Congratulations to the RoboSNAILS for their 1st place win in a tough competition against 20 teams. The team members are 8th graders Robin Attey, Matt Maynard, Grace Wong, Liam Wynne, and Sage Yamamoto. They are coached by senior Tucker Gordon. The RoboSNAILS’ research project was designing a website and iOS app to help senior citizens prepare nutritious meals and build community.

Team Sigma came in 2nd with 8th grade members Adolfo Apolloni, Ian Hoyt, Ryan Selden, and 7th grader Roy Stracovsky. Team Sigma had an over-the-top research project with a working model of a walker that senses the user’s location helps guide them. Junior Elyssa Kiva is their coach for the second year in a row.

Our two rookie teams also competed at regionals. Starstruck won the rising star award for the new team with the most promise. They are 6th graders Sujala Chittor, Natalie Dodson, and Amber Merrill. Their research project featured a puppet show presentation of a device that changes light bulbs. Senior Martina Dimitrov was their coach.

Sophomore Rushdi Abualhaija coached team Delta with 6th graders Avi Gupta, Tyler Nguyen, Quinn Okabayashi, Kian Palmer, and Spencer Shoemaker. Their research project was a working model of an Internet-programmed medication dispenser.

The state competition is on January 20. Good luck to the RoboSNAILS and Team Sigma!

From time to time a child – or two or three – are sent to chat with either Genevieve or me. We have a “Conflict Resolution” plan that all of our teachers use with children that has been extremely effective in helping to resolve most of the day-to-day conflicts that arise when you have children learning to live and work cooperatively with one another. Conflict is normal and healthy when it is leveraged as a tool to help children as they internalize the skills needed to cooperate with, and respect, one another. We know that the better our children are at this, the more successful they will be throughout the rest of their education and lives.

Sometimes there are situations that need adult intervention. And occasionally the incident involves a child who physically hurt another. In these situations their teacher will ask the child/children involved to come and chat with me. Stealing or cheating might also result in a talk with Vicki. Interestingly enough, sometimes I have students come straight to see me when they know they’ve done something wrong. I find these “self-referrals” to be a tribute to the honesty we have in our school community.

Each situation is handled differently, based on what happened, the age of the children involved, and their perception of what happened. For example, repeated behaviors are dealt with differently than “first time offenses”. But always Genevieve or I ask the children involved to tell their parents what happened before I phone them. (They usually aren’t very excited about this part.) Yes, as parents, you always get an e-mail contact from one of us.

We always start by listening to each person as to what happened. Everyone has a unique “perception” and it is often an eye-opener for children to see that their actions or words can often be misinterpreted as hurtful or offensive. Know that your children are wonderfully honest – but again, there can be many different perspectives about the same incident. Because of this reality, we try not to make judgments ourselves. I thank you parents for being careful to suspend certainty when you hear “one of many” perspectives as well.

Often we coach the students to use “I messages” as a way to communicate how they are feeling directly with the other child, and to ask for what they want – i.e. “It hurts when you stomp on my foot and I want you to stop.” Although we will not force an insincere apology, usually apologies are given. Sometimes I write up an “agreement” with a child that includes what happened, and their plan for a change of behavior. The child, their parent, and I might sign it. Sometimes the child writes up his/her own plan for a change of behavior. A younger child may draw a picture of how they will behave. Always we go over several options of “what they might have done differently” – and we might even role-play a “do over” of the whole incident. Occasionally we’ll have a student follow-up by “giving back to the community” since they have “taken away from the community.” This may be in the form of picking up trash, shelving books in the library, etc. And yes, sometimes a child is sent home in order to have a fresh start the next day.

Whenever I chat with other principal colleagues in other schools, I am grateful to be reminded that being a disciplinarian takes up only a small percentage of my work time. In fact, I can go for days without anything being sent my way. People have asked me why I think this is so. I give credit to your fabulous parenting and to our teachers’ amazing teaching. It is difficult for children to misbehave when they are deeply engaged in learning!

From the Autumn 2012 Caller

Jennifer Marcus '73, BS & 1st grade woodshop

Bachelor's in art, Mills College. At CGS since 2004.

Twenty-two years ago, when my oldest daughter was attending preschool in Los Angeles, I responded to a flyer to open up the woodworking shed. I had a degree in fine arts, built my own looms, and had taken child psychology at Mills College. I’d even entertained the idea of becoming a teacher. So, some simple woodworking with a bunch of four-year-olds sounded like fun. It was.

 From the Autumn 2012 Caller

Lisa Ellenberg, BS & LS librarian

Bachelor's and master's in education, University of New Mexico, Albuquerque. At CGS since 1991.

During storytime at the library, the satisfying language and structure of folktales can create an enchanting bond between the children and me, lingering deliciously in the air at a story’s close. During such a moment, a kindergartener once remarked, “You’re really old, aren’t you.” At that point, I was actually a relatively young teacher. Curious, I responded, “Well, I’m a lot older than you are. How old do you think I am?” After a studied pause, she ventured a guess, “Seven?” This would be one of many opportunities over the years for the words of a child to swiftly transmit unexpected perspective, surprise, and delight.

 From the Autumn 2012 Caller

Mariam Higgins, 4th grade

Bachelor’s in medical illustration, Ohio State University School of Medicine. Master’s in teaching, Lewis & Clark Graduate School of Education and Counseling. At CGS since 2006.

So approaching 40, I went back to school, earning an MA in teaching with an emphasis in math, science, and technology. I embraced the constructivist, progressive approach, which valued differentiating and problem solving. I’ve had the good fortune to teach in rural, urban, and suburban communities, ages four to adult, from open-air math classes in an impoverished country, to integrating the arts in teaching at a beautiful graduate school.

 Click on any photo to enlarge image and start the slide show.