Newsletter 1 - The International School of Belgrade

Explore ISB
Issue: III
Date: 5-April-07
MS GIRLS’ BASKETBALL ROCKS KIEV
An excited ISB MS Girls’ Basketball team left Belgrade early on Thursday morning, March
8, determined to decently represent the school in far off Kiev and compete against five
other schools: KievA (QSI), Kiev B (QSI), Pechersk (PSI), Moscow Economic School (MES)
and Riga (ISL). The format of the tournament was based on two pools of “round robin”.
On the first day, we played three games, resulting in two wins vs. Riga and Kiev B, and one
loss vs. Kiev A. In the play-off we met MES, the team that demonstrated very rough play.
Our girls played solid zone defense, displaying a very high level of personal engagement
and commitment in every part of the game, but that wasn’t enough to beat Moscow.
This result brought us to play the game for 3rd place vs. Pechersk. We took the lead, but
unfortunately, our girls were tired and didn’t have enough strength to finish the game
the way they started. We lost this game by one point. We must emphasize that the most
valuable trophy in the “CEESA World” is the sportsmanship trophy. All the other athletes
and their coaches voted for Belgrade. Considering this, you can assume how our team acted, played and represented ISB – All for
One, One for All!
Marija Dimitrov & Tamara Atanaskovic
ISB FAMILIES AT THE BELGRADE PHILHARMONIC HALL
As we all know, PYP is all about inquiry. Living in Belgrade, we receive plenty
of opportunities for enrichment through live musical experiences. This time,
the first graders, who were exploring the musical fairy tale of Peter and the
Wolf, enjoyed the famous Prokofiev masterpiece together with their parents in the newly renovated Belgrade Philharmonic Hall. The Collins Family
prepared an English translation of the program for us. The performance was
enjoyed by all. We’ll definitely continue our outings to discover more of the
cultural life of Belgrade.
GUEST MUSICIANS IN ISB CLASSROOMS
Kindergarten students had the opportunity to enjoy a visit by a famous
Serbian pop star, Mrs. Tijana Dapcevic.
We shared our singing experience with
our celebrity guest. Tijana taught us a
song in Serbian while our kindergarten
students performed “It’s a Beautiful Day”. At the same time, the grade 3 students made the acquaintance of another famous actor and singer, Mrs. Ana
Sofrenovic. (See the photos below.) She shared with us how to sing “canon”
– singing in parts. ISB is the place to be!
ISB BAND PLAYED AT MIDDLE SCHOOL DANCE
Imagine 8-year-olds singing “We Will Rock You” full of emotion and full
blast! This is how the Middle School dance started its party on Friday,
March 16. Lead singers Rafaela and Flor demonstrated great talent and
contact with the audience, while Luka, Aleksej, Axel, and Gabriel added
to the atmosphere with guitars and drums. Our band instructor, Mr.
Branko Trijic, really has reason to be proud of his pupils. So has ISB!
Ljudmila Janicijevic, Music Teacher
A Historical Perspective of ISB’s Accreditation
Over the past four years the ISB faculty, staff and administration have been working continuously to
become authorized to offer the International Baccalaureate Organization’s (IBO) Primary Years Program (2007), Middle Years Program (2006) and the Diploma Program (2005). We have also worked
to be re-accredited (2004) by the Council of International Schools (CIS) and the New England Association of Schools and Colleges (NEASC). On March 27 to 30, ISB will host another team of school
experts visiting from these two latter groups, CIS and NEASC. This team will evaluate our school as
part of a five year review process for grades pre-K to 8 and also to grant accreditation for grades 6-12.
The previous IBO visits have granted authorization for the individual programs, and now CIS and
NEASC will review the accreditation status of the entire school.(1)
As a result of all the preparation that has gone into visits for the past four years, the school has seen
a tremendous amount of change, development and progress. This fact was elegantly brought to mind
last week when the entire faculty met about the accreditation process. Anne Jovovic provided a historical perspective of the school that touched many of us, and we wanted to share her presentation
with you.
Thank you, Anne, for reminding us what all this work is for.
Clint and Wendy
MS/HS Principal and LS Principal
Now you can sit back. Relax after a long teaching day and imagine with me….I get the fun part of this
presentation….Let me take you back to “Once upon a time”…. back perhaps to a time before some of
you were even born. Back to a small, brown-haired girl who entered Obradovic Hall as a first grader
in a school that had just been accredited by ECIS and by NEASC.
It was 1981 and accreditation #1
Obradovic Hall (named after Gordana Obradovic, one of the founding teachers) housing two firsts, a
second, and a third grade provided a great variety of vowel sounds for this child. Hearing teachers
from Ireland, from Scotland, from England, and from Wales-- though the child spoke American English-- she read with a distinct British accent.
She had been in kindergarten in Pittsford Hall (that building you can see through the computer lab
windows). She walked between these two buildings over a sloping asphalt tennis court which was used
for all the PE classes. There were four new Apple 2 computers for her to use in the library.
The villa, the current 4th grade prefab, the current teachers’ lounge, Obradovic Hall, Pittsford Hall
and two rooms of the adjoining doctor’s building comprised the whole campus. Some classes were on
split sessions. This child was one of more than two-hundred K-8 students with a teaching staff of 20.
Her school, ISB, was the first school in Eastern Europe to be ECIS/NEASC accredited!
