Blog
First Peek at the Week for 2010-2011
September
| 1 | Middle School new parent orientation, 6:30pm in the Middle School Commons |
| 2 | Middle School orientation for all students |
| 3 | No middle school |
| 7 | First full day of middle school |
| 13-14 | Fall sports practice begins |
| 14 | Middle School photo day |
| 14 | Middle School sports information night |
| 16 | Middle School Back-to-School night for parents |
| 22-23 | Middle School Discovery Days |
| 24 | Middle School Campus Day |
A Note from Paul Andrichuk, Middle School Head
Communication
- There is no HW.
- This Middle Schooler knows the HW (for each of their classes).
- It was not written down.
- Being reachable means you are always reachable. If your son or daughter is calling or texting you too often, what is the reason? Are they forgetting homework or soccer uniforms? Are they struggling socially? Are they worried about you or another family member? This constant communication can make independence an illusion.
- We were seeing more students talking on their phones at breaks, in between classes, and at lunch; this, rather than interacting with classmates or meeting with teachers as needed.
- Texting and camera features are great, but we have to remind students about appropriate uses for these.
- We were seeing more students comparing phones as measures of status. Kids are envious of others’ phone colors, features, and accessories.
- Cell phone accessibility during trips, especially class trips, takes away from the experience, both for the individual student and the group.
- Family situations and circumstances might require that students carry a phone to stay in touch with family members during an emergency. It is important that an adult here be appraised on the situation. Better still, we recommend that the kid be with an adult here when any such life changing information is relayed.
Emerging Artists Exhibition
Do you like art?
Are you going to ride the Catlin Gabel route buses to and/or from school this year?
David Bragdon '77 joining New York Mayor Michael Bloomberg's administration
Teacher Larry Hurst quoted on "green burials" in Oregonian
We did it — the Annual Fund reached 100% of goal. Thank you, donors!
8th Graders Climb St. Helens
WE DID IT (all of us!)
This climb of Mt. St. Helens was open to graduating 8th graders. The students and their parents came to a pre-trip meeting to discuss the trip, training and equipment—from the beginning, everyone seemed engaged.
For training, the students joined some upper schoolers on a training hike up Dog Mountain in the Columbia Gorge—students were slowed down by conversation, but it was a good opportunity to talk about appropriate clothing and fitness for the climb.
On June 17 we met at Catlin at 10am, