Teacher Tuesday: Angela Ballou

Getting to know Middle School Learning Specialist, Angela Ballou.

How long have you been a part of the Greensboro Day School community? I began my teaching career here at GDS right out of college 17 years ago.

What have you enjoyed most about your time at GDS?  The growth I have been able to do in areas of intellect, character, athletics, and as a good citizen of the environment is tremendous.  The people and environment at GDS pushes me to be my best every day.

What is something new that you get to do/teach students that continues to make you enjoy your job?  I love helping students build their confidence as learners.  It is also really awesome to see students who dread reading start to become excited about books.  If they find the right titles that are of high interest to them, they will really get into reading! 

What is one interesting fact about you that we may not know?   As an adolescent, I hated to read.  Now, I read every night because, through working with my students, I have discovered the joy and value of reading a good book.

Teacher Tuesday: Beverly Edwards

Greensboro Day School will feature one of our teachers as part of Teacher Tuesday and share a look into what it's like to teach at GDS.

Name and current position: 
Beverly Edwards, 3rd grade

How long have you worked at GDS?

This year is my 29^th year at GDS.  I came in August of 1986 which was the same year Ralph Davison came to be the new headmaster.  I taught in the North Carolina public schools for 11 years before moving to GDS. 

What is the best part about teaching at GDS?  

I have enjoyed teaching children from the same families.  Once I “join” a family as the teacher of their child, I really like knowing that same family over a period of years as I teach the siblings.  After one or two of the kids have come my way, we become friends.  Secondly, I tell everyone that asks me about teaching at GDS that we are a great big family.  I am invited to confirmations, weddings, wedding parties, baby showers, recitals, athletic events, plays, college graduations, and dinners with the families.  I have even vacationed with GDS families.  I know my students well into their adult years.  It is marvelous when a former student stops by my classroom to visit, especially when they bring their own children to meet me. 

What is something I enjoy teaching year after year?   

Third grade is a fabulous year, and I am totally invested in what we teach.  GDS sponsored several trips to the Native American lands in the desert south west.  I can speak to my students about my own first hand experiences with the Hopi or Navaho people.  Because I received the Brooks Sabbatical grant and traveled to Kenya and Tanzania, I can describe in vivid detail the sights and sounds of the African savannah.  I can make these ancient cultures come alive for my students with the objects and pictures I share each year. 

What is something no one knows about you? 

I am totally addicted to the Angry Birds games as well as the sweet world of Candy Crush. Another interesting bit of personal history is that I slept in a grave yard for an entire night while backpacking in Europe during the summer of 1975.  It’s a great story!

Protect the Holiday Dinner…Just Say ‘No’ to College Talk

Reading my Sunday New York Times is one of my favorite pastimes. I wake up early on a Sunday, go for a run, eat a big brunch, and snuggle up with my dog and my paper. However, as the leaves have now fallen and the holiday approach, I often tread cautiously around my NYTimes, and all of my other favorite news sources, because inevitably, my weekend retreat from work becomes a nightmare:

• “How to win the College Scholarship Game” 
• “Is College Worth It?”
• “Don’t send your kids to the Ivy League”
• “Building a better ranking system”
• “Harvard Schmarvard” 

These titles are just a small sample of headlines that jump out of The Wall Street Journal, The Economist, The Washington Post, New Republic, The New York Times, The Huffington Post and others.

I have seen a direct correlation between the time of year I begin to dread my morning routine and the level of stress among our students. Applying to college was stressful when I was in high school long before our current students were born. A holiday dinner with extended family wouldn’t have been complete without talk of where I was applying to school and whether I planned to follow in the footsteps of generations before me and go to their alma mater. Thanksgiving was no longer carefree and focused on compliments on my mother’s sweet potato casserole; it was about relatives grilling me about my future. The prevalence of college news in the media has only upped that level of awareness, questioning, and stress.

Parents feel this stress too, often out of a well-intentioned need to feel as though they are doing everything they can to offer the best for their child. I have heard parents say that all of their hopes rest on their child’s admission to college as if this defines them and their success as parents. Increasingly, I have read articles that describe college as parents’ ultimate “return on investment.”