_________________________________________
1 Authorization vs. Accreditation: authorization is the official approval of a school to implement
one of the three IBO programs: PYP, MYP, DP, whereas accreditation is the official endorsement and
certification that a school has met the prescribed educational, organizational, financial standards of the
accrediting agencies.
1991 – Accreditation #2
ISB’s sister school in Pittsford, New York-- assigned by the U.S. Department of Overseas Schools-- provided
curriculum specialists, sent foreign-hire couples to teach, and screened candidates for director. Enrollment at
this time was about 160 as a large contingent of Indonesian and of Japanese students had left for their newlyopened schools after gifting ISB with 3 new Sony TV sets. Friendship Hall had been built in 1984 as a PE, music
and French facility but was almost immediately converted into four classrooms.
Shortly after this 1991 accreditation, sanctions were imposed on Yugoslavia. The school could no longer afford a
foreign-hire director, and the business manager took over. Sixty students were withdrawn in one week. Shipping
was severely curtailed. For almost eight years, the School tried to be as self-sufficient as possible and play a
very low profile in the community for fear of being shut down.
Bombing interrupted the self-study from March through June 1999 after 1/3 of the school had been evacuated
to Budapest for the third time that year. Twelve students remained; the only communication lines still functioning were a phone and a fax machine. There was no Embassy – only a pillaged building on Kneza Milosa and a
pillaged residence. There was no mail service and only phone connections to the Washington bank for over 100
quarterly tuition refunds which needed to be made.
These buildings – thanks to Goran – suffered no more that a few broken windows.
NOW …How had these 1 ½ -2 year accreditation self-studies been carried out beginning in 1979, 1989, and
1999?
THIS WAY: Almost every staff member was chair of a committee on an assigned section of the accreditation
report, and then they were also members of 2-3 other committees. The office staff typed. Did everyone on staff
know the whole report? Absolutely, they had written it all.
2001 was to be Accreditation #3.
Declining to come to Belgrade in 2001, ECIS and NEASC wrote that ISB accreditation was in a “pendulous”
state. They arrived in the autumn of 2002. The self-study had been completed by the remaining staff of about 15
and a very low student enrollment. Some of the self-study points were no longer relevant due to all the economic
and political upheaval.
ISB gained its 3rd accreditation but with a plethora of recommendations. In the 2-year follow up, the principal
and director addressed these recommendations.
Let’s look between 2002 and now….
We have:
•
A full School Board
•
A foreign-hire director
•
A large foreign-hire staff
•
2 new campuses
•
A bubble, a Multi-purpose Room, and many new classrooms
•
A 4-fold increase in student body
•
The addition of pre-K
•
The addition of a 4-year high school
•
Curricular standards and benchmarks, curriculum maps, unit planners…
•
And most exciting, IBO PYP, MYP, and DP authorization!
You know…. That brown-haired young woman can now come back to ISB for a visit in June, and she will say,
“ISB, be proud. You’ve come a long way!”
You know something else? This young lady… our daughter…. still reads with a slight British accent!
Anne Jovovic
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Why student-led conferences?
The four main purposes for implementing student-led conferences are to celebrate a child’s learning, show
growth over time, provide parents with a better understanding of their child’s learning process, and to provide students with the opportunity to take responsibility for their own learning.
This trimester at ISB, the Lower School implemented Celebration of Learning, or student-led conferences. As we involve students more in the learning process, it is also natural for us to begin to engage them in the evaluation of that
learning.
Research shows that when students are given ownership over their own learning, they consistently perform at higher
levels and are motivated to extend their understanding through the process of reflection.
Here at ISB we want students to be a part of the learning cycle that begins with assessing knowledge and understanding. Once this is established, students are able to set goals and through purposeful, scheduled reflection, monitor their
own progress. When students become aware of the direction of their learning they are able to intentionally focus and
grow in that area. By providing them with the context for change, they are able to take control and reach beyond current abilities and efforts. In essence this is the answer to the why of learning. If students know they need to gain fluency
in reading then they will explicitly practice this skill whenever reading, versus reading without intention or waiting for
instruction to grow.
By heightening students’ awareness of where they need to go, teachers can help them realize how to get there and
students can evaluate their development to ensure that goals are reached before setting new goals to build off the prior learning.
This process is supported through our use of continuums. If students are aware of the way learning develops they can always be aware of what is next in their
own learning.
Student-led conferences also give parents the opportunity to see this growth firsthand and to become partners in the setting of future goals. It allows for the
celebration of progress while using that knowledge to make a plan for future learning, as a team.
Thank you for joining us in our Celebration of Learning conferences this year!
