Class of 2017 College Acceptances

The Class of 2017 has received acceptances at 111 different colleges and universities. (Colleges and universities where students will attend are denoted in bold.)

American University
Amherst College
Appalachian State University
Auburn University
Baylor University
Belmont Abbey College
Belmont University
Boston College
Boston University
Bucknell University
Case Western Reserve University
Christopher Newport University
Clemson University
College of Charleston
College of William and Mary
Colorado College
Colorado State University
Columbia College
Davidson College
DePaul University
Dickinson College
Duke University
East Carolina University
Elon University
Emory University
Florida Southern College
Florida State University
Fordham University
Franklin & Marshall College
Furman University
George Washington University
Georgia Institute of Technology
Gettysburg College
Goucher College
Hampden-Sydney College
High Point University
Hobart and William Smith Colleges
Hofstra University
Howard University
Illinois Wesleyan University
Indiana University at Bloomington
Jacksonville University
James Madison University
Liberty University
Marist College
Maryland Institute College of Art
Miami University, Oxford
New York University
North Carolina Central University
North Carolina State University
Northeastern University
Northwestern University
Ohio Wesleyan University
Pennsylvania State University
Pepperdine University
Purdue University
Queens University of Charlotte
Rhodes College
Rose-Hulman Institute of Technology
Rutgers University, New Brunswick
Saint Michael's College
Samford University
Savannah College of Art and Design
Sewanee: The University of the South
Southern Methodist University
Southern Methodist University
Syracuse University
Temple University
Texas Christian University
Tufts University
Tulane University
University of Alabama
University of California, Berkeley
University of California, Davis
University of California, Los Angeles
University of California, San Diego
University of Colorado at Boulder
University of Denver
University of Georgia
University of Illinois at Urbana-Champaign
University of Kansas
University of Maryland, College Park
University of Massachusetts, Amherst
University of Melbourne
University of Miami
University of Mississippi
University of North Carolina at Chapel Hill
University of North Carolina at Charlotte
University of North Carolina at Greensboro
University of North Carolina at Wilmington
University of Pittsburgh
University of Richmond
University of South Carolina
University of Southern California
University of St Andrews
University of Sydney
University of Tennessee, Knoxville
University of Virginia
University of Washington
Vanderbilt University
Vassar College
Virginia Commonwealth University
Virginia Polytechnic Institute and State University
Wake Forest University
Wells College
Western Michigan University
Wilfrid Laurier University
William Peace University
Wofford College
Xavier University
Yale University

Senior Projects 2017

Each year, Greensboro Day School seniors embark on a 4-week senior project or internship ranging from a wide variety of professions. This year, students have chosen to work with non-profits, in the medical field, small business owners, event planning, real estate, education, land development, video production, and much more.

Not only do students come away from these projects with hands-on work experience, they are using interpersonal skills, showing and learning responsibility with their assignments and working as part of a team, trying new things, and learning first-hand about problem-solving and flexibility.

Kelsey Weissburg chose to complete her senior project with the United Way of Greater Greensboro. 

In a recent blog post, she shared "One of my tasks today was to fill bags with a few books for various elementary schools in Guilford County. United Way and agencies linked with United Way have donated these books to schools who are lacking a surplus of books for their young students. I also put together bins and placed the "United Way" label on them. Some of the "Book Bags" also included educational flash cards for younger students. We are sending these bags of books to Archer, Foust, Jones, and Wiley Elementary Schools.

It feels good to know that packing books into hundreds of bags, a mindless task, is helping to educate young students in the Greensboro area. It's cool to think that thousands of words will be learned by a couple hundred students from reading these books. It shows how important books are in educating our community's youth."

John Ball's senior project is titled The Art and Mathematics Inside a Grand Piano. He is working at a piano restoration company.

Recently, he posted "My project is centered on the construction and maintenance of grand pianos. There are a myriad of intricate parts that go into a grand piano, and diagnosing, tuning and repairing a grand involves a wide array of problem solving skills.  My goal for the project is to utilize the skills I have learned in applied physics and mathematics and take them into real world practice. Additionally, I aim to develop my engineering skills as well as my woodworking abilities, which are necessities outside of the classroom. I also am very excited to learn about my own piano, so that I could potentially tune and fix it myself. I look forward to sharing my experiences in the weeks to come!"

