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!"