Doriane Marvel -PYP Coordinator
This is what ISB students had to say:
”It was super because it wasn’t just the parent doing it.” James 5a
“We got to share our portfolio with our parents and tell them what we learned instead of the teacher telling them.” Johnathon 5a
“I showed my mom my work and she said it was super!” Emre 1a
“I showed my parents how I write and I was proud of myself.” Clare 2a
“I liked it because you could be together with your mom and show her what you learned.” Floor 4b
“I showed my mom how I wrote at the beginning of the school year and how I can write now!” Valentina 1a
“It was great-why didn’t we do it last year!” Hadley 5a
“It was different than my old school because I set my own goals.” Liam 5b
Here is what some parents had to say:
“I didn’t realize how clever my children really are. I even learned something going to his conference-that is a really feel-good situation.” Debs Craig
“I enjoyed it so much, telling is not the same as seeing for yourself.” Mary Hlady
“I loved being there with the kids and having them be a part of it.” Branka Radoja
CEESA Choir Festival 2007
This year, in Moscow, Russia, from February 7 to February 11, schools from all over Europe united with the AngloAmerican School of Moscow to create beautiful music. Those schools were Istanbul, Prague, Bucharest, Sofia,
Budapest, Warsaw, and Belgrade. Ursa, Mina, Natalie, Bo, Beste, Jasmine, and I (Andjelija), represented Belgrade
along with coaches Mrs.Webb Lyman and Mr. Lyman. When we arrived at the airport, we went to the AngloAmerican School of Moscow, where our hosts picked us up. The next morning was our first day of rehearsal. And
as weary, tired, and jet-lagged as we all were, we tried our best to sing, concentrate, and put all our effort into
paying attention to the dynamics, clapping and at the same time, watching our conductors, (Ms. Maiava and Ms.
Boyer) and SMILING!! Already, by the second day of the festival, we got used to standing up and sitting up and
didn’t complain as much. Soon, we all met new friends from other schools and caught up with old friends from
old schools. Between rehearsals, there were solo auditions for the braver ones. Later that day, we performed for
the Middle School assembly, and got T-shirts!! Also on that day, there was a Valentine’s Day Social, and we all had
truckloads of fun! The day of the concert was hectic in a fun and exciting kind of way. We practiced all day; we
had a long lunch break, and the Anglo-American School treated us to a free dinner in their cafeteria. After the
dinner, we had pre-concert prep time, during which people straightened people’s hair in hallways, changed, and drank energy drinks. Then, at six o’clock, we
walked into the same theater we were in for two days, just this time it was filled with people. We sang the nine songs we had practiced for two days, and at the
end, we were very proud of ourselves and were just about ready to go home. But before we could do that, we had to go on a cultural tour of Moscow, so when
we woke up, we went to an antique market to buy some souvenirs. Due to the cold, we couldn’t enjoy it as much as we might have if it were warmer. After
that we went to the Red Square and had a tour guide who showed us all around
it. And to top it all off, we went to a shopping mall which was, by far, the warmest
place we had visited that day. We said bye to our new friends as we walked out of
ISB
the bus; we exchanged emails and promised to keep in touch. And with that, our
Temisvarska 19, Senjak
trip to Moscow was over.
206 9999
By Andjelija Janicijevic 7A
Shakespeare in the Park
Plans are well underway for the annual High School production of Shakespeare in the Park. The 9th grade students are grappling with difficult lines from
Romeo and Juliet, while the 10th graders get to grips with the cheeky humor in The Taming of the Shrew. If you think reading Shakespeare is difficult, you
can admire the 11th grade students who are rewriting the induction – no small task. We already have sponsorship from the PTA and other companies,
and we are hard at work contacting more potential sponsors for the event. Sets, costumes, and music are all being developed and improved ready for this
year’s performance.
This production gives ISB high school students a chance to experience Shakespeare in a way that very few other schools do. It gives them an understanding
of the text and an appreciation of the language that will last their entire lives. The students’ enthusiasm for the play and for Shakespeare is evident in the
effort they are putting into the play. The production brings together students, teachers, and the whole school community as everyone works together to
produce this spectacular event.
Please join us for an evening of entertainment on Saturday, May 12 at 7:00 p.m. There will be light refreshments, good music, and our own rendition of two
classic plays. Tickets will cost 300 Dinars and will be available on all three campuses from May 1. More details will follow in the Dragon Dispatch.
CEESA MS Boys’ Basketball Tournament
Friday saw the beginning of the tournament. There
were 10 teams present – Bucharest black, Bucharest
green, Budapest, Prague, Istanbul, Warsaw, Moscow, Kiev, Latvia, and Belgrade. A lot of basketball
was played over the course of the two- day tournament. Our starting line-up consisted of Declan Habeck, Ben Grondin, Marko Kraljevic, Nikola Tausan,
and George Bocchetti. The three substitutes were
Valerio Toncig, Bozidar Karic, and Michael Shuble.
The coaches were Eric Lyman and Tessa Webb Lyman.
Bucharest, Romania, March 2-3, 2007
On the Wednesday afternoon before the tournament, 8 student athletes and two coaches departed
from the Belgrade train station for Bucharest. Fourteen hours later, the team arrived and was taken to
the AISB campus. The team had plenty of time to
refresh, practice on the basketball court, and eat
plenty of food washed down with peach juice. Later
that day, after the Budapest team had arrived, both
teams took a quick tour of the city, including the
Palace of Parliament (Palatul Poporului), which, we
learned, is the second largest building in the world.
(Do you know what number one is?) Unfortunately
most of our time was spent in the bus, stuck in traffic. When we returned to AISB, the players met their
hosts and departed with them for the evening.
After four games on Friday, ISB had a record of
two wins and two losses, and seeded third in our
bracket. This matched us against Warsaw for the
first game on Saturday. The boys played their best
game against Warsaw, but came up 3 points short
in the end. They then beat the Kiev school to earn a
place in the Consolation Game, where Prague was
waiting. The Consolation Game was close, but Belgrade was not able to keep up with the much bigger
Prague team.
hard work, determination, and fair play, the other
coaches and players voted Belgrade as the winner
of the coveted Sportsmanship award. This is quite
an honor in CEESA, and the boys were very excited
about their accomplishment.