Caroline Moore is learning the art of baking at Green Valley Grill and Print Works Bistro. 

Her post before Mothers' Day explained, "The past few days in the pastry kitchen have been hard work, but fun (and yummy) work. I have now gotten fairly used to the kitchen and it has made it easier to get around and complete my tasks quicker.

Each day is super busy, but this week especially because we were preparing for Mother's Day weekend. I come in and Erin (my supervisor) always has a list of tasks for me that day. I was able to make Pistachio Macaroons with chocolate icing in the middle, which we dipped in white chocolate so they had a little chocolate stand. A lot of what we made and prepared this week, we are sending over to Print Works Bistro for their Mother's Day Buffet.

I continue to learn new things every day and can't wait for more!"

Make plans to attend the Senior Project Showcase on Thursday, June 1 beginning at 6:30 p.m. The event will begin in the Bengal Cafe.

Proud to be a Bengal

I am proud to be a Bengal.  Yes, faculty, parents, students, and staff … we are all part of this community that we call Bengal Nation and all hold a stake in making it great and singing its praises.  I don’t know that I can list all of the reasons that being a Bengal makes me ferklempt (Yiddish, for being overcome with emotion), but in the last few weeks alone, I was proud of our students and how they came together as a community to show their spirit and raise money for Bengal Games.  I watched a number of young high school students donate blood at the first opportunity their age would allow.  We had students fight hard on the field in the Face-Off Against ALS Challenge against Page, and our drama students put on yet another remarkable show.  I am sure you can add to this list of accolades and boasts.

Throughout the year I enjoy attending our sporting events because our fans display great sportsmanship and our athletes make good on their promise to be both students and athletes.  The most recent example I can share with you that brought me pride is our boys basketball team who was invited to participate in The Dick's Sporting Goods National High School Tournament.  The Dick’s tournament is comprised of eight boys teams and four girls teams that are invited to participate.  GDS was one of two 'traditional' schools invited, meaning that our team plays under a state association.  The invite to participate is very prestigious, and includes the entire cost of travel, lodging and food for the team.  Our team is the first team from North Carolina to be invited twice and the first team from North Carolina to win a game in the tournament.  Set aside the distinction of simply being invited, and there is still even more to beam about.

Since the team returned they have been humble and focused on their academics. They have not neglected the “student” in student athlete.  I have heard that there were boys who did work while they were away and that at least one chose not to go so that he could focus on his schoolwork.  I have also heard from several sources about how these boys comported themselves while in New York. A TSA agent stopped one of the coaches and told him how impressed he was with the manners of the players as they went through security at the airport.  A volunteer in the school cafeteria where they ate their meals, complimented the team on their manners while going through the food line.  A member of the tournament operations teams stated that, "GDS was the most enjoyable team to work with and be around during the tournament."  The Nike High School Basketball Rep came into the locker room after the season ending loss and told the team how proud he was of their efforts and that he enjoyed watching the Bengals more than any other team in the tournament because they played the game the right way, with hustle, unselfishness and a good attitude ... things that we believe they extend far beyond the court. 

In the New York Times, Rebecca Sabky, who worked in admissions at Dartmouth College, wrote about kindness as a trait often overlooked in the college admissions process, yet one that is “irresistible” and distinguishing among a sea of incredibly bright and talented applicants.

Our Bengals are incredibly talented, intelligent and kind and I am proud that as a school we pay attention to character and ethical development of students across divisions.  Our students abide by an honor code and older students visit younger divisions to talk about sportsmanship and leadership.  When kids make mistakes our response is not simply punitive, but restorative and helps students learn the value of forgiveness of themselves and others.  I am proud to be a Bengal because we live our mission to address the intellectual, ethical and interpersonal foundations our students will need to be constructive contributors to the world.  Whether their futures take them towards careers in politics, the arts, medicine, professional sports, business, education, or our military, I am proud to be a Bengal because I trust that our students will be the thoughtful, gracious leaders who model the generosity of spirit needed to carry our school and our world into the next generation.

Jennifer Ford

Director of Student Life and College Counseling

Crazy for You and New York City—an amazing experience for the Upper School Drama Club!