According to a study published in the Journal of College Admission, the top stressors in the college

admission process are parents/peers, essays, and standardized tests. (Vultaggio and Friedfeld, 2013). Per this study, these stressors are the same across gender lines and socioeconomic status. However, there are some researchers who say that the pressure experienced by kids at independent schools is greater. At a recent conference I attended, Madeline Levine spoke about her book The Price of Privilege and how particularly in cultures of affluence, there is increased pressure to achieve. To help address these pressures, Levine and other colleagues from Stanford’s Graduate School of Education, started “Challenge Success” a project designed to research and educate about alternative models of success for our kids that will maximize child well-being. I encourage you to check out the website (challengesuccess.org) and learn more.

Another favorite grounding resource is the website for The Education Conservancy, whose flyer “We Admit…Guidance From Those Who Do” begins with the sentence, “Applying to college does not have to be overwhelming.” (accessed 10/27/14) These statements become mantras that I share with students throughout the fall. Finally, to address stressors around standardized testing, I highly recommend a visit to www.fairtest.org. The National Center for Fair and Open Testing (Fairtest) is an organization that is committed to eliminating the misuse and flawed use of standardized tests and looking at better evaluation measures of students in the college admission process.

And so as we enter the holiday season, and families turn their attention from the roast and the pumpkin pie, to the sweet success of their child, please remember these resources and the following tips to help keep your stress at bay and your joy in Sunday mornings and holiday dinners:

1. There are more stories in the news than the latest college rankings. Engage in a conversation about these.
2. Focus your child’s search on fit – helping them identify who they are and where they can continue to grow, rather than focusing on only the names you know.
3. Help protect your child from badgering relatives, relentless news coverage, and themselves. (You might practice with them, some polite ways to defer unwanted questioning from friends and neighbors.)
4. Don’t frame college as the ultimate goal – College is actually just the beginning of what’s to come.
5. Don’t try to control what is out of your control, but you can control your attitude, your openness, the time you have.
6. Finally, a seasonal favorite from the NACAC Players: Don’t let your anxieties haunt you:  http://www.youtube.com/watch?v=DrazZSZIY54

Jennifer Ford

Director of Deans
Greensboro Day School 

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References:
Vultaggio and Friedfeld (2013). “Stressors in College Choice, Application and Decision Making”, National Association of College Admission Counseling Journal of College Admission, Number 221.
http://www.educationconservancy.org/resources.html) 

THEATRE at GREENSBORO DAY SCHOOL: NOT JUST A 3-DAY PRESENTATION

The Upper School production of “The Addams Family” will soon come to the Sloan Theatre stage. November 6-9 will undoubtedly bring us another showcase of our talented and dedicated students.

At Greensboro Day School we have committed significant resources to provide a remarkable theatre program for the campus and the Greensboro community. The 600-seat Sloan Theatre is a tremendous facility far surpassing those at area public or independent schools. We believe our students benefit tremendously from participation in our productions. Thirty percent (30%) of our 1st-4th graders participate in our after-school theatre program. In Middle School 33%, and in Upper School 23% engage in our theatre program. Why would your child want to participate in theatre at any other school?

Theatre provides practice in memorization, the ability to think on your feet, problem-solving, performing under pressure, speaking in front of an audience, operating under a strict deadline, and many other areas. For potential employers or college admission committees looking for the perfect applicant, citing experience in these skills may be just the way you will stand out from the hordes of other promising applicants.

JUST THE FACTS

• In one study, students involved in drama performance coursework or experience outscored non-arts students on the SAT by an average of 65 points in the verbal component and 34 points in the math component.(1)
• Drama activities improve reading comprehension, and both verbal and non-verbal communication skills?
• Drama helps to improve school attendance and reduce high school dropout rates.(2)
• A Harris Poll revealed that 93% of the public believes that arts, including theatre, are vital to a well-rounded education. (3)
• Drama can improve skills and academic performance in children and youth with learning disabilities.

DRAMA IMPROVES ACADEMIC PERFORMANCE
Numerous studies have demonstrated a correlation between drama involvement and academic achievement. In addition to having higher standardized test scores than their peers who do not experience the arts, student who participate in drama often experience improved reading comprehension, maintain better attendance records, and stay generally more engaged in school than their non-arts counterparts. Schools with arts-integrated programs, even in low-income areas, report high academic achievement.