A big thanks to all the parents who supported
their student athletes with all the practices, travel
requirements, and extra homework assignments.
We would also like to thank the administration and
athletic department for making this trip possible.
Here’s to a successful season and many more to
come!
Eric Lyman, Tessa Webb Lyman
Although the boys finished in 6th place, they were
very happy with their showing. Belgrade was the
second smallest school at the tournament and
really impressed the other players and coaches
(and cheerleaders!). To reward the team for their
CEESA Math Competition
ISB played host to over 50 students the weekend of February 3 and 4 – students who came from as
far away as Moscow & Helsinki. The tournament was one of the most successful competitions in
recent years, with many ISB employees and community members helping out. In competition, our
junior-level team of Do-Hyun and Levante placed a respectable 5th out of 11! Great job! On the social and cultural side of the tournament, the CAS students organized a scavenger hunt throughout
downtown Belgrade on Friday afternoon. Luckily the weather held for us, and then we all took off
to go bowling.
The enthusiasm of the participants was obvious, and all went home happy after a weekend of frenetic activity.
MS MathCounts in Helsinki
The MS team: George, Sam, Declan, Nikola, and Zoey (8th grade) & Ursa and Lazar (6th Grade)
competed in Helsinki against students from 12 schools on February 9-11. Ms. Vuckovic and Mr.
Stutz went with them, but they all missed Valerio - who got sick one day before the trip. More
than 80 participants solved math problems, danced to a live band, and played in the snow over
the long weekend. The team’s highlight was a 9th place finish out of 20 teams. George picked
up the 9th place spot in the individual competition (out of more than 80 students): the first time
ever that a student from ISB has placed in the top ten!
Congratulations to all our Mathletes!
Grade 3 Looking in the Mirror
We use many different forms of expression to convey our uniqueness as human beings, and 3rd
grade has been inquiring into “What is art?” through the multiple intelligences. We are especially
grateful to the wonderful talent we have in both the parent and school body, as well as in the local
Serbian community.
We would like to thank Ms. Enderle for sharing her portrait paintings, Ms. Glid and her paper making, Sietske’s dad for his art and design portfolio, Tristan’s grandfather for his seaside paintings and
jewelry making, Smadar the mosaic artist, Anna Sofrenovic for her singing, acting, and mime, and
Nebojsa Babic at Orange Studio for his poster photography.
Thank you also to the 3rd grade mothers who organized the visit to Pozoriste Puz and the Naughty
Princess performance.
Earth Day
Earth Day -- April 22 -- is a very special day celebrated around the world to help remind all of us that we need
to take care of our natural environment. The first Earth Day celebration took place in 1970 and called upon
citizens of the world to recognize how individuals and corporations contribute to the problem of dirtying our
only home, Earth. Because of Earth Day, people now seek ways to walk more carefully on the planet so that
future generations can enjoy clean air, water, soil, and the beauty of so many diverse landscapes.
At ISB, we hope to instill in our students a true appreciation of our planet. When children value their surroundings, they are more likely to become involved in how to care for its future. Nurturing our children’s awareness of
their individual impact upon the environment helps to foster a desire to reduce the amount of energy needed
in their daily lives. By reducing energy needs, the planet is protected.
Please enjoy the following reflections* from ISB students that explain how they take care of the Earth:
•
I walk from school to home. Tine Sorgjerd 5A
•
•
•
•
•
•
•
I take care of the Earth by recycling garbage. Sort out paper – plastic –glass -old food. Charlotte Pierson 3A
I never throw garbage outside. I switch of my computer. Sietske Moshuldayev 3B
I never ever buy a cut Christmas tree. Marek Svatko 3B
I take care of the Earth by not using many shampoo so the water wouldn’t be with chemicals. Mihajlo Drajer 5A
I put trash in the garbage can instead of throwing it on the floor. I do not step on bugs.
Gal Yahav Yaakobovitch 4B
I walk with my Grandma. Luka Ilic 2B
I walk to school 50% of the time and always walk home from school. Sebastian Mikkelsen 5B
This is how children said their families cared for the Earth:
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We plant flowers in the garden. Synne Sorgjerd 3A
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My family takes care of the Earth by keeping the light off if nobody is in the room. Alexander Collins 5A
•
My family takes care of the Earth by turning off the lights in our rooms when we are at school.
Johnathon Shuble 5A
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We plant flowers in Slovenia. Jasa Jancar Sturm 5B
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My family takes care of the Earth by not make messy the street that makes the city dirty and pollution.
Fairuz Hanifah 5B
•
My family takes care of the Earth by planting a new tree every grade. Liam Devoe 5B
•
My family takes care of the Earth by putting off the radiator, when we go to bed. Floor Hitzert 4B
* Students’ comments were submitted exactly as written. Children’s written work is to be celebrated for its own
worth and developmental stage. Therefore, following best pedagogical practices, it has not been corrected.
Jill Maloney - Lower School Counselor
Tech Corner
In this newsletter I will focus on some questions I have received from parents. If you have any questions or need
advice, please don’t hesitate to contact me in person or by email: [email protected].
