The Song That is Global School

You can learn a lot about life when you work with children. You learn about life's ups and downs, about success and failure, and you learn about how long and winding the road of life can be. But most of all, you learn that in almost every circumstance that life presents, you can find joy. For me, there is no greater experience in life than to see the joy in a child's face when they feel they have accomplished something.

This joy of accomplishment was more than evident in the faces of the children of Global School yesterday afternoon when they participated in our Winter Sing. Their long hours of practice - and my long hours of enduring their practices (see earlier blog) - finally bore fruit. From the traditional carols of the season such as 'O Little Town of Bethlehem' and 'Jingle Bells', to the less traditional but no less satisfying 'You're a Mean One, Mr. Grinch', the children's voices soared and their faces shone. And the Chanukah play - with all of its memorization - was performed with much good spirit and aplomb.

Have there been better holiday plays in the history of school holiday plays? Maybe. Have their been louder singers, better bell ringers, and more fluent speakers? Possibly. But have students ever performed with more heart, more effort, or in the face of greater odds than those faced yesterday by our Global School students? Almost certainly no.

For you see, known to most, but still news to a few others, Global School will be closing its doors for good at the end of this week. As if saying goodbye to students and faculty for the long holiday break were sad enough, these students were singing their last songs and performing their last plays as Global School students. While everyone in the audience knew this, and certainly the students themselves felt the same, even this news could not disguise the joy in their voices, their hearts, and especially in their eyes.

If a school has to have a culminating event, where everyone can come together one last time - parent and student, faculty and staff - I can think of no better way than to be in the midst of our own students performing their best. There is something about a child's voice, their hesitant delivery of memorized lines, and the pregnant pause before the proper hand bell is rung, that encapsulates the joy of working with children - all the more so as you realize that this is last time you will do so with these special children.

Come January, everyone at Global School will find themselves elsewhere - new schools, new friends, new experiences. What they will not find, no matter where they may go, is a better vision of what a school can be, a new school community that loves learning more, and finally, a place that prizes children - their hopes, dreams, and their lives - more than we have.

Our doors may be closing, but the vision that was, and still is, Global School will live on. We have all tasted and experienced what a great school can be. As a result of our Global School experiences, we now know what it means to be part of a true learning community - what it means to be the best. Better yet, each of us has been enfused with a responsibility as we move on, to make sure that wherever we go, wherever we learn, we help the people we come to know and to work with, to understand the power of the vision we are leaving behind.

If there is a song for Global School, it is a wordless melody in the faces of our students for all that they have accomplished. It is, at its best, a song from the heart. It is in fact, despite the circumstances, a song of joy . . .

May you have a wonderful and blessed holiday season from all of us at Global School.

The Difference Between "Want" and "Need"

Life is full of transitions. As the holiday season kicks off in high gear, I'm reminded of one of the biggest transitions that virtually every child in America experiences at a critical point in their young lives. No, I am not talking about when the dream of Santa Claus is forever shattered. This is not a transition from broad fantasy to harsh reality - after all, Santa Claus or not, the gifts still flow . . .

Instead, this transition is more insidious due to its slow, and some would say stealth-like approach. In some cases, it may take years to fully manifest itself. The process begins in seemingly random and I am certain, sneaky fashion, perpetuated by parents and grandparents, with the occasional aunt or uncle dragged along for good measure. The transition? The slow and laborious change from toys under the Christmas tree, to clothing or other so-called "practical" gifts. No more Tonka trucks, chemistry sets, or Mr. Potato Heads. Instead, socks, pants, and the occasional packs of underwear begin to show up - things we are deemed to need, rather than to covet . . . Is there any more damning words to a child than "we thought you might need this?"

Though traumatized by my own transition from the safe and comfortable world of "wanting" something, to the harsh and cold reality of "needing" something, I have moved on in many ways. Most importantly, because I work in a school environment, the holidays hold a special meaning for me now - ultimately, even more satisfying than my former days of "want." For, in a school, there is nothing more exciting and fulfilling than the annual holiday concert.

This year, the holiday concert has even more of a special meaning for me. Due to the lack of a separate area for music in our school, the students in Mr. Burris' music classes conduct their rehearsals in the multi-purpose room just around the corner from my office. As a result, I have experienced each and every one of their rehearsals from their inception. Though I must admit their progress as singers and musicians to this point is remarkable, the road to the concert has not been without its share of bumps and rough spots.

Imagine if you will, kindergartners through sixth grade students not only learning to sing together in their various grades and groups, but also learning to play the recorder - though not at the same time. The variations in pitch, sound, and ability are staggering to ponder - and to listen to . . . From the high-pitched, near tweaking sounds of the kindergartners, to the roller coaster-like ups and downs of beginners playing the recorder, through the pre-pubescent voice changes of fifth and sixth grade boys, I have heard it all this year.

While I have strained at times to find hope for the future harmonies of "Rudolph the Red-Nosed Reindeer", I can only admire Mr. Burris' efforts as their teacher. As I close the outer doors to the multi-purpose room and think seriously about purchasing a set of Bose headphones to drown out the sometimes withering sounds of first-time recorder players, I once again admire the commitment and hard work of music teachers around the world - and especially Mr. Burris. If I'm ever asked to vote for sainthood for anyone, every music teacher I have ever known will be right at the top of my list . . .

Despite the closed doors and threatened headphones, and despite the early renderings of the old favorites that force us to question just which season they are singing about, by concert time, all of the hard work by teachers and students inevitably pays off. With voices in tune, recorders responding dutifully, and Mr. Burris looking more relaxed than at any time during rehearsals, I have no doubt that Rudolph and the Dreidel song could ever sound better.

Everyone has their own special memories and feelings about the holidays. For me, next to being with my family, nothing says the holidays more than hearing the children singing. There's just something about seeing - and this year, hearing - all their time and effort bear fruit. Though my brain will forever be infused with the tunes they practiced daily - including the phrase, "You're a mean one, Mr. Grinch!" - it all fades away while sitting and listening to their actual performance.

Finally, unlike the afore-mentioned holiday traumas, the holiday programs in a school are something I both "want" and "need" to add to spirit of the season. However, I'm still hoping for one of those remote-controlled helicopters under the tree this year. I really want it . . .

Finding the "Thanks" in Thanksgiving . . .

I have often used this blog to communicate the life that surrounds and is within the Global School of Silicon Valley. As we approach the time of Thanksgiving, I wanted to pause for a moment and thank those people who make our school and our lives so much better.