DRAMA STUDENTS OUTPERFORM NON-ARTS PEERS ON SAT TESTS

The College Entrance Examination Board reported student scores from the Student Description Questionnaire indicating student involvement in various activities, including the arts. As compared to their peers with no arts coursework or involvement:

• Students involved in drama performance scored an average of 65.5 points higher on the verbal component and 35.5 points higher in the math component of the SAT
• Students who took courses in drama study or appreciation scored, on average, 55 points higher on verbal and 26 points higher on math than their non-arts classmates.
• Students involved in drama performance outscored the national average SAT score by 35 points on the verbal portion and 24 points on the math section. 

READING COMPREHENSION
From learning to read to the in-depth study of Shakespearean literature, drama can play a significant role in the continual development of students’ reading comprehension skills. Studies indicate that not only do the performance of a story and a number of other drama activities in the classroom contribute to a student’s understanding of the work performed, but these experiences also help them to develop a better understanding of other works and of language and expression in general. The results below were gleaned from studies where educators and students alike noticed a difference when drama played a part in their classrooms.

• A series of studies on the arts and education revealed a consistent causal link between performing texts in the classroom and the improvement of a variety of verbal skills, including especially significant increases in story recall and understanding of written material.
• Performance of Shakespeare texts helps to improve students’ understanding of other complex texts including science and math material.
• Drama can improve reading skills and comprehension better than other activities, including discussion.

BUILDING SELF-ESTEEM THROUGH DRAMA
In addition to building social and communication skills overall, involvement in drama courses and performance has been shown to improve students’ self-esteem as well as their confidence in their academic abilities.

• High school students who are highly involved in drama demonstrate an elevated self-concept over those who are not involved.
• Playwriting original works and dramatic presentation of existing works can help to build the self-esteem and communication skills of high school students.
• The act of performing can help students and youth recognize their potential for success and improve their confidence.

Why do students put three, four, months or more into the production. Why do they do it? Why do schools commit resources to these events?

We believe theatre aids our students in a multitude of ways:

1. Improvisation. The great thing about the stage is that when it’s live and you’re up in front of that audience anything can, and does, happen. Dropped lines, missed entrances, or malfunctioning props require you to improvise while maintaining your cool. Theatre teaches students how to focus, think quickly and make do while giving the impression that you’ve got it all under control. Later in life is will serve our students well when clients, airlines, coworkers, or technology wreak unexpected havoc at the worst possible moment. 
2. Time Management. Academic work, travel soccer, activities in faith communities all continue when a student is engaged in a play production. The long hours of rehearsal force a student to manage their time at an early age. 
3. Dealing with Very Different Human Beings. The theatrical community is a mash-up of interesting characters. It always has been. Theatre taught our students how to appreciate, understand and effectively communicate with a widely diverse group of human beings. 
4. Doing Whatever Needs to Be Done. You have to learn to do it all. Light design, sound engineering, acting, directing, producing, marketing, PR, set design, set construction, ticket sales, budgeting, customer service, ushering, make-up, and costuming are all things in a production. 
5. Hard work. Long hours, burnt fingers and a few brushes with tragedy are needed to get each and every show done. After the show the set is torn down, thrown out, and we get ready for the next production. C’est la vie. Later in life our students will have periods of time with unbelievable workloads in which there are sleepless nights, seemingly endless days and tireless work on projects that will be presented and then will be over. The report will be archived and onto the next project. C’est la vie. They learned how to do this as a theatre student. 
6. Presentation Skills. Okay, it’s a no brainer but later in life our students will have to endure long training sessions or corporate presentations by boring, unprepared, incompetent or just plain awful presenters. Individuals who can stand up confidently in front of a group of people and capably, effectively communicate their message while even being motivating and a little entertaining are among the rarest individuals in the world. Being a theatre student helps our students be one of them. 

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Information adapted from the aate.com (American Alliance for Theatre and Education) web site.

(1) Data for these reports were gathered by the Student Descriptive Questionnaire, a self-reported component of the SAT that gathers information about students' academic preparation, and reported by the College Entrance Examination Board. A table of average scores for arts involved students can be found at:http://www.menc.org/information/advocate/sat.html

(2) N. Barry, J. Taylor, and Kwalls, "The Role of the Fine and Performing Arts in High School Dropout Prevention,” Critical Links: Learning in the Arts and Student Achievement and Social Development, ed. Richard Deasy (Washington, DC: Arts Education Partnership, 2002) 74-75.

(3) Sandra S. Ruppert and the National Assembly of State Arts Agencies, Critical Evidence: How the Arts Benefit Student Achievement (Washington, DC: National Assembly of State Arts Agencies and the Arts Education Partnership, 2006).