The Upper School Drama Club performed in a one night only concert production of Crazy for You at David Geffen Hall at Lincoln Center at 8 p.m. on Sunday, February 19.  The production was directed by Crazy for You’s original 5-time Tony winning choreographer, Susan Stroman.  The musical director was the amazing Kevin Stites (Les Miserables, Titanic, Radio City Music Hall)  This was, to the day it opened on Broadway, the 25th anniversary of the show.   Crazy for You was not really a concert—it was a re-creation of the entire show, complete with the original choreography.  

The show starred Tony Yazbeck ( star of Broadway’s On the Town, A Chorus Line) as Bobby, Laura Osnes (star of Broadway’s Cinderella, Grease, Bonnie and Clyde and the upcoming Bandstand) as Polly, Rachel Bloom (star and writer of “Crazy Ex-Girlfriend” on the CW) as Irene, Jerry O’Connell (starred in movies such as Stand By Me & Jerry Maguire) as Lank,  Rachel Dratch (“Saturday Night Live”) as Patricia, Jack McBrayer (star of NBC’s  “30 Rock”, Talledega Nights) as Eugene, Harry Groener (Broadway’s original “Bobby” in Crazy for You 25 years ago) as Bela Zangler, Mark Linn Baker (Broadway’s  A Year With Frog and Toad, star of TV’s “Perfect Strangers”) as Everett, and Nancy Opel (from Broadway’s Urinetown, Sunday in the Park with George and many others) as Mother.  

The concert featured the New York Philharmonic—and a 240 member chorus from across the U.S. and internationally.  We were part of the chorus—our journey began 5 years ago when GDS first auditioned for Manhattan Concert Productions (the concert’s producer) for their inaugural Broadway series concert, Ragtime.  GDS performed in Ragtime and was invited back for their production of Parade 2 years ago.  Our group has excelled at each concert—in behavior, professionalism, and preparedness.  

This year’s group was no exception.  Our group of 18 prepared for the concert during Winter Term. Thank you to all who made this wonderful trip and experience available for our students.  The students who participated were Kayla Rafkin '20, Hayley Rafkin '17, Davis Dunham '17, Gray Rucker '18, Meg Bennett '19, Katie Barton '19, Morgan Winstead '18, Penny Hazlett '18, Jake Breeden '19, Will Zhang '17, Laura Tutterow '17, Desmond McIntyre '17, Emily Brown '17, Mary Brown '19, Caroline Moore '17, Juliette Matthews '18, Kennedy Boston '19, and Avery Blue '17. 

Jonathan Emmons, who worked on a number of shows with GDS and served as the Upper School Chorus teacher for a year, was the musical director here and coached the students through learning the jazzy, syncopated Gershwin score.  Ruthie Tutterow also worked with the group on understanding the context of the show, its background, and careers of the show’s artistic staff and stars.  After a final polish rehearsal and final parent meeting on Feb. 4, the 18 students along with chaperones Ruthie Tutterow, Denise Johnson and Tammy Alt were off to New York!  

Most of our time in New York was spent in rehearsal.  Denise Johnson and Ruthie Tutterow also prepared with and sang in the chorus.  On a Broadway show, there are a lot of tweaks and changes, and actors have to be able to adapt and learn quickly.  We were given three pages of musical polishes, tweaks and cuts shortly before going to NYC that we were expected to have down the first day!   We went through the entire show at our first rehearsal, and were given “choral-ography” by Susan Stroman and her assistants.  The main cast had already been rehearsing for two weeks, and they were added in at our second rehearsal.  Most of our rehearsals (unlike past concerts) were with the main cast, culminating in a technical rehearsal at Lincoln Center the afternoon of the concert, and the concert itself on Sunday night.  

However, while we were there to work, we also packed in some sightseeing!  We were invited by GDS alumnus Kara Medoff Barnett, executive director of American Ballet Theatre, to come visit their studio, and were able to sit in on an amazing rehearsal of a new ballet.  We visited the new Freedom Tower and went to their observation deck.  We went to two Broadway shows—Dear Evan Hansen and School of Rock.  The stage managers of School of Rock (Bonnie Becker and Julie Devore) are UNCG graduates, and came to talk to us after the performance of School of Rock about working on a technically complex show with lots of kids!  

