nos chamou na escola e nos perguntou se ele era um pouco diferente; desde sua aparente dificuldade de audição (testada e não comprovada); ao caminhar um pouco desajeitado e o foco em alguns brinquedos, mas não seus colegas.

Antes de ser diagnosticado, Tomás passou por uma série de pequenas escolas, sempre com a ajuda de professores amáveis, dos quais ele quase sempre permanecia por perto. A comprovação veio logo depois que nos mudamos da quente e divertida Madrid de volta à Bruxelas, na Bélgica. Ali, Tomás foi matriculado em uma escola maior, que rapidamente o declarou como “ineducável”. Uma frase que não soa muito mais agradável quando você a escuta em francês.

Eu me perguntava, assim que ele foi diagnosticado, o que aconteceria em seguida. E o “amanhã” é a melhor resposta. Meu filho, assim como nós, não tinha mudado. Nós caímos, mas então nos levantamos. Tomás seguiu em frente, muito mais feliz em uma escola que o acolheu ao invés de rejeitá-lo por ser quem ele é. Os rótulos — Asperger, com espectro autista, “muito brilhante, mas diferente”… — ajudaram em sua primeira interação com as novas escolas. Elas estavam prontas a se adaptarem antes da nossa chegada.

Nesses últimos 11 anos, como fruto de várias características de sua natureza, Tomás adquiriu confiança, um excelente senso de humor e um bom coração.

Várias outras crianças também são assim — autistas ou não. Tomas também recebeu muita ajuda. Ajuda em forma de suporte com as atividades em sala de aula e, crucialmente, de professores que o conquistaram. Professores que o enxergaram como diferente, e não especial; como uma pessoa, ainda que adolescente, ao invés de uma síndrome.

Nós aprendemos algo desde o começo: escolas não são diferentes de qualquer outra organização no que se refere à importância de um líder que determine e estimule determinados valores. Tivemos sorte, e um pouco de escolha, com as duas escolas onde Tomás passou a maior da última década.Ambas as partes acreditaram que a escola iria ganhar mais do que perder recebendo um garoto como ele, parte de um mundo de diferenças que todos os demais alunos deveriam aprender. Quase sem exceção, todos os demais alunos compartilharam essa atitude. E na rara ocasião em que um colega tentou intimidá-lo, a confiança e o bom humor de Tomás lidaram confortavelmente com a situação.

O diretor da escola em que Tomás ficou a maior parte de sua trajetória me disse, depois de conversar com ele, que iria matriculá-lo, mas confessou que haveria algumas pessoas ali pouco ansiosas com a sua chegada. E assim foi. Alguns professores o acolheram, alguns o queriam fora de sala. Isso não foi determinado pela capacidade de Tomás, mas pela confiança de cada um dos professores. Ao longo do tempo, alguns professores o excluíram de aulas nas quais ele era relativamente habilidoso, enquanto outros continuaram com ele em disciplinas (matemática, por exemplo) em que as ameaças, as lágrimas e os subornos não conseguiam movê-lo. A medida que os exames foram aumentando, alguns professores e, em raros casos, alguns pais, queriam Tomás fora da classe — era o medo de que ele minasse os resultados dos demais estudantes. Nesses momentos, os reais valores de uma escola se fizeram presentes.

Tomas não é fácil de ensinar. Como um monte de crianças com espectro autista, ele é muito autodidata (e eu deveria agradecer Os Simpsons, Futurama e Cartoon Network por sua contribuição significativa para a sua educação). E ele diz as coisas exatamente com as vê, o que às vezes pode ser desconfortável. O novo professor de música, recém saído da universidade, talvez esperasse um início diferente para sua carreira: com certeza ele não esperava que Tomás pedisse para ver suas qualificações. Mas os bons professores, e havia um monte deles, apenas superaram essas dificuldades ou, melhor ainda, as abraçaram como parte do que Tomás trouxe para a sala de aula e a escola. Eles entenderam que os ganhos eram maiores que todos os desafios.

Na última semana, depois de Tomás ganhar um prêmio de artes, para o orgulho do pai e para sua própria indiferença, uma professora mencionou o suporte oferecido a Tomás por toda a “comunidade escolar”. Ela estava certa. Eles fizeram muito pelo nosso filho e se engajaram no desafio de ajudá-lo no caminho pela educação.

Então, sim, este texto vai para o filho que eu amo. Mas também vai para cada membro daquelas comunidades escolares, professores, administradores, seguranças e auxiliares que viram no Tomás não somente um potencial de notas medianas ou um aluno “especial” para ser mantido em um lugar “especial”, mas sim pelo que ele era — um outro sabor na variedade muito ampla que é a raça humana.

Link para publicação original: Tomás Finished School Last Saturday

Featured image: cc licensed (CC BY 2.0) flickr photo by James Cridland: Crowd  https://www.flickr.com/photos/leecullivan/240389468/

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/