Adapted from an article by Marguerite Happe. 

Before Heading Back-to-School… Don’t Forget About Summer!

With summer days shifting into the start of school, we all know we have some adjustments to make. Over the summer we loosen the reigns a bit with our children. We enjoy being more flexible about bedtimes and to-do lists. In my family we stretch the day as long as we can with late evening dinners and lazy mornings. Even my rules about not eating in the living room seem to go by the wayside as we all pile up together on the couch with ice cream or popcorn (or both), and watch a Redbox movie until 11:30pm. 

We all know it’s best to ease into the realities of the necessary school routine:

• Go to bed a little earlier
• Get up a little earlier
• Gather your supplies
• Remind yourselves about sharing the bathroom 
• Talk about the new routine
• Practice a run through of your morning routine

There are many articles out there about how to get ready for the transition back into the realities of the school schedule. This article is a little different. It is about what summer teaches us and the valuable lessons you learned over the past ten weeks. Some of what makes summer feel so good are the positive habits we start practicing. They are habits we should all do our best to hang onto throughout the school season.

The creative play your children engaged in after they were thoroughly bored and then built an amazing blanket fort is a result of unstructured time and pure innovation. Leave it up. It’s a great place to escape, play and giggle! As you get organized and sign-up for recreational sports leagues, after-school camps, musical lessons and karate, be sure to schedule time for the unstructured moments that open the doors to creativity.

Remember to relax. Before I sat down to write this short blog, I took a nap. Yes, you read that right, a nap! When do we allow ourselves to do that except on vacation? Relaxing is restorative. Sometimes, we adults forget about the importance of relaxing. Who says you can’t relax AND settle in to the school schedule? My son took much of his online Latin class this summer in a hammock he strung up across the carport. We aren’t putting away the hammock. Relaxing is essential.

During the summer we all spend more time outdoors. My kids and I kayaked on Lake Brandt, walked in the woods and sat around a campfire. During the school year it seems so hard to make time for these things. The “Great Outdoors” doesn’t go away; we just pay less attention to it. We all need more time outdoors, and not just walking to and from the car, but time to laugh and play as a family.

Last, over the summer I tend to read more. I do read all the time, but during the school year it seems all of my reading is related to work. Over the summer I lose myself in great pieces of fiction. It’s like traveling somewhere far away while resting on a comfortable old lawn chair in the back yard. Encourage your children to keep reading for pleasure. Even if it’s just 10 minutes a day, find a good novel and read with them. It’s good for all of you!

I look forward to seeing all of you back at school in just a few short weeks. While of course I advise you to start adjusting bedtimes and morning routines and gather all your school supplies; please remember the things you learned this summer that you may not want to change. I’m going to do my best to hang on to unstructured time, relaxation, outdoor anything, and reading for fun.
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Michelle Bostian, MSW, LCSW
Head of Counseling
Greensboro Day School

Kids These Days...

Admit it: If you’re over 25 years old, you’ve uttered the phrase “kids these days” and begun worrying about what our future generation holds. The Greatest Generation said it about the Baby Boomers, the Baby Boomers said it about Generation X, and now my Generation X is starting to say it about teenagers. But should we be so concerned?

Prior to working in the financial industry, I was a military instructor at the U.S. Naval Academy teaching an ethics and character development seminar to the seniors as they prepared to enter the Navy and Marine Corps. The goal was to prepare them for the myriad leadership, ethical, and other challenges they would face as young, inexperienced officers. It was a final test after four years of leadership development to see if the soon-to-be graduates were ready to face such daunting challenges. After each seminar that I taught (over 100) I came away with the feeling that yes, this next generation is ready to face its share of challenges.

Recently I’ve been working with my alma mater, Greensboro Day School, as they develop the same type of ethical development program for their middle school and high school students. I am honored to be included in their discussions and hope that my experience in this field can be of benefit to their students.

In May, I met with 10 GDS Upper School students and led them through an ethical dilemma case study. First, they read an ethical dilemma on Truth vs. Loyalty, and if one is more important than the other. Students identified and shared their initial reactions and the various dilemmas they noticed in the case study. Students immediately made connections to the dilemma with the GDS Honor Code and identified the values that were in conflict. They identified possible consequences and differentiated between the many perspectives to consider in the dilemma. Repercussions of both telling the truth and being loyal to a friend were considered. Students readily agreed that the dilemma of Truth vs. Loyalty is probably one of the most common dilemmas adolescents face.