We also want to thank a GDS Board of Trustees member, Cathy Levinson, who invited us for pizza between our tech rehearsal and the concert on Sunday night.  We also spent some time shopping, dining out, and went to a cast party at Planet Hollywood after the show.  The concert itself was a jaw-dropping experience!  It was sold-out, and the love from the theatre-savvy audience, which was attended by multiple celebrities, original Crazy for You cast members, and the Broadway community, was palpable. Many of the student’s parents attended, including Will Zhang 17’s parents from China!   

There were many show-stopping moments, and a standing ovation after ACT ONE!  And of course again after Act Two!  The show concluded with a lovely speech from Susan Stroman where she dedicated the performance to her late husband, who she met doing the original production.  An impromptu final moment came when Harry Groener, who originated the lead role, hugged and congratulated Tony Yazbeck, who was truly inspiring and brilliant in the all-tapping, singing role of “Bobby.”   Some in the theatre community are calling for this cast to revive the show on Broadway—I agree!  It was two hours of total joy!  

Enjoy some highlights, pictures, and videos from the concert: 

Broadway World Highlight

Playbill

Video of Rehearsal

We had a Ball, Y'all!

With the Fall Ball taking place 2 weeks ago, many students at GDS prepared by buying dresses or suits, planning dinners, and asking people out on dates. When many think of the Fall Ball, formerly TWIRP (The Woman Is Required to Pay), they think of Sherwood where it’s commonly held, or the fun environment, but few think of everything that goes into the dance. The effort and planning that goes into the dance is, as I learned, very immense for not just the Executive Student Council, but for students as well.

Junior Clarke Phillips did not go to the dance this year but has gone in previous years. She mentioned that when she did go, she “did the whole shebang” before the dance by going to dinner with friends, getting ready together, etc. When asked if she would go next year she said “I might go but I don’t know yet.”

I also spoke with the Executive Student Council asked about the problem that occurred when Sherwood double booked the venue. “I was angry,” Executive Student Council President John Ball  '17 stated. “Planning the dance takes a lot of work. We have to pick a senior theme, book a venue, buy decorations that are within the student council budget, and the hardest part is spreading the word about the dance. We also have to get everything approved by faculty, find chaperones, and finally get a DJ.” When asked about why the dance is always held at Sherwood despite the complaints the Student Council received last year, they responded by telling me that Sherwood is the most economically viable venue and that now by knowing the issues and complaints people had last year, they can take steps to fix the issues and make the dance fun for everyone.

Levi Smith, a junior, said he was not able attend this year. He’s said he does enjoy dances but also admits that they’re not the best because the venue is very small and cramped. “When you’re a freshman there’s this wow factor, you know? The dance seems new, cool, and exciting. It’s the first time you really get to ask people out so it seems like it’s awesome, but as you move up in grades it loses that wow factor. With the name change last year, less people go so it really isn’t as fun.” Another student agreed with this. They said they had gone and that they too would improve the music. “The DJ is always someone much older than us and doesn’t play music we’d enjoy.”  However, he did admit that the dances can be fun if you’re with friends and just having a good time.

People have very different opinions about the dance but most agree that it is a fun, enjoyable event. All the planning and hard work that goes into the event from not only the student council, but the student body as well makes the dance enjoyable, and they succeeded this year as everyone had a ball and it can only get better.

Behind the Scenes of "A Chorus Line"

As you glance across the room the blinding lights create a hazy vision of the hundred or so people sitting in front of you, each pair of eyes staring and examining your every move, creating the strangling feeling in your stomach telling you, “welcome to the spotlight.” You’ve been rehearsing this very moment for months, so what could possibly go wrong? There’s no need to be nervous … but then again, there is. You could miss a step, you could sing the wrong line, you could get a little nervous tummy ache and, well, you know the rest. Either way, this is it. An audience awaits, the music is ready, and the show is about to begin. This is, A Chorus Line.

For the past two months, 24 Greensboro Day Upper school students have been rehearsing their next up-and-coming musical, A Chorus Line. For those of us uneducated on the musical itself, A Chorus Line follows 16 individual actors wishing to “make it” on Broadway. However, not as Broadway’s next top-shot star but as the individuals who have no character name and are simply used for their voice and dance moves. These 16 actors are trying to earn a spot on Broadway’s chorus line.

