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 . . .