Lower School News
Our Inspired Teachers: Jennifer Marcus '73
Every day Catlin Gabel teachers inspire their students. 16 faculty members talk about how they came to teaching—and what they love about their craft
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.
Through those students and all the ones who have come after I have learned to use woodshop as a way to help children build not just wheelbarrows, sailing ships, and airports but pathways for how to think, plan, and empower.
Opening that first shed was like discovering a magician’s closet. The tools and materials had great power and had to be used properly. The children and I questioned, tinkered, and embraced the process of investigating wood and what it could do, what it could become. I learned the benefits of patience with their processing as well as patience with myself. I encouraged them to think out loud: “I wonder what would happen if. . . . ”
The following year I became the official woodworking teacher at the school. I conducted workshops for teachers and established woodworking programs to share my teaching philosophy: greet every child respectfully with an open mind for their way of thinking, their interpretations, and their strengths, and have confidence in their ability to solve problems in ways that are creative and astonishing.
After moving back to Portland, I created “Woodworking with Children,” providing meaningful woodworking experiences to as many children as possible. I am always honored to participate in their journey of invention and resourceful thinking. I feel so fortunate to be a part of the faculty at Catlin Gabel, a place that still values a hands-on, tactile learning-enriched program for young students.
Our Inspired Teachers: Rachel Brown
Every day Catlin Gabel teachers inspire their students. 16 faculty members talk about how they came to teaching—and what they love about their craft
From the Autumn 2012 Caller
Rachel Brown, 1st grade
Bachelor's in Spanish literature, Washington University. Master's in childhood general & special education, Bank Street College of Education. At CGS since 2011.
Teaching has had a magnetic pull for me since before I can remember. I was drawn to the idea that, as a teacher, my one small life could garner the power to.jpg)
positively impact the lives of many. One summer when I was in college I found my way to a camp, specifically designed for meeting the needs of children with emotional and behavioral difficulties. That summer I learned to appreciate the inner lives of children and the complicated ways in which they come to understand themselves and their relationship to the world around them. I discovered my own passion for valuing the uniqueness of every child with whom I worked. I loved that I could help them to feel that they were okay, just being themselves, while also empowering them with the belief that they had a capacity to grow and change.
positively impact the lives of many. One summer when I was in college I found my way to a camp, specifically designed for meeting the needs of children with emotional and behavioral difficulties. That summer I learned to appreciate the inner lives of children and the complicated ways in which they come to understand themselves and their relationship to the world around them. I discovered my own passion for valuing the uniqueness of every child with whom I worked. I loved that I could help them to feel that they were okay, just being themselves, while also empowering them with the belief that they had a capacity to grow and change.Today these experiences remain foundational to my teaching. Working with children, for me, is an entirely hopeful act. It means saying “yes,” each and every day, to the surprising and unique gifts that children offer as they share their experiences and find confidence in being themselves. I am both humbled and invigorated by my interactions with students. Whether I am cheerleading for a student who is on the brink of making a profound mathematical connection or I am encouraging a quiet student to speak in front of her peers, I strive to value students’ individuality and help them feel safe taking risks. As I teacher I am challenged to be my best self, and I laugh more with children then I ever thought possible. At the end of the day I think there is nothing better.
Our Inspired Teachers: Lisa Ellenberg
Every day Catlin Gabel teachers inspire their students. 16 faculty members talk about how they came to teaching—and what they love about their craft
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.
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.Teaching requires grappling with questions, both crafting and responding thoughtfully to them. The process keeps me fascinated with my work. Every day children come to the library with questions that require me to listen and interview to discover what is really being asked. “Lisa, where is the robbing section?” I say, “Tell me more about that.” Response: “You know, like a sneak-around book, that would help you find things.” Further investigation revealed some possibilities, including that the child has an interest in techniques of espionage, or is looking to design a recess game involving capture.
Back to the folktales. The text of one traditional tale includes the refrain, “and the dog leaped that hedge in a single bound!” A 2nd grader with wrinkled brow quipped dryly, “Well, how else could you do it?,” instantly illuminating the truth that either you get over the hedge in a single bound or crash into it. For me, it was impossible to not add that question to the refrain as we completed the story. As their fresh eyes and minds absorb experiences, children’s questions fill me with wonder about their potential for invention. I recently heard it said, “Creation is evolution.” I am grateful to witness this every day.
Our Inspired Teachers: Herb Jahncke
Every day Catlin Gabel teachers inspire their students. 16 faculty members talk about how they came to teaching—and what they love about their craft
From the Autumn 2012 Caller
Herb Jahncke, 3rd grade
Bachelor's in biology, Rollins College. Master's in teaching, Lewis & Clark College. At CGS since 2007.