The missive that follows is my annual Thanksgiving message to the faculty and staff. Though this year is different from the past in many ways, never have my thoughts been more genuine and heartfelt . . .

Despite the fact that the world around us seems currently overshadowed by uncertainty, I wanted to take a moment to share with you what I am truly thankful for this Thanksgiving season.

Topping that list would have to be our community here at the Global School. Through your own hard work, sweat, and even tears, you have crafted a place where our students are the center of our day, where their learning and growth are paramount, and most importantly, where they can be happy and joyful while exercising their intellect and discovering new things. Global School is a place that children cannot wait to get to on school day mornings, and cannot bear to leave at the end of the day. Few schools, if any, can boast the same.

I am thankful as well for each of you "veterans" - those of you who have been at the school from the beginning or near beginning. You have weathered a great deal in your time here, and I admire your strength, your resilience, and your aplomb. You have stayed for many reasons, but most of all, I like to think you have stayed because of the vision of the school and the students that we teach. I think it is obvious, that no matter how the chips may fall in the next few weeks, we will never again find a better combination of vision, community, and cooperation than we have right here. To your everlasting credit, we would never have achieved what we did here at Global School without your wisdom and experience - scars and all.

I am grateful also to the "newbies" - those of you who joined us this year. Your energy and enthusiasm had a galvanizing effect on everyone. Your ideas, initiatives, and just plain gumption - unencumbered by the strings of our past - have had a profound and positive impact on everyone. In joining our becalmed ship over the summer, you helped bring us new life and a clearer meaning to our mission.

Most importantly, all of you - either veteran or newbie - have more often than not, put aside the petty jealousies and bickering that so often characterize other schools, and have worked together - frequently in the face of great odds - to bring the school's vision to life. Indeed, each child who has had the privilege of attending Global School and working with you as their teachers, has had their own life enriched beyond measure.

If you recall nothing else from these Thanksgiving thoughts and meanderings, and certainly from your time here at Global School, please remember this always:

Each and everyone one of you has made your students' present and future richer for having been here and having learned from you. Though it may turn out that our time with them was brief, you have touched their minds and their spirits in innumerable and magical ways. Years from now, they will fondly recall their joy, their discoveries, and their teachers in the best of all possible lights. They will never forget their time at Global School and the time they spent with you.

Frankly, neither will I . . .

Happy Thanksgiving!

Bob

After You, Madame President . . .

As the election year in America begins to heat up, it's easy to get lost in all the rhetoric, mudslinging, and general blasts of hot air that are an inevitable part of our nation's electoral process. It seems as though every television channel and news website is dominated by the primary election hoopla that is sweeping the nation.

Interestingly enough, there is an oasis of electoral sanity in all of this crazy quest for votes - a place where good manners, sincere and thoughtful proposals, and good common sense prevail. It is also a place where the standards are high, and where the bar is set for the rest of the country to emulate - that idyllic spot is the Global School first grade classroom of Mrs. Pervez.

In order to help her students better understand how elections work, Mrs. Pervez organized some basic lessons and facts. As part of that discussion, she asked students to actually organize their own campaigns for the fictitious title of President of Global School. Each student worked to come up with a few campaign statements and pledges, designed a poster, and gave a speech before the assembled student body, followed by a final vote. With only three students in the class, the competition was destined to be intense. Thankfully, there were no debates . . .

The slogans that Royce, Madelyn, and Rheeya developed ranged from strong statements of personal qualities: "I am nice", I am cheerful!", and "I am smart", to promoting the practice of good manners - "I respect people", "I love people", and "I am helpful". One candidate of course, tried to summarize it all with "I am super", while another played to the patriotic angle with a "Vote for America" slant within their slogans.

Once the personal superlatives were out of the way, each candidate finally got down to brass tacks with their specific promises. Fully cognizant of where the majority of votes were to be found, the candidates went right for the political jugular. No vague promises of slashing the budget, dealing with foreign countries or regulating Wall Street - our first graders knew what the voters wanted to hear: "I will help you with your math", was my personal favorite - perhaps echoing my own greatest need.

The winning candidate however, pandered enough to her target populace to make most of the current crop of adult presidential candidates look like rank amateurs. Like the real-life candidates, her platform paid little attention to the need to pay for her promises, or the small practicalities of location and legalities. Instead, her slogan was simple, and embodied the essence and longing of every pre-teen's desire - especially in the hotter months of summer and fall - "If I become President, I will build a swimming pool!"

When the election was over, only one candidate was, to coin a term, "still floating". Throwing caution to the wind, but adding a nice historical twist to the process, the students and parents of Global School elected their first woman President. In her inaugural ceremony - thankfully minus the usual round of inaugural balls - President Rheeya was brief, yet graceful, in her victory and acceptance speech. In fact, her simple "thank you" may have set a record for clarity and brevity that will likely go untouched for decades.

Though most of the election excitement has subsided on the campus, and few if any students ask about the proposed pool - thank goodness! - there is still one notable perk that I like to think makes our new President's life a little better. At morning drop-off, I often assist the assigned teachers in helping to open car doors. Whenever possible each day, I make it a special point to greet Rheeya's car.

While it's not quite Secret Service-level protection, and no band is eagerly waiting nearby to launch a hearty rendition of "Hail to the Chief", my daily greeting as I open the door, "After you, Madame President . . ." seems to do the trick. Her quick, shy smile alone makes that simple phrase all the more worthwhile . . .

Waffling Allowed

A school's mission can be made evident in many ways. Some schools construct their buildings and campuses around the school's mission statement - open classrooms, large common areas, playing fields, art facilities, and more. Others make their mission known through banners, bumper stickers, or plaques around the school that spell out their purpose for being. Having been a part of schools that do all of the above, I can vouch for their usefulness and appropriateness in communicating the key elements of what they are all about.

However, never have I seen a school's mission articulated quite so well, as when it can be witnessed in action - not necessarily in a classroom environment such as you might see through a classroom observation of a particular teaching method or use of technology. Instead, I prefer to see the mission of a school come to life in the everyday lives of children. There is a very well known quote from a Torah study that says: "Character is what you do when no one is watching." For me the same is true for schools - if I were to paraphrase: "A school's mission is best observed when no one is watching."

Lest anyone think I am leading them down the paths of the paranormal, I am talking about those times, without teachers or other adults, when students actually practice and actively use the principles of a school's mission. Obviously, one has to observe them doing it, but it is in a situation where students forget they are being watched or better yet, couldn't care less. It is these times, and almost magical moments, where everything we work for as educators seems to come together.

Such a moment occurred recently in our after school program. With sometimes a dozen or more students of all ages coming together after a long day of classes, you never quite know what to expect. On this particular day, Mrs. Nancy Young, the After School Coordinator, brought out a box of over sized and multi-colored waffle blocks for any interested students. With students from ages 5 to 12, chances were good that at least someone would be interested.

Slowly but surely, a few students started to take the blocks from the box. Soon, they were joined by others, and the rest of the dozen or so students slowly gravitated over to join in. Without a clear leader, there arose a general agreement that some sort of tall tower should be erected and the work began. Again, without an alpha figure rising to dominate, there was a consensus to try and pattern the colors. Repeatedly, comments were suggested and decisions reached without rancor and most importantly, without regard for the various ages and abilities. Finally, the tower was judged to be finished and the same seamless process continued with new project after new project.

I will be the first to admit that on the surface having a group of students build a waffle-block tower together is not going to cause a rewrite of the tenets of progressive education. However, to see these students work cooperatively and politely with each other, was a true sight to behold. Without regard to each others' ages, heights - imagine the differences between a five year old and a twelve year old - and other limitations that we as adults might perceive, these students cast aside all of the normal impediments and worked together towards a common goal. They were not coached or rewarded, and no suggestions from outside their peer group were made or solicited. In fact, engrossed in their work, they were oblivious to anyone older than themselves.

At Global School, we see the future as a place and time requiring the daily practices of group cooperation and hands-on problem-solving. Our teachers constantly strive to practice and instill those beliefs in our students and in our school community. To see it all come together in a simple after school activity is both a source of pride and a bit overwhelming.

Our various and sundry after school builders may not change the world with their waffle blocks and towers, but they can and will change that same world with their attitude, skills, and cooperation learned during their time with us.

Mission accomplished!

Whole Latte Love

No pun intended - there is an art to working with and teaching children. As a teacher, you must first of all be passionate about children, and of course, passionate and knowledgeable about your subject. With all that passion and knowledge, ultimately, a teacher must be able to teach, to engage, and most of all, allow his or her students to learn. By allowing students to learn, a good teacher knows when to lecture, when to solicit individual student or class participation, and when to simply get out of the way and let students create. Such are the everyday occurrences in each of the classrooms at Global School, but one classroom in particular takes these tenets to a higher level.

Most of us in our early school art class experiences can remember being asked to draw or paint the obligatory vase of flowers or bowl of fruit. Taught by either the regular classroom teacher or by a wandering "art gypsy", the classes were often sporadic or lacking in any real focus. In my own case, one of my art teachers was fixated on Warner Brothers cartoons and we were asked to draw various popular characters - repeatedly. I became the class expert at drawing Tweety Bird. To this day, it is a life skill I will always cherish . . .

Tweety Bird expert or not, today, many children do not even receive the opportunity to draw the bowl of fruit. As school budgets are cut and trimmed, art classes are often among the first to fall under the axe. If not eliminated completely, the number of students in each class is dramatically raised to the point where individual creativity is often stifled in the name of uniformity or simply getting things done.

At Global School, art teacher, Jenny Dickson-Child, moved away from the bowl of fruit long ago, and I am not sure she appreciates Tweety Bird the way I do. What she does appreciate, is that students must become invested in art. To her, art is not simply line drawings or finger painting. Instead, it is also about space, texture, and materials. It is learning about the great and not-so-great artists of the past, as well as the present - not to copy or emulate them - but to help students understand how a particular style or artistic vision came to be.

Whether it be Picasso, Monet or Whistler, students of all grades are introduced to the artist and asked to "be" that artist for the duration of the study. Though thankfully, no one has been asked to slice off their ear in support of this teaching method, students have, among other techniques, lain on the floor to practice charcoal drawings in the style of the bed-ridden Matisse - the end result of which was quite fun and remarkable in its quality. Most of all, Ms. Jenny believes that all art should be shared everywhere and anywhere it can be appreciated. The halls, classrooms, and byways of Global School are a testament to this generous impulse.

Through an earlier blog, most of you know that the students at the school recently painted portraits of area firemen as part of a well-mounted joint project with our local Bank of America to "Honor Our Heroes." Though lacking a bit of the heroic aspect of their earlier work, second, third and fourth grade students recently prepared some additional work for display outside our campus.

Asked to explore the works of native California artist, Wayne Thiebaud, the students were engaged to paint a still-life. The pieces they created were a mix of acrylic paintings, mixed media works (paint and pastels), and collage. No regular bowl of fruit here - instead, students painted cupcakes. Forget the art, for students to overcome the urge to eat the cupcakes before they finished their pieces, was a huge achievement in and of itself. Invited frequently to visit classes throughout the day, I am trying not to take it personally that I was not asked to drop by during this particular lesson . . .

Steeling themselves against the pangs of pre-adolescent hunger, the students completed remarkable work. Excited as always over her students' success, Ms. Jenny arranged for the work to be displayed for a few days at Barefoot Coffee - a local business very close to the school. There, patrons - and not a few parents - are treated to a remarkable array of cupcakes and other bakery delights, the likes of which few long-time artists and students could rival.

Whether laying on the floor with a charcoal pencil taped to a broomstick or drooling over a cupcake still-life, it's clear that Ms. Jenny loves her students and her work. As a result, her students are thoroughly involved in the learning process. Exposed to a seemingly endless supply of artists to learn from - including their teacher - they each produce remarkable work, no matter their age. Their learning experience is active, engaging, and fun - the way all learning should be. The formula is simple: passionate and involved teachers = passionate and involved students. Welcome to Global School!

Dioramas, Dinosaurs, and the Occasional Odd Penguin . . .

I am a huge fan of technology. While I am still in my semi-confessional mode, I might as well admit that I can fairly be termed a "gadget guy." Though I have certainly been called worse in my time, I wear this badge proudly. I am the guy - some would say "sucker" - they make new gadgets and technologies for. Some day the Smithsonian will ask to look into my garage for a running record of technological progress among my abandoned Zunes, Ataris, and other long outdated technologies. I still maintain that Pong and Asteroids were the best video games ever invented . . .

"Gadget guy" persona aside, there can be no doubt that technology and computers have transformed education. From improving communication through tools such as emails and even this blog, to enhancing a school's marketing and exposure to a broader world through websites and in-house publishing, and finally to students making power point presentations, and in some cases programming their own applications, computers and the benefits of technology fill our schools.

However, every once in awhile there is a project or assignment that harkens back to an earlier time. A time when using your hands meant more than typing on a keyboard or furiously pushing buttons on a controller to avoid annihilation by zombies or aliens. Such was the case recently in Ms. Debbie's second grade classroom. The assignment was simple and direct: each student was asked to build an old-fashioned diorama of an ecosystem. This assignment tied in nicely with their earlier work with Mr. Crump from the Tech Academy.

A simple, shoe box diorama of an ecosystem. No power point, no sound effects, and certainly no film or movies. Animals in the planned ecosystem could be store-bought or self-made - Play-Doh was an early favorite - and students were to draw and color the majority of the backgrounds themselves.

To say that I was pleased as the students took the time to share with me their final product would be a huge understatement. Recalling my own "dioramic" experiences during elementary school, I could appreciate their efforts at planning, drawing, and even gluing down the final pieces and parts to make their picture complete. Of course, nothing could compare to the pride and excitement they could not hide as they shared their projects with me. From dinosaurs to the arctic, from ocean environments to the rites of spring, and finally, to ponds and pools, their efforts spanned the full range of ecosystem possibilities - each contained within the confines of a simple shoebox.

Interestingly, the level of their excitement was the one thing that stood out most to me. I have observed these same students working on a range of projects in these early months of school, but none have engendered the pure joy and light in their eyes of these simple dioramas. Some of them were so excited in sharing their work with me that they were not insulted in the least when I mistakenly identified what I thought was a Play-Doh stegosaurus in one of the dioramas. This particular student gently placed his hand on my arm and informed me "that's a sleeping penguin, Mr. Graves." Believe me, that was a close one . . .

Several recent studies have pointed out a common fear that today's students are no longer being asked to use their hands for projects that a lot us once took for granted. Due to our heavy use and reliance on technology - for good or bad - young people today are rarely called upon to take apart something to see how it works. These academic studies suggest that basic activities such as learning to tie knots, building models, and even something once so universal as outdoor camping, have all fallen by the wayside in our preference for working/playing on a computer or utilizing other forms of technology to perform such tasks for us.

So it is even more remarkable when a project like Ms. Debbie's second grade dioramas are able to grasp the total attention and concentration of her class. Beyond their focus on doing something by hand, the joy of displaying their self-made projects is worth at least ten iPads . . .

Somewhere in the universe or twitterverse, or whatever we choose to call it, I'm certain - to borrow a phrase - "there's an app for that!" However, every once in awhile, I prefer to throw caution - and modern life - to the wind, and simply believe instead, that "there's a shoebox for that!"

Better Learning Through Chemistry

From the 1930's well into the 1980's, DuPont Chemical Company's marketing theme was "Better Things for Better Living . . . Through Chemistry." Shortened in the popular mind to "Better Living Through Chemistry", the simplicity and natural ring of the truncated version remains popular today. I believe that this same phrase continues to have great meaning for those of us involved in the lives of schools. Already co-opted once as an advertising slogan, I propose a new catch version for schools: "Better Learning Through Chemistry."

It is the chemistry or mix of people throughout the school - from students to parents, to faculty and staff - that helps define a school's effectiveness in delivering on its vision and mission. More importantly, the right chemistry amongst a school community means that students benefit the most from a system that not only provides for their academic needs, but also for their support, understanding, and motivation as they move forward.

"Chemistry", for a school community can be defined as a certain mix of essential elements or traits that all members of a community should possess to one degree or another. These elements include a true passion for education and working with children, a dedication to these same children and to implementing and supporting the mission of the school, and a willingness to work cooperatively with others. The phrase "plays well with others", applies here not only to the children, but to the parents and faculty as well. I have met plenty of people over the years full of passion and dedication to working with children, but who lack the vital "molecule" of cooperation. The end result for a school is often a fraying of the mission, an uneven educational experience for the children, and oftentimes, a strain on the entire community.

This is not to say that school communities should all move forward in lockstep with each of us acting, dressing, and spouting the same words. On the contrary, good chemistry for a school means embracing the differences in personality, methodologies, and experiences that make up a community. As long as the fundamentals mentioned above are in place - passion, dedication, and cooperation - the groundwork is laid for a successful school.

When in sync and working in the students' best interests, classrooms are true centers of learning and involvement. The focus for all concerned is then what is best for the student, and the community has a palpable and positive feel about it. Students are learning - and enjoying the experience; parents are partners with the school -  participating in their children's education and sharing the school with others outside - and faculty and staff are excited about what they do and are constantly challenging themselves to do better. The learning experience in this type of atmosphere is not a rote, and sometimes tortuous exercise in frustration and futility. Instead, everyone's focus is on the mission of the school and the students themselves.

The difficulty in seeking this balance, however, is always identifying and dealing with those elements that make it harder for the right chemistry to work. A less than passionate teacher, a disgruntled and overly demanding parent, or a child who is clearly acting out their desire to be somewhere else, are but a few examples of these destructive attitudes for a school community. The best communities therefore, consider the overall community first and foremost when hiring, admitting, or adding to the school as a whole - ultimately in all of their decisions.

It is hard work to first build, and then maintain, the good chemistry required in a school community. Pulling together the various elements essential to the learning process, nurturing them, and ultimately, protecting them from forces that would tear them apart, are arduous and frequently daunting tasks. Though difficult at times, the ultimate reward of operating a true learning community makes the effort more than worthwhile. For a school to be fully successful to its mission and its community, we should expect nothing less.

While I'm in the business of borrowing advertising phrases, let's try this:

"Better Learning Through Chemistry" - it's not a job, it's an adventure!

Never Trust a Smiling Kindergartner . . .

You would think after all these years of being involved in schools, that I would have learned . . .

I love to visit the various classrooms in our school throughout the day. Most of the time, my appearances are simple drop-in to see how things are going. At other times, my visits are easily disguised as therapy sessions for myself as I escape whatever paperwork, upset parent, or difficult decision I may soon have to make. There's nothing that tops seeing young children participating and enjoying the learning process. Some of my best classroom visits have been when I am invited to read to a class, help with an art project, or even tag along on a field trip.

So it was with no unusual expectations on my part when I was recently asked to visit Ms. Clark's kindergarten class to help them with their latest science project. The children had been studying the sensations of taste - sweet, sour, bitter, and salty - and had been sampling a bit of each. If you think you know where this is going, you are ahead of where I was as I walked into the room.