Keyboarding
I am looking for a program that will help me (or my child) learn to keyboard. Can you recommend some? At school,
we are using Mavis Beacon Teaches Typing. I like the program because students can track their progress and see
exactly which keys they’re doing well at and what mistakes they’re making. You can customize the levels, words per
minute, and age level to make it more appropriate for the user (including adults). It does have occasional games
for reinforcement, but the focus is on learning. There are many other typing programs out there. I have an educational software catalog from the US that
I’d be happy to look through with you.
If you or your child will eventually be going back and typing on a non-standard keyboard specific to your country (i.e. France has an “AZERTY” keyboard),
I would suggest purchasing the software in your country.
There are also some online programs, many of which are free. They typically are not as full-featured as software programs such as Mavis, but may meet
your needs. One simple web-based typing program is Peter’s Online Typing Course http://typing-lessons.org/. Kids like the Dance Mat Typing http://www.
bbc.co.uk/schools/typing/. You can find more titles at our iKeepBookmarks site. http://www.iKeepBookmarks.com/International_School_of_Belgrade/
Computer_Technology_and_the_Internet/Keyboarding
Educational Software
Where can I find quality software programs for my kids at a reasonable price? Some titles are available in Belgrade at places such as Plato, but prices and
selection are better when you go through educational software companies. I use CCV Software (www.ccvsoftware.com) to purchase software for the
school. Students (and parents) are also eligible to purchase most software titles, typically at significantly reduced prices. For example, Adobe Photoshop
is $200 through CCV and nearly $700 retail. You may also want to check at Amazon.com for common programs such as KidPix, which is sold for $15 at the
online giant. If you have a family member in college, the campus bookstore often has great software deals on sophisticated and commonly-used adult
programs.
Software Tutorials
I need to brush up on Excel, learn PowerPoint, etc. Any good tutorials? ISB has a subscription to Atomic Learning: www.atomiclearning.com.
Here you can view short (2 minutes or less) video tutorials specific to the program and skill you want to learn. You can access this at home
as well. Account: isbelgrade Password: learn Melissa Enderle
IB DP Theory of Knowledge and History (Grade 11)
Sometime in February, during our TOK class with Mr. Slough, we had a visiting presenter, our history
teacher. She gave us a workshop about the links between History and TOK.
We discussed with Ms. Branka WHAT WE KNOW and HOW WE KNOW, and specifically:
•
The Roles of Historians;
•
What the Historical Truth is;
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The Meaning of Historical Knowledge;
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How History is dependent on a Historian; and
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How History is used as Propaganda.
Then, divided into 3 groups, we wrote newspaper articles following given guidelines: an accurate and
objective article, a propaganda article, and a mixture of the two.
We presented our articles, explained reasons for the decisions we made, discussed them with other
groups, and concluded that it was a fun-filled, although serious class, and a very interesting exercise.
Aleks & Kevin
∏ Pi Day
Pi Day - March 14 - was a rousing success at the Middle School. Celebrated every year on 3.14, the ISB activities commemorated both this number of
mathematical significance and Einstein’s birthday! Homeroom classes competed in trivia questions, poster, song, and poem creation, and made pies for
sharing. While tension built steadily over the weeks leading up to Pi Day, students and teachers alike were able to relax to the melodious strains of the Pi
Music that wafted gently through the Middle School during breaks and lunch.
The culminating activity is the annual Pi Recitation Contest, where students stand up and recite as many digits of this (neverending) number as they can.
Our grand prize winner this year was 7th grader Dauphine deKernier, who memorized 101 digits of pi - a new school record! (If you’d like to equal her
feat, you’d need to memorize the following:
3.14159265358979323846264338327950288419716939937510582097494459230781640628620899862803482534211706798
Other students who did well include Nathalie Spreter (76), Luka Gobeljic (55), Matija Tausan (53), Marina Krstovic (45), and Isaure deKernier (40). Thanks
to all who participated in this fun event!
Dave Stutz
Young Authors’ Competition
The 23rd annual Young Authors’ Competition is taking place in grades 6-8 at the Middle School. Students have brainstormed plotlines, developed character
webs, written rough drafts, and typed and formatted texts. Book cover designs and illustrations complete this short story writing project.
The Young Authors’ Competition judging rubric includes the MYP Language A assessment criteria.
10 points CONTENT (creative, original presentation of conflict)
10 points ORGANIZATION ( logical plotline; clear, coherent presentation of story and characters; concise)
10 points STYLE (richness of vocabulary; effective use of language including dialogue)
10 points PRESENTATION (book cover content and layout; book layout; neatness; proofreading)
Books in each of these three classes are judged anonymously by 2 outside judges. Prizes for stories and for illustrations will be announced in mid-May.
A new aspect of our Young Authors’ program has earned our 8th graders MYP Community & Service hours. They have participated in a one-on-one teaching
session with the 5th graders to explain how they wrote their short stories and to share stories.
The Middle School Language A Teachers
International Learning Disabilities Association
Conference
Dear Parents,
I recently went to Pittsburgh, Pennsylvania, for the annual International Learning Disabilities Association Conference. I presented at this conference. Many of the other sessions that I attended over the
four-day conference were also very informative. Here are two highlights:
Many students with LD (a Learning Disability) such as dyslexia, dyscalculia, etc., also have ADHD.