A course at the Hurricane Island Outward Bound School in Maine, during the summer of my junior year of college, inspired me to work with kids in experiential education. One of the challenge course elements at my first job was a zip-line across a ravine. My role was to encourage and support the kids, sit them down on the edge of the.jpg)
platform with feet dangling in the open space above the ravine, and strap them safely to the zip-line. When they were ready to slide across the ravine, they would scoot closer to the edge of the platform, grip the line with both hands, drop off the edge and careen down the wire to the other side. One day, a camp director said to me, “Do you feel that sudden lurch in your stomach when they drop off the edge?” I replied that I certainly did. He said, “When you don’t have that feeling anymore, it’s time to find a different job.”
His main focus was on students’ physical safety, but I recognize that this simple rule still applies today. In outdoor education, the perceived and actual risks are what make the experiences so powerful. In indoor education, the risks are just as real and the stakes higher. We, as teachers, expect the students to take risks every day by sharing their thoughts, ideas, strengths, challenges, hopes, and dreams. We encourage them to seek out their developmental “edge” and reach a safe level of discomfort to learn and grow. As they do, I am right beside them, providing a safety line, and watching them take the risks and reap the rewards. If it ever comes to be that I don’t feel that visceral concern for each student as he or she pushes off on their own, it’ll be time to get another job.
Our Inspired Teachers: Mariam Higgins
Every day Catlin Gabel teachers inspire their students. 16 faculty members talk about how they came to teaching—and what they love about their craft
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.
They call it an “encore career.”
After 15 years as a medical illustrator, I discovered another, consuming, passion: education. While finishing the illustrations for a textbook on managing fractures for primary care providers, I volunteered in my children’s classrooms. I was going to bed every night thinking about the students whose learning I was a small part of every week. I coached soccer, taught art, chaperoned, tutored, and eventually, after an exciting campaign, was elected to the school board.
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.jpg)
country, to integrating the arts in teaching at a beautiful graduate school.
country, to integrating the arts in teaching at a beautiful graduate school.This is my seventh year teaching 4th grade at Catlin Gabel. What I’ve found is a place where creating curriculum and teaching children is the most fulfilling and creative endeavor possible.
What truly thrills is being part of constant discovery and curiosity. Fourth graders are wide-eyed, empathetic, and very flexible thinkers. Sparks really fly when our particular fascinations cross: biology, art, being active outdoors, and environmental stewardship. I am so thankful to be a part of constant change, positive energy, commitment to intellectual rigor, and a balanced approach to lifelong learning and well being.
My job as an educator keeps me young, gives me grey hair, makes me laugh, scratch my head, try harder, figure it out, and connect. Coming into my classroom each day I feel a sense of peace, purpose, and joy. Teaching fills me up while giving back. What could be better?
Photo gallery posted: seniors and 1st graders carve pumpkins
So fun – and it didn't rain!
Click on any photo to enlarge image and start the slide show.
Willamette Week calls student newspaper's mayoral debate coverage "impressive"
Willamette Week article, October 2012
Catlin Gabel extends a warm welcome to our visiting reaccreditation team!
Sunday – Wednesday
Athletics history video
Celebrating our athletes on the pitch, in the field, and around the gym
Homecoming photo gallery
Community!
What could be better than Friday night under the lights? The Murphy Athletic Complex's Gant-Davis field is a thing of beauty when the sun sets on an autumn evening, our athletes play their hearts out, and fans flock together to cheer. Go Eagles!
Click on any photo to enlarge image and start a slide show. Thanks go to Cody Hoyt '13 for the game photos.
Creative Arts Center groundbreaking photo gallery
A grand celebration!
On a beautiful afternoon in early October, we broke ground for the Creative Arts Center for Middle and Upper School students. The building will open fall 2013. For more information about the project, please visit www.catlin.edu/artscenter.
Click on any photo below to enlarge image and view pictures as a slide show.
Carpool, bus, walk, or bike October 8 – 11
Empty the Lot Week
As part of our sustainability effort and with the specific goal of decreasing traffic, the school has designated October 8 – 11 as Empty the Lot Week. We encourage you to try a different way of getting to campus on this four-day school week.
Why?
- Help reduce the number of vehicles on Barnes Road and entering campus during peak drop-off and pick-up times
- Barnes Road rush hour traffic exceeds capacity. Washington County and Metro studies indicate that traffic congestion will continue to increase in coming years
How can you help?
- Arrive on campus before 7:45 a.m. for drop-off
- Arrive on campus after 3:35 p.m. for pick-up
- Use the Catlin Gabel student bus service (NO COST to ride October 8 –11. Sign-up required.
- Carpool (form lasting bonds with your neighbors)
- Bike, walk, take TriMet
» Links to Bus Sign-Up | Routes and Schedule | Carpool Map
LS Back-to-School Night PE Video
See what 1st through 5th graders are up to in PE
lower school News