You see, all of the signs of a potential ambush were there - and I missed them. There was the serious pretense of a science lesson - what could be more fun than hands-on science with kindergartners? There was also the alleged sincerity of Ms. Clark's invitation - "the children will love to have you stop by!" Finally, there was the excitement of the children themselves as I entered the room. Actually, the term "excitement" in this case is a bit of an understatement - they were actually beside themselves with barely suppressed glee and giddiness. I should have suspected something when several of them covered their mouths to keep from laughing as I sat down at a desk. Though there were alarm bells ringing everywhere in my brain, I rashly assumed they were simply having a good time and were glad to have me stop by. Little did I know how glad they really were . . .

Upon my seating, their mad scientist leader - otherwise known as Ms. Clark - explained their project and began the process of having me sample a taste from each of the four categories. As I recall now through the pain of my memory of the "incident", things started out rather nicely with the taste of a sour gummy worm. This was soon followed by the taste of a salty potato chip. Having experienced these two very intense taste sensations, I was delighted to see the next offering of a rather large Hershey chocolate square being presented to me. Once again, enraptured by my own anticipation of sweet chocolate wiping away the sour and salty tastes of its predecessor, I missed the most obvious warning signs of all - virtually all of the kindergartners literally guffawing as I raised the chocolate to my mouth.

To quote and paraphrase some of my favorite lines from Ernest Thayer's "Casey at the Bat":

     Oh, somewhere in this favored land the sun is shining bright;
     The band is playing somewhere, and somewhere hearts are light.
     And somewhere men are laughing, and somewhere children shout:
     But there is no joy at Global School - Mr. Graves ate baking chocolate . . . .

Actually, as you can imagine, there was great joy in Global School - at least in the kindergarten classroom. As I tried my best to avoid contorting my face in absolute agony over the most bitter tasting experience of my life, the children finally let loose an equal amount of energy with their laughter. It was hard to see through the veil of tears cascading down my face - I was bound and determined to swallow the darn thing - but I will always swear there were a few students literally rolling on the ground with laughter.

If there are lessons to be learned from this, I think I would have to start with my own vow to be more cautious in accepting random classroom invitations in the future. I'll still go of course, but I may demand a thorough search of the premises, as well as some kind of facial recognition software to help identify a set-up as early as possible. I've also added baking chocolate to my list of items left over on the seventh day after God created the earth. Its now right there at the top of the list with beets and brussell sprouts . . .

All personal trauma aside, the kindergartners had a great time. Though it was obviously at my expense, we now have a great bonding experience that will never go away. Nary a day goes by without the same request from a smiling kindergartner: "want a piece of chocolate, Mr. Graves?" I have to admit I enjoy the question, if not the memory . . .

Last but not least, if there is a personal upside to this otherwise traumatic experience, it is that the entire post-Halloween candy eating experience this year was easier for me to get through. After all, how can I ever trust chocolate again . . .

 

Measure Twice, Cut Once . . .

Perhaps the most valuable piece of advice I ever received from my father, next to "don't stick your finger in that socket!", was the simple phrase - "measure twice, cut once." While obviously first intended for the construction trades, it now has wide applicability in many areas - rereading or proofing before sending email, double-checking budget figures, etc. In short: slow down, take the time to do things right, and be certain you have thought of everything before issuing the final product. Hard to argue with a saying like that.

But I digress . . .

As Head of a small, but growing elementary school, there are numerous challenges that pop up on a daily basis that larger and better staffed schools never need worry about. From clogged toilets to sick children; stray cats to burned out light bulbs, when there is no maintenance staff - everyone at the school is a member of the maintenance staff. Add to this semi-exclusive club, the occasional need for a male presence - there are only two of us on board full-time - and the situations requiring my own involvement seem to double. Cleaning up the occasional blood spill aside, it was just this opportunity for hands on involvement at all levels of the school that was one of the primary attractions for me for this position. Where else can you have lofty and ethereal discussions about curriculum and the value of cursive writing in one moment, and be removing a dead mouse from the trap in the faculty lounge the next? I love every minute of it!

Though dead mice are frankly - and thankfully - a rare sight around the halls of Global School, the sheer numbers of physical tasks around the campus, both small and large, dictated a new strategy to deal with them. To that end, I joined forces with our Physical Education teacher, Ben Maxwell, to try and anticipate and organize the various odd jobs we needed to complete. This works fine with what we know is coming - a truckload of books to be emptied and sorted, playground equipment to be assembled, etc. However, we had to be on call throughout the day in case anything unplanned popped up - from rounding up runaway crickets, rousting a homeless guy sleeping on the playing fields, to helping the trash collectors with overflowing garbage bags - no task is too small or too rank for us to handle.

Proud of our endeavors and willingness to leap into the breach at the first flicker of a failing light bulb, Ben and I "semi-incorporated" our efforts into the moniker "B and B Construction." While I am certain that numerous members of the staff would be willing to create, or perhaps already have created slogans for us - we have only this: "Call Us." With no fancy tools to be had, and, like most males, rarely feeling the need to read the instruction manuals, we forge ahead, confident that the true value of a good hard shove or shake, or perhaps simply brute force, is usually underestimated, yet can almost always get the job done.

Shy of fancy t-shirts with logos or much self-promotion, we ask only for the occasional challenge of assembling a Little Tikes playhouse, restoring a door falling off its hinges, or perhaps simply fixing a broken chair. All kidding aside, the chance to work with children every day in the classroom, as well as helping that classroom and the entire school function well enough to support their learning, is a rare and enjoyable opportunity.

Finally, though some would say that "B and B's" motto would be better served by "shove twice and ram once", Ben and I are confident enough in our own semi-professional work and limited skills to forego any franchising possibilities and just remain at Global School.

After all, who else would remove the dead mice . . .

The Beauty of a Global Perspective

As if having the term "global perspective" as part of your mission statement were not reward enough, it is a sight to behold when we realize that perspective by embracing the traditions of another culture. Such was the case today in our school-wide celebration of Diwali - the Indian festival of lights.

Having participated in or viewed literally hundreds of holiday celebrations in schools over the years, I can honestly say that I am just about "pilgrim-ed", "Santa-ed", and "Valentine-ed" out, if there are such phrases. Don't get me wrong, I enjoy each of these holidays and especially the students' roles in them. However, I doubt very much I am going to learn anything new or exciting during a performance from any of them. There are only so many ways to explain the first Thanksgiving, and the songs alone for each holiday are forever embedded into my subconscious.