Short attention span, distractibility, hyperactivity, and/or disorganization are common elements of
ADHD. Here are a few tips from author, Barbara Guyer, who presented at the conference. (She has
written a book called ADHD: Achieving Success in School and in Life, if you are interested in reading
more about this topic).
For the disorganized student:
* Be very specific when making requests.
* Put a schedule on the disorganized student’s closet door.
* Place everything going to school at the front door before going to bed.
For the hyperactive student:
* Exercise before beginning to work on assignments.
* Provide opportunities for movement, as needed.
* The right music (particularly Mozart) can have a very calming effect on a hyperactive student.
I also went to a session conducted by a sleep disorder specialist. Many students with ADHD also have
difficulty with sleeping. While students are not impaired by getting only 8 hours of sleep, most elementary school students and teenagers need 10 hours of restful sleep a night to function at their best.
While we are sleeping, we
* repair wear and tear from the previous day,
* build up energy stores (especially in our brains),
* store new information in our memory, and
* problem-solve creatively.
Lifestyle habits established in childhood tend to last a lifetime. Long-term neglect of sleep can increase risk of obesity, diabetes, high blood pressure, and heart disease in adults.
Routines for good sleep include the following:
* Go to bed and get up about the same time each day.
* Get some excitement and exercise each day.
* Stimulating activities should take place before dinner.
* Children should eat a well-balanced diet.
* Eat dinner two or more hours before bedtime.
* Relaxing routines and dim lights before bed help children wind down.
Regarding the need for dim lights before bed…blue lights are high intensity and help us be alert during
the day. But computer screens are often blue. Sleep specialists therefore discourage having your child
in front of the computer right up until bedtime.
Sleep specialists also state that we are meant to go into semi-hibernation while we sleep. The recommended temperature for sleeping is 18 degrees Celsius (65 degrees Fahrenheit). If children are too
warm, they are more prone to have nightmares.
Serene Bushey - Learning Support Specialist
HS Boys’ Basketball Continues to Thrill
Last weekend ISB hosted five CEESA basketball
teams. During the three days of play, there were
numerous ups and downs and excellent games.
Belgrade B Highlights
On the first day of play ISB-B went 3-0 in “round
robin” play. On the second day they went against the
strong Kiev (QSI) team and lost. ISB took 4th place
after a heartbreaking loss, when a Kiev (PSI) player
made a last second shot to tip the tied game in their
favor.
Belgrade A Highlights
After several ups and downs, Belgrade A found its stride and ISB had its revenge on Kiev (QSI).
In the championship game ISB played their best game and wore down their opponents. In the last
quarter it was clear Belgrade A would become CHAMPIONS!
Congratulations to both teams and coaches!
Award Winners in the Libraries
One of our goals in the ISB libraries is to encourage children’s love of reading. Following is a list of the Newbery and Caldecott award-winning
books that we have in our libraries. We hope that you will come in and check them out.
Newbery Winners
The Newbery Medal, named for 18th century British bookseller John Newbery,
is awarded annually by the Association for Library Service to Children (ALSC)
to the author of the most distinguished contribution to American literature for
children. It was first awarded in 1922.
Note: Grade levels mentioned are interest level; reading level may be different.
Joyful Noise: Poems for Two Voices (Gr. 3 and up)
Lincoln: A Photobiography (Gr. 5 and up)
A Visit to William Blake’s Inn: Poems for Innocent and Experienced Travelers
(Gr. 3-6)
A Gathering of Days: A New England Girl’s Journal, 1830-32 (Gr. 5-8)
Invincible Louisa: The Story of the Author of “Little Women” (Gr. 5-8)
Shen of the Sea: Chinese Stories for Children (Gr. 5 and up)
Tales from Silver Lands (Gr. 3 and up)
Tale of Despereaux (Gr. 3-6)
Sarah, Plain and Tall (Gr. 3-6)
Mrs. Frisby and the Rats of NIMH (Gr. 3-6)
Secret of the Andes (Gr. 3-6)
Ginger Pye (Gr. 3-6)
The Door in the Wall (Gr. 3-6)
The 21 Balloons (Gr. 3-6)
Miss Hickory (Gr. 3-6)
Strawberry Girl (Gr. 3-6)
Rabbit Hill (Gr. 3-6)
The Matchlock Gun (Gr. 3-6)
Thimble Summer (Gr. 3-6)
Roller Skates (Gr. 3-6)
Hitty: Her First Hundred Years (Gr. 3-6)
Number the Stars (Gr. 3-7)
The View from Saturday (Gr. 4-6)
Dear Mr. Henshaw (Gr. 4-6)
Bud, Not Buddy (Gr. 4-7)
Shiloh (Gr. 4-7)
The Summer of the Swans (Gr. 4-7)
From the Mixed-Up Files of Mrs. Basil E. Frankweiler (Gr. 4-7)
The High King (Gr. 4-8)
The Whipping Boy (Gr. 5-7)
A Single Shard (Gr. 5-8)
Holes (Gr. 5-8)
Missing May (Gr. 5-8)