I attended a rehearsal of the show this past Thursday and I can truly say that this cast may be one of the most hardworking casts GDS has ever had. The work that they put into the musical is significant, and they have spent long nights perfecting the very smallest details. We get to see the final product of the show as they stand on stage, but behind the scenes, they’re also students, high school students who are balancing both their school work and their work in the show. Whether they are piled with AP U.S. History work from Mr. Piacenza, studying for an upcoming quiz in Señora Swinton’s Spanish 2, or attempting to finish a load of math homework from Mr. Ross, all of our students show an exemplary ability to figure out how to best handle it all.

Favorite scenes for the cast

Avery Blue '17 (Zach):

“My favorite scene is probably “One,” which is basically a number where everybody dances and sings and I like it because it’s where everybody comes together and it sounds fantastic and it shows all the hard work. Everybody is able to show off their practice; it’s just really cool.”

Morgan Winstead '18 (Judy Turner):

“There is a series of songs that pile into one big song called “the Montage.” There’s one part where its Judy’s turn to talk and she runs down and she starts spewing out everything that comes to the top of her head. She talks about how her little sister was a brat and so she decided to shave her sister’s hair off, she talks about how her mom embarrassed her, and that she’s seen a dead body—and that’s all she says—she only says, “that was the first time I ever saw a dead body.” It’s just stuff like that, it’s random, and that’s the best part of the show for me.

Desmond McIntyre '17 (Richie Walters):

“Personally, I love the Montage. It’s really long, but it’s so much fun and it will blow your mind! Also, the ending number, “Bow,” is jaw dropping. You will definitely be in tears, have chills, everything! I love the song and I love the dance.”

Why should people come to the show?

Avery Blue '17 (Zach):

“I guarantee you’ll be able to find somebody that you can connect with on one level or another. You can come out and enjoy the music and the dancing because it’s fantastic. Plus, it’s just a good night to have with your friends and family.”

Morgan Winstead '18 (Judy Turner):

“All of the characters are really relatable and even though not everyone is playing a character that is similar to them, it still feels really human. With shows that we’ve done in the past, it’s felt like that, but I don’t think anyone’s ever felt more connected to their character than we have in A Chorus Line which is going to make it really interesting.”

Hayley Rafkin '17 (Val Clark):

“This show is different than any show we’ve done before. It’s more of a one on one experience and more personal because we interact and make connections with the audience. These aren’t necessarily fictional characters; we’re real people that are portraying a real audience process. So this is more of a story of people rather than characters.”

Laura Tutterow '17 (Cassie Ferguson):

"People should come out because as a senior, it’s very sentimental moment for me and we’ve all been working extremely hard!"

Davis Dunham '17 (Paul San Marco):

"This is definitely the most dancing we’ve ever had to do in a show before. The opening number is completely dancing and its ten minutes long. We dance at the Ballet, then we dance in the Montage but that’s a twenty minute long song. It’s so much dancing, but we’ve all worked extremely hard and it’s going to be an amazing performance.”

Lindsey Cooke '17 (Stage Manager):

“I’m the stage manager for A Chorus Line and I have been really impressed with this rehearsal process so far. This show is a lot different than ones we’ve done before, it’s the most dance-based show that’s been done since I’ve been in high school. They’ve all worked extremely hard and I know the audience is going to be able to see it!”

A Chorus Line runs November 10-13, 2016 at Greensboro Day School's Sloan Theatre. Tickets are available at greensboroday.org/tickets.

What kind of grades did you get in school?

What kind of grades did you get in school?  Mine were decent.  Although, most of my grades I don’t remember at all.  What I do remember is the relationships I had with some of my teachers, lots of my friends, and, of course, the way I felt about my relationship with my parents.  Now that I have a career, the grades I had in middle school and high school feel so irrelevant.  But some of the relationships I had with teachers are still quite relevant and always will be.

Although I don’t know what my actual grade was in English my sophomore year, I will never forget the day my teacher pulled me aside to tell me how much she really liked a poem I had written.  I felt so incredibly capable, and so smart.  As a result, I wanted to keep writing!

I also recall a quiet conversation with my Spanish teacher about my failing grade. Somehow I walked  away feeling like I wasn’t dumb.  Nor did I feel like anyone thought I wasn’t trying hard enough. I concluded that Spanish was just hard and I was going to have to take it again to conquer it.