So it was with great anticipation that I looked forward to the celebration of Diwali today at Global School. For days, the children in Hindi class had been practicing their various roles, speeches, songs, and dances. In preparation too, some of our parents and the Hindi teacher, Mrs. Rao, had made Rangolis - geometrically designed works of art - at several places around the floor of our multi-purpose room. These were particularly beautiful examples of Indian art that children begin making from the age of four or five, and frequently each household has their own design. Ours were spectacular, made of colored rice, and part of the celebration today allowed the children in each grade to fill in their own.

Because the entire celebration also encompassed teaching the audience about the meaning of the holiday, virtually everyone - from kindergarten on up, parents and relatives - was engaged politely listening and viewing the childrens' presentation. A little nervous as always in front of their peers and parents, the students still managed to provide an exceptional performance. They were especially striking in their traditional Indian outfits and jewelry. It must be as the father of three daughters, that there is nothing cuter to me than lower school students dressed up in their finest Indian Sarees. Several of them promised to help me dress up next year as well - not in a Saree, of course - but in the traditional Indian male dress known as Kurta.

To top it all off, the faculty and parents brought a huge selection of different types of Indian food for the post-celebration feast. Even as shy as I am, I was soon eating some of the most delicious food I had ever seen - and I didn't even know its name - nor did I really care. It was truly a feast for the ages!

Finally, after all the singing and speeches, the dancing and the eating, the students were ushered outside for the traditional ending to the celebration - fireworks. However, in place of fireworks - and to the undying gratitude of our neighbors - the students pulled the strings on party poppers and popped several pieces each of bubble wrap - and loved it all!

The school person in me respects all of what I saw and experienced today. I learned a great deal about something new, witnessed students gleefully sharing their culture and traditions, and experienced the joy only a Head of School can when he or she actually sees everything come together in the watchful and attentive eyes of their students. I've never been prouder or more moved by a school celebration.

On the other hand, the kid in me has to admit I secretly enjoyed firing off a few poppers in the guise of "demonstrating" proper techniques to the students, and hopefully, no one will notice the several sheets of bubble wrap stuffed in my briefcase . . .

Happy Diwali!

The Power of Failure

It isn't often that a Head of School writes about failure. Driven by the need to promote our schools, programs, and students, we instead often subscribe to the idea that the only things worth sharing are our successes. Whether it be test scores, college admissions, or community acclaim and awards, a casual viewer of all of this self-promotion would wonder if anything less than absolutely positive or successful ever occurs on our campuses. In fact, I would argue the exact opposite is true.

Good schools do their best work when failures are both tolerated and touted. Not the type of failures where the school's mission has not been fulfilled, or certainly not the type of individual behavioral or normative failures common to the life of every child. The type of failures I am most concerned about are those that happen dozens, if not hundreds of times each day in every classroom. These failures occur when a student does not know the answer to question, is unable to adequately understand a concept, or perhaps simply is incorrect.

Too often today, the rote memorization of simple facts and theorems encapsulated in a multiple choice or other simplistic testing method are the rule of thumb. Frequently assigned a simple numeric or percentage grade, real understanding is quickly forgotten in the race to the next chapter or level. More ominously, with the recent cutbacks in school funding and the resultant larger class sizes in a growing number of schools, such "one size fits all" methods of testing are proliferating. Add to this mix the need to meet individual state standards and the drive for a similar set at the national level, and the stage is set for more quantity than quality. Sadly, as a result, more class time may be spent in test preparation than in actual teaching and learning. 

Authentic learning lies not in the scoring details of how many answers were right and how many wrong - whatever the method of assessment. Rather, the best learning experiences arise out of the discovery that takes place when the student is asked about why something is incorrect or not quite on the mark. Good teaching takes place not only to point out the flaw, but to understand both the student's approach to the problem, as well as how and why the answer may differ from common expectations. It is in these "failures", that real learning for both student and teacher takes place.

Good schools cultivate and encourage an atmosphere where failure is seen as a natural, if not vital part of the learning process. In this scenario, students are not simply left to their own devices in their own wrong answers while the rest of the class moves on. The expectation is school wide that failures are to be expected, discussed, and ultimately learned from for maximum benefit.

History is full of examples where men and women alike have floundered at some point in their careers or chosen path, and yet the best have picked themselves up from their setbacks and defeats, learned everything there was to know about the "why" of the occurrence, and moved forward to even greater successes. Albert Einstein's "F" in grade school math, and Steve Jobs' roller coaster ride at Apple are just two examples of this ability to learn from failure.

Imagine what it would be like if we were taught throughout our school-age years, that there really was no such thing as failure - only more opportunities to learn. If getting the wrong answer was viewed as an opportunity for growth, rather than a badge of placement designed to satisfy funding or recognition requirements of an outside agency.

In other words, where the power to fail unlocks the power to learn. In short, I would imagine it would look a great deal like the Global School . . .

Frogs, Food, and Freedom

In the movie, E.T. The Extraterrestrial, there is a scene in which Elliott, the young lead, is about to dissect a frog in his science class. His newly-discovered space alien friend, E.T., conveniently hidden in a closet at home, senses this imminent action telepathically and decides to have our hero lead a class rebellion and release the frogs outside to their freedom. Of course, chaos ensues, but the frogs go happily free, and in a totally unrelated, though touching moment, Elliott gets to kiss the prettiest girl in the class.

While as far as I know there was no kissing involved, Ruth Rabin's third and fourth grade classes recently had their own E.T.-like moment, or as it turns out - moments. The class discovered a few frogs in a nearby culvert and since they were just about to begin a science unit on amphibians, they decided to adopt their new friends as a learning experience and as class mascots. As with any addition to a family, there naturally comes extra responsibility, and small green amphibians are no exception.

If you read our previous blog, you know that there are at least three key elements needed for life - oxygen, water, and food. Miss Ruth's class studied two other necessary elements in the mix - space and shelter. In this case, the frogs were generously provided with oxygen and water; and space and shelter was available in a fish tank, already inhabited by a large school of fish from a nearby pond. The missing ingredient was food - or so they thought . . .

At first, it was assumed that frogs were herbivores, and thus a generous supply of leaves, weeds, etc. were supplied in great quantities. Unfortunately for the frogs, but fortunately for the local vegetation, this assumption quickly proved false. As their study of amphibians progressed, the students learned that all amphibians are carnivores - exactly at the same time they began to notice that their fish population in the frogs' new home had diminished considerably. Happily for the fish, the best diet for frogs turned out to be flies, mosquitoes, or better yet, crickets. Because flies and mosquitoes are difficult to catch - and let's face it, slightly gross - crickets seemed the logical choice.