Dicey’s Song (Gr. 5-8)
The Hero and the Crown (Gr. 5-8)
Bridge to Terabithia (Gr. 5-8)
The Westing Game (Gr. 5-8)
Roll of Thunder, Hear My Cry (Gr. 5-8)
The Grey King (Gr. 5-8)
Julie of the Wolves (Gr. 5-8)
Sounder (Gr. 5-8)
Shadow of a Bull (Gr. 5-8)
A Wrinkle in Time (Gr. 5-8)
The Bronze Bow (Gr. 5-8)
Onion John (Gr. 5-8)
The Witch of Blackbird Pond (Gr. 5-8)
Carry On, Mr. Bowditch (Gr. 5-8)
The Wheel on the School (Gr. 5-8)
King of the Wind (Gr. 5-8)
Johnny Tremain (Gr. 5-8)
Adam of the Road (Gr. 5-8)
Caddie Woodlawn (Gr. 5-8)
Waterless Mountain (Gr. 5-8)
The Cat Who Went to Heaven (Gr. 5-8)
Smoky: The Cow Horse (Gr. 5-8)
A Year Down Yonder (Gr. 5-9)
Island of the Blue Dolphins (Gr. 5-9)
Out of the Dust (Gr. 5-9)
Jacob Have I Loved (Gr. 5-9)
Up a Road Slowly (Gr. 5-9)
Rifles for Watie (Gr. 5-9)
…and Now Miguel (Gr. 5-9)
Gay-Neck: The Story of a Pigeon (Gr. 5-9)
The Dark Frigate (Gr. 5-10)
Criss Cross (Gr. 6-9)
Crispin: The Cross of Lead (Gr. 6-9)
Walk Two Moons (Gr. 6-9)
The Giver (Gr. 6-9)
The Midwife’s Apprentice (Gr. 6-10)
Maniac Magee (Gr. 6-10)
I, Juan de Pareja (Gr. 6-10)
M. C. Higgins, the Great (Gr. 7-12)
The Slave Dancer (Gr. 7-12)
Caledcott Winners
The Caldecott Medal, named for 19th century English illustrator Randolph
Caldecott, is awarded annually by the ALSC to the artist of the most distinguished American picture book for children. It was first awarded in 1938.
The Hello, Goodbye Window
Kitten’s First Full Moon
My Friend Rabbit
The Three Pigs
Joseph Had a Little Overcoat
Snowflake Bentley
Rapunzel
Golem
Officer Buckle and Gloria
Smoky Night
Grandfather’s Journey
Mirette on the High Wire
Tuesday
Black and White
Lon Po Po
Song and Dance Man
Owl Moon
Hey, Al
The Polar Express
Saint George and the Dragon
The Glorious Flight
Shadow
Jumanji
Fables
Ox-cart Man
The Girl Who Loved Wild Horses
Noah’s Ark
Ashanti to Zulu: African Traditions
Why Mosquitoes Buzz in People’s Ears
Arrow to the Sun
Duffy and the Devil
The Funny Little Woman
One Fine Day
A Story, A Story
Sylvester and the Magic Pebble
The Fool of the World and the Flying Ship
Drummer Hoff
Sam, Bangs and Moonshine
Always Room for One More
Where the Wild Things Are
The Snowy Day
Once a Mouse…
Baboushka and the Three Kings
Nine Days to Christmas
A Tree is Nice
Frog Went A-Courtin’
Madeline’s Rescue
The Biggest Bear
Finders Keepers
The Egg Tree
The Big Snow
The Rooster Crows: A Book of American Rhymes and Jingles
Many Moons
The Little House
Make Way for Ducklings
They Were Strong and Good
Animals of the Bible
Kat Calzini
Pre K -12 Librarian
Nurturing the Genius in Each Fifth Grader
Or How the Theory of Multiple Intelligences is Addressed in Grade Five
Making your learning style work for you is like finding the right person to spend your life with. Once you have understood the way you learn (finding the
right person), you will need to identify specific strategies that fit your way of learning (finding ways that he/she fits best into your way of living). For example, if you are a visual learner, you could use a highlighter when reading this text. The brightness of the color would captivate your artistic intelligence
and help you focus on the reading. In our analogy with the right person, things that you value in your life will center your attention on a person that shares
the same principles as you do.
How do the learning styles apply in the classroom? Upon determining your own learning style as well as those of your students, certain points should be
taken into consideration when structuring classroom activities. With our visual learners, we use visually appealing materials, and we make sure that our
learners are able to see us speaking as well, so they may read both our body language and our facial expressions. We use colored markers to highlight
important points on the board and provide opportunities for students to use visual diagrams prior to writing assignments. The use of technology and its
moving images are always a welcome addition to the concepts introduced in our classes. We encourage our students, when they are reading, to visualize
information as pictures in order to help them comprehend and better grasp the reading passage.
For our auditory learners we provide opportunities where students share their thoughts in class debates, discussions, and classroom meetings. On a
monthly basis, our students have 1-2 formal demonstrations where they practice oral as well as presentation skills. We read aloud to our classes at least
twice a week. We create mnemonics to aid memorization (Please Excuse My Dear Aunt Sally – for Order of Operations in Math – Parenthesis, Exponents,
Multiplication, Division, Addition, Subtraction) as well as musical jingles (during our unit on Power of Persuasion). Our Literature Circles provide ample opportunities for discussing literature verbally as well as for sharing ideas from books as evidence of a particular point of view students want to share.