Then, of course, there are the friendships.  Although I have no idea what name and what particular comment belong to which memory, I sure do know how I felt about the way certain kids acted around me and made me feel.

All of these were so much more important to me than grades.  My grades were important, but I really didn’t need my parents harping on me if I made a B or an A on an assignment.  What I wanted, and needed, was for the adults in my life to recognize and value everything in my adolescent world other than just the grades.

I try to do that for my kids.  Sometimes I think they find me intrusive, but I keep trying.   I keep trying to send the message that no matter what their grades are, they need to keep their focus on being kind to others and trying their best.  I want them to try their best in relationships, as well as academics.  Character speaks volume for a person and never goes away.  I so desire for my children to develop character that speaks largely about who they are.  When they are adults, I hope they look back and remember that I nagged them about things that were important, and I hope they always find that relevant.

What are your memories of school, grades, friendships and teachers?  How can you make the most of your memories in empathizing with your child and helping them along the path to success?  

*Join the conversation.  Please come to our Coffee with the Counselor discussions in the Middle School.  Our next meeting is November 24 at 8:30 a.m. in the Middle School Conference Room.

Parenting is Hard

Have you ever given your child a compliment and she took it as a slam?  Parenting is hard.  One child will internalize the mildest criticism and the other will require lots of reminders about limits and natural consequences.  We don’t really don’t know which child we have because our kids present themselves in different ways all the time.  No parenting book, expert speaker or well-meaning friend could ever give us all the direction we need.  Parenting is not a perfect science.

Sometimes we mess up.  Messing up is good.  Just like we teach our children the value of failure, failure as a parent can be helpful too.  Consider this, if you always did exactly the right thing, and protected your child from every disappointment that a family can bring, what would it be like?  They would likely grow up into adults with no stamina for stress and no coping strategies for managing relationships and big ethical dilemmas.

Since none of us can actually provide a perfect environment, I guess we will never know.  But we do know that our own growth and our children’s growth are frequently prompted by hurt feelings, mistakes and all out failures.  We have heard quite a bit about the value of letting our kids fail, and we try, we really do. 

Still, work needs to be done in accepting our own failures as parents.  “I should have been more patient and helped him study for that math quiz.”  “I shouldn’t have yelled at her.”  “Why did I have to use a condescending tone of voice, I sound just like my mother!”  Yes, we all fail a little, and it’s okay.

In order for your children to develop the skill of forgiving themselves from failure and moving on, we have to model it.  Model accepting responsibility and apologizing when needed.  Avoid shifting blame.  Just own it and then let it go.  Wouldn’t it be nice if your teenager said, “I’m sorry I interrupted you and said the rules are dumb, dad.  I will work on my temper and do better next time”?  Wow, wouldn’t that be amazing?  In order for our children to do amazing things, it takes a bit of modeling from the adults around them.  It’s okay to admit failure.  By the way, it’s good for your own emotional health and promotes your children developing an essential life skill. 

To join in more conversations like this one, come to Coffee with the Counselor.  Our middle school counselor is hosting monthly sessions for parents to connect with each other, laugh and share stories.  One parent commented, “It’s so nice to know we are not doing this alone.  Everyone else is going through it too.”  We hope to see you next month for this casual conversation, October 27 at 8:30 a.m. in the middle school.  RSVP to Michelle Bostian.

Teacher Tuesday: Kay Zimmerman

Teacher Tuesday: Kay Zimmerman, Middle School Latin

Q: How long have you been a part of the GDS community? 

  30 yearrs, (full-time about 26; part-time in Lower School and Middle School when the boys were very young)

Q: What have you enjoyed most about your time at GDS? 

 Great students, colleagues who have become my best friends, and the support of administrators to try new ideas that might enrich my teaching and help my students.  I am also especially appreciative of the Brooks Sabbatical which allowed me to travel to Greece, Turkey (Troy!!!), and Italy.

Q. What is something new that you get to do/teach students that continues to make you enjoy your job? Think of new ways to teach ancient things!  Participation in NCJCL.

Q. What is one interesting fact about you that we may not know?   

My uncle was president of Appalachian State.  I'm retiring in June, after teaching full and part-time for 43 years!

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/