The next day, donated crickets arrived in great number - four dozen to be exact - two dozen small and two dozen large in size. Who knew you could select the size of your crickets? The frogs quickly sized up their own favorites - the small ones - and seemed to have had their fill after only a few minutes. The larger crickets were scheduled to meet their fate the next day. Until then, they were housed in what was purported to be a maximum security egg carton contraption the class had devised.

As the new day dawned and the students arrived in Miss Ruth's class to begin their work, various chirping sounds were heard from around the room. It soon became obvious that there had been an overnight breakout from egg block #9 by the large crickets. Given permission to search, the students quickly found and captured the unlucky frog meal-wannabes hiding under a student's backpack across the room - only inches away from the door and the sweet taste of freedom. Other runaways just as quickly revealed themselves hiding behind books and under containers. After awhile, it appeared that the great cricket escape of 2011 had been contained.

Just as the excitement of the hunt began to ebb and the students were returning to work, the now-notorious chirps began anew - again from around the room. It became clear that more escapees may have again made it "over the fence", or in this case, off the counter. The search quickly resumed with cups, small containers, and other makeshift items, as well as plenty of gusto - an appropriate term for third and fourth graders given permission to virtually search and destroy in their quest to recapture stray crickets . . .

Needless to say, when the dust finally settled, at least sixteen of the original fleeing horde were recaptured and imprisoned once again, though several more remain at large to this day. However, there was at least one documented casualty during this "police action", and a student emerged with a new nickname as a result. It seems that one third grader - hereafter known affectionately as the  "Cricket Crusher", exercised her zeal a bit more than necessary. The footloose cricket was indeed captured, but as they say, funeral arrangements are pending . . .

The upshot of all this is that the students in Miss Ruth's class learned a great deal about amphibians, and as a sidebar, their insect "friends" as well. The class even took the experience and turned them into two writing exercises - "The Great Cricket Escape" written from the cricket's point of view, and personal letters written to the frogs. They may have even utilized a bit of interdisciplinary learning by leaning on physical skills learned in their P.E. classes to help facilitate their cricket recovery mission. Regardless of the learning outcomes that may have arisen from these real world events, the ultimate winners in this scenario are the frogs and the remaining crickets.

As a reward for both their efforts and perseverance - as well as a nod I am sure to the constant demands of feeding, and in this case, retrieving - the frogs and their food sources - the students decided to release both groups back into the wild. Never have a group of fish been so relieved!  If there is a lesson in all this, it is that the can-do attitude of a small group of crickets - or frogs in the case of E.T. - can ultimately serve to bring a little more of a sense of freedom to all of us.

Though personally, I still grieve for the Cricket Crusher's innocent victim . . .

Between a Rock and a Hard Place . . .

Oftentimes, in the process of designing curriculum, choices have to be made as to which materials, ideas, or skills must be addressed. Such decisions may be influenced by the length of the school day or year, whichever applicable state or recommended standards may apply, as well as by the individual strengths and knowledge of the teacher involved. This latter concept of proper teacher preparation and a suitable knowledge base, is an often-overlooked area - particularly for lower school or elementary school - where one teacher is expected to be the "expert" on all topics and subjects.

One of the many positive aspects of a private school education is the ability of teachers to freely draw upon the expertise of others - colleagues, parents, or outside experts - to supplement and enhance the education of their children. Whether the topic may be beyond the ken of a particular teacher, or simply presented in a more complete and unique fashion, such outside classroom assistance can be an extremely valuable resource for students and for the school community.

Global School students were the enthralled recipients recently of two such uses of outside expertise. The first involved our fifth and sixth graders experiencing an in-depth series of lessons about geology from a practicing geologist - from New Zealand no less. It seems that Mercedes Jordan, our fifth/sixth grade teacher, had a cousin visiting the states recently. Simon Carryer has been a practicing geologist since 1964 in such far away places as Antarctica, Spain, and Canada. Currently a consulting geologist in his home country of New Zealand, Mr. Carryer spent two days sharing his knowledge of the earth's geology with our students. As a seasoned world traveler and active mountaineer, he was able to share numerous first hand experiences with the students that many may have read about, but few have ever experienced first hand as he did.

The second expert to visit Global School was John Crump from the Tech Academy of Silicon Valley, founded by Dr. Jay Pinson, father of our second grade teacher, Debbie Leveridge. This was his first visit of a series of supplemental science teachings

on a thematic basis to all grades in our school. This month, the topic was our fragile ecosystem and the critical ingredients for life. Mr. Crump had the somewhat daunting task of teaching in one day, our full range of students - from the endless questions of an interested first grader (not always on topic of course), to the often obvious skepticism of the more "mature" fifth graders. To his credit, Mr. Crump handled it all with great skill and aplomb, albeit suffering a tad more exhaustion at the end of the day. Students at all levels walked away from his presentations with a keener understanding of the building blocks of life, as well as a better perspective of our role as humans in this infinite circle.

The ability to learn from a student's classroom teachers on a daily basis is not unique to any one school. Nor is it an earth shattering event when an outsider or two is brought in to supplement regular classroom work - after all, that's what school assemblies are for . . . What is unique, is Global School's commitment to making sure that our students are exposed to a variety of teaching styles, perspectives, and first hand experiences that will provide each of them with the proper tools to move forward and grow into the challenges of our ever-changing world.

You'll have to excuse me now, I'm off to memorize the three types of rock and the three necessary ingredients for life. I never know when the students will spring a pop quiz on me . . .

The "Heroes" of Global School

At one time or another, all of us probably wanted to be a fireman. While I don't recall if I ever voiced such a thought, there is fading photographic evidence of me as a toddler still in diapers wearing a fireman's hat - and despite numerous requests I am not publishing it here. There is just something about the wail of the sirens and riding on a fast-moving truck, breaking out the hoses and extinguishing a burning building, or perhaps simply a love of dalmations that attracts all of us as children to this particular vocation.

Needless to say, while our vision of the glories of fighting fires may have dimmed over the years, our appreciation for their real tasks has increased a hundred fold. As if the courage and tragedy exemplified by the events of 9/11 were not enough to accomplish this task, many of us have personal knowledge or experience with the day in and day out dedication, hard work, and sometimes life threatening accomplishments of the thousands of men and women who protect us in our homes, businesses, and properties. If heroes are defined by their willingness to risk all for the sake of others, than firemen should be at or near the top of any such list.