In order to acknowledge the needs of our tactile/kinesthetic learners, we provide opportunities for frequent stretches between longer instructional periods. Students are also allowed to work and complete their tasks in a standing position. Our classrooms have attractive and bright displays of student work
as well as posters that highlight the concepts we are focusing on. The skills of skimming and scanning are introduced as ways to preview reading material
before reading it in greater detail. Finally, listening to soft, background music (on headphones) is allowed for those learners who work better with music,
especially during tests (Math).
Over the years, we have found that it is important for students to be aware of the learning style of the teacher, as well as those of their classmates. The
processes of thinking and learning need to be taught explicitly and should become part of the classroom discourse. We model this by thinking aloud the
way we learn as well as the strategies we use in order to help our students identify theirs. Through open class discussions, students become aware of the
range of strategies that they can use when solving a particular problem.
As students become aware of their learning style as well the diverse strategies that might be used, they develop their own repertoire of approaches to
develop to their full potentials as well as strategies to tackle their weaknesses. Our goal is to have our students comprise the repertoire in the classroom,
and as they become more confident, to transfer these skills and use these strategies outside of school.
As we have taught different grades throughout the years, we have noticed that the focus of the learning styles we evidenced has shifted primarily from
the tactile/kinesthetic (with younger children) to more visual/auditory (with upper elementary students). That doesn’t mean that all three were not present at the same time; it just implies that, as children develop, their preferred learning styles also develop. Besides being aware of the learning styles of our
students, it is also helpful to know the time of the day when students are most alert and ready for learning. Research shows that 28% of K-2 students are
morning learners compared to 30% of middle school children, 40 % of high school students, and 55% of adults.
We don’t teach the same concept in all eight ways (Gardner’s Theory of Multiple Intelligences) or present everything in all three learning style modalities
(Dunn’s classification of Learning Styles). The possibilities are there for us to decide what works the best for each of our students, within the given time and
resources that we have in the classrooms. We have to admit that we usually enjoy more the activities that are designed for our dominant learning style as
well as for our intelligences. It is not easy to acknowledge all of the multiple intelligences as equally important in a system that places an emphasis on a
few of them. We try to provide open-ended tasks as well as assessment rubrics that allow choices for student demonstration of their learning. We also find
using portfolios, reflection journals, and independent projects an effective way of motivating students and a successful tool for providing objective (and
unlimited) feedback to our students’ performance.
We have found that using a wide assortment of intelligences sparks more interest in the eyes of our students and facilitates more in-depth understanding
of the concepts and skills covered.
At ISB, we particularly like the emphasis on the practice of individualized evaluation. Although it is more time-consuming for us, this approach helps us
make informed decisions about what and how to teach. At the beginning of the year, we usually give out student and parent surveys which reveal the
interests of the students in our class as well as the expectations of the parents about their child’s education. There is also a section where families share
important information about their culture.
In conclusion, although the Theory of Multiple Intelligences and Learning Styles offers a rainbow of opportunities for classroom application, the overarching concept which unites both of them is the principle of recognizing the different abilities and talents of students. Teaching and assessing through them
gives us another powerful tool that enables our students to feel successful in the classroom. At least that’s how we understand and implement them in this
corner of the world.
- Elena Sentevska
Middle School Technology Students Grapple with Design Projects.
Students in Mr. Habeck’s Design and Computer Technology classes have been very creative this year. The 6th graders were grooving
as they made woven I-Pod and cell phone
socks while the 7th graders were busy building spaghetti bridges. The 8th graders, on the
other hand, have been putting their snappy
mechanical brains to work trying to figure out
how to make a car out of a mouse trap.
Another Session of After School Activities Began March 5!
Based on the volume of student activity requests, the After School Activities program continues to be a popular addition to student life at ISB.
Over 140 students enrolled in up to 2 or 3 activities, depending upon grade level. Many new activities were extremely popular choices, and some old favorites hit
new highs!
Ceramics and Sculpting for the younger students and Clay Modeling for the older grades were both very popular activities this spring. African Arts and Crafts, Field
Hockey and Capoeira Martial Arts are all new activities in high demand. Gymnastics continues to be a favorite activity, as are Basketball and Soccer for boys and
girls of all grades.
Below is the list of the activities for the Spring 2007 session. We are always looking for new ideas and new instructors. Please contact Glenn Saltzman (gsaltzman@
isb.co.yu) with any comments, suggestions, or concerns.
Monday’s activities:
Thursday’s activities:
Ceramics and Sculpting (Grades K, 1, & 2)
Soccer I (Grades K, 1, & 2)
Karate (Grades K–5)
Ballet (Grades K, 1, & 2)
Clay Modeling (Grades 3-5)
Field Hockey (Grades 2-4)
*Girls’ Basketball 16:15 Start (Grades 3-5)
Forum Theatre (Grades 3-5)
Painting on Glass (Grades 3-5)
Tuesday’s activities: African Arts and Crafts (Grades K, 1, & 2)
Friday’s activities:
Basketball (Grades 3-5)
Jewelry Design (Grades K & 1)
ISB Band (Grades 3-5)
Gymnastics (Grades K-5)
Cooking (3-5)
Girls’ Soccer (Grades 3-5)
Web Page Design (Grades 4 & 5)
Wednesday’s activities:
Capoeira Martial Arts (Grades K, 1, & 2)
Soccer II (Grades 2-5)
Cheerleading (Grades 3-5)
Kickboxing & Karate (Grades 3-5)