The goal of the discussion was not to “get to the solution.” The goal was to identify all of the possible options in dealing with an ethical dilemma and weighing the pros and cons of each decision. The students’ ability to consider more than their own needs, to place a high value on their own morals, and factor in the schools’ Honor Code were immediately noticeable. I quickly realized one thing: these kids get it. They’re smart, they want to abide by honor codes and principles, and they want to do the right thing even when it may be extremely difficult to do so. Teenagers may not always make the best decisions, but with a solid foundation, they will certainly try to make the right decisions.I came away from an afternoon with a group of high school students feeling energized and excited about this progress. 

The case study and discussion far exceeded our expectations for what we hoped the students would learn. They seemed excited to tell their friends and family about it, and they can’t wait for other students to have the same experience. Furthermore, they instilled a sense of trust in me that our future generations are just as capable and intelligent as the ones before them. It allowed me to delay uttering the phrase “kids these days” just a little bit longer. If you are still concerned about today’s teenagers, spend some time with them. Volunteer, coach, teach. Whatever you choose, I think you will come away impressed as well.

About the Author: Chris Hilliard '01 has been in the financial services industry since 2012. As a graduate of the United States Naval Academy and a U.S. Naval Officer, Chris knows a thing or two about discipline, determination, and goal setting. He is a Registered Representative and Investment Advisor Representative with and securities offered through LPL Financial, Member FINRA/SIPC. View this blog at: http://www.hmc-partners.com/kids-days/

If I Knew Then What I Know Now

Looking back at my time spent in the Upper School, it can all seem like a blur. Awkward dances, APUSH readings, sports practices, scrambled tests, late nights...if I met my freshman self today, there would definitely be a few minutes of staring; trying to decipher the effects four years of high school had on me.

Now, these changes didn’t happen so easily, but the word regret never crossed my mind. I am okay with who I am — in fact I’m a little proud. And each bump along the road helped shape that person I am today.

But there are a few things I wished I had realized sooner that would have made life that much easier. This is by no means a comprehensive list, but it does carry some weight nonetheless.

First and foremost: grades are important, yes, but they do not define who you are. The classes you take don’t; the numbers on your transcript don’t; your SAT and ACT scores don’t. The college you end up at doesn’t. Education is a never ending pursuit; it is essential to finding both a passion and a purpose in life. But it cannot be summed up by letters at the end of each semester. Get outside of the classroom. Volunteer. Travel. See things none of your friends have seen and work on a truly comprehensive education.

With this being said, take advantage of the academic opportunities you have. Greensboro Day School is a unique environment where each and every teacher wants to see you succeed. Enjoy this academic environment. Thrive in it. Classroom education should not become your founding characteristic, but it is a fundamental building block for your future. Speaking of the future….

Start the college search early! Visit as many colleges as you can. Each college offers a distinct environment with its own mix of academics, social endeavors and sports teams. Don’t be afraid to talk to current students. Google is a very important resource when it comes to the college search, but current students can give you a realistic, first-hand account of student life at the university.

You are what you eat, but you may also be who you hang out with. This is by no means encouraging reclusive behavior or selective social circles. Get out there and make some friends! But when it comes to whom you spend your weekends with, use a little caution. Find people with common interests and who are accepting of your nuances and idiosyncrasies rather than those looking for people to roll up to a party with.

One of the hardest things I had to learn was how to say 'no.' I promise it’s okay to stop playing tennis - even though you have done it since you were little; even though your parents want you to continue playing; even though you think it will look good to colleges. Maybe that person you see in the mirror everyday may not be a part of your future? And that’s okay! It’s okay to want to try something new for a change. In turn, you may discover someone else in the mirror you like a little more.

And finally, find yourself. High school is a time to get involved in as many extracurriculars as you can. Discover what you like, what you don’t like, and what gets you excited. It’s dangerous to make decisions impacting your future without a true sense of self. In that case, the external force pushing you the hardest may win. So take a personality test. Learn to embrace your quirks. Surround yourself with an environment that nurtures your interests and individuality.

High school is an exciting, wondrous place. Students undoubtedly come out more mature and ready for the next step in life. Take advantage of these tips and make the high school experience what you want it to be!

Kevin Carty '14