It is in recognizing firemen for their role as heroes in our community, that Global School students recently joined with the Saratoga Village Branch of Bank of America as part of their tribute to "Honor Our Heroes". Organized by Global School art teacher, Jennifer Dickson-Child and Director of Admission, Susannah Vaughan, GSSV students and the Bank's volunteer, Krissy, worked with the local Saratoga Firehouse and San Jose Engine 9 to create personal portraits of the firemen from each station. The children interpreted individual photos of each fireman from the station walls, and the end result is a fantastic display of creativity and excitement, mounted with great enthusiasm on the wall of our multi-purpose room. Here, students and guests can not only view the final results, Ms. Dickson-Child has also numbered the portraits and lettered the photographs so that visitors can participate in a contest to match each portrait with the proper photo.

This is not just a simple art project, rather the combined efforts of the Bank of America, our local firehouses, and the staff at Global School have allowed our students to go beyond the usual exercise and gain a deeper appreciation of what a fireman's professional life consists of, as well as of the role that firemen play in all of our lives. In an all school assembly in the near future, the firemen involved will be presented their new portraits in person from each student. Hopefully, in return our students will visit the firehouses later this year and see their portraits hanging alongside the firemen's original photos.

Though there was not a single dalmatian to be found at either fire station, the students had a wonderful time completing the project. More importantly, the project was an excellent illustration of our school values of cooperation, community involvement, and learning - all in one project. Simply put, just another day at the Global School of Silicon Valley . . .

Worms and Sharks and Bears . . . Oh My!

Educational leaders today agree that the old model of the individual teacher, lecturing to their students from the front of the class, and isolating his or her teaching to a single subject, i.e. history, math, science, etc., is long outmoded. Instead, in an ideal situation, teachers from different subjects are encouraged to collaborate across disciplines with common themes, and learning in one subject is reinforced in another. This concept, known as interdisciplinary learning, can be as simple as English and history teachers in the same grade agreeing to tying literary texts in one with the historical narrative in another, or it can even be more daring - asking math students to write in a journal explaining their thinking as they solve various problems.

Unfortunately, in an educational environment that demands more and more statistical accountability through testing and the achievement of strict benchmarking standards, there is little time for interdisciplinary learning, let alone collaboration between teachers and disciplines. Outside of the elementary school teacher who, as the sole instructor in the classroom, has the freedom to illustrate for students the connections that are possible, our system of education demands specialization, and thus isolation from supportive learning and interaction. When the sole object of learning is, out of necessity, achieving high marks on an end of the year exam, there is little room for collaboration, creativity, or increased comprehension.

Fortunately, there are schools that allow themselves to step outside of this literal "box", and attempt to forge these vital links between seemingly disparate subjects. At Global School, our budding 5th and 6th grade scientists in Mrs. Jordan's class recently discovered just how much they can benefit from interdisciplinary learning.

Our story begins with the group learning how to classify the various species of animals. To illustrate the concept more clearly, and to add a little spice - if not sugar - to the process, Mrs. Jordan used gummy critters in place of real creatures. Somehow, it's easier to handle gummy worms, butterflies, sharks and bears - after all, one can always eat them if they get out of hand. To make the students think even harder, Mrs. Jordan introduced a multi-colored carrot, asking them to think of possible common denominators and characteristics between the various Kingdoms. Regardless of their subject's behavior and/or flavor, the students were still having some difficulty visualizing and understanding the principles of classification.

Enter our technology instructor, Mrs. Parikh. Because we actively cultivate a collaborative environment between teachers and grades, thereby reinforcing our commitment to not teach subjects in isolation, Mrs. Jordan and Mrs. Parikh put their heads together and considered ways to increase their students' understanding. The end result was that in their next technology class, the students were asked to write their projects in paragraph form and graph them. As part of the process, they also learned how to insert a table into a document, enter information into Microsoft Excel, and convert the information into a bar graph.

In taking a rather complex topic like classification, and approaching the subject from different angles and successfully integrating the application of technology into the learning process, the teachers placed the students' understanding first, and their own territorial interests second. Better yet, the vital principles of teamwork and collaboration were illustrated first hand for all involved.

However, despite the learning of all of these vital lessons, there is a high price to pay for such interdisciplinary work. It seems that other than the bars and charts posted in their classroom, there is virtually no evidence left of the original gummy animals - and not a single witness has come forward. It is a mystery still haunting Global School to this day . . .

Goodbye Mexico, Hello Brazil!

One of the more important aspects of the Global School of Silicon Valley, is its emphasis on infusing a global perspective across the entire curriculum. Never has this interdisciplinary focus been more on display than this past week.

As all of us can remember from our own school days, physical education classes were probably not among our favorites. Whether it be the teacher who simply threw us a couple of balls and said, "go play", or the type of teacher that really believed in teaching lifelong skills; running, jumping, or throwing sometimes seemed a chore, and not often a welcome one at that.

Recognizing that students today may have the same lack of enthusiasm for actually exercising, and also wanting to help fulfill the school's mission of teaching from a global perspective, new GSSV PE teacher, Ben Maxwell has devised a unique and engaging assignment for his students. Designed to make exercise fun, while at the same time focusing their energies elsewhere other than on their actual physical efforts, GSSV students are literally racing around the world . . .

In a nutshell, "Racing Around The World" is a year-long experience, asking students to complete a set number of laps around an improvised track at the school. With each lap the equivalent of 100 miles, students compete by grade level to accumulate miles. Coach Ben has segmented the world into roughly 100 mile increments, with stops and goals for various countries around the world.

For their first stop, students accumulated thirty-two segments for a run to Cancun, Mexico. Originally planned as an exercise that might take several weeks, the students instead completed the entire first segment their first time out. In fact, the enthusiasm among the students was so high, that all grades are already on their way to the next stop: Sao Paulo, Brazil.

It is impossible for me to convey the high levels of enthusiasm and energy the students have for the project. Because the wall charts - beautifully designed by our Art teacher, Jennifer Dickson-Child - marking their progress are outside my office, I can see the joy in their somewhat tired and sweaty faces as they cannot wait to complete their run and observe their progress noted for all to see. Many of them are already mapping out their next steps and pinpointing the countries they hope to visit in the coming weeks.

By combining the need for students to exercise with a new geography lesson each week, Coach Ben has shown that both endeavors can be challenging and fun at the same time. With official Passports stamped after each country's visit, and samples of local foods promised following each segment's completion, experiencing other lands and cultures is also a highlight. Students are so excited about the project that they want to run every day, and the wall charts outside my office are a constant source of study and enjoyment for students, parents, and faculty.

Experts say that learning is often hard work. At Global School, our students are always working hard. Who knew that with a just a little more sweat, discovering the world could be so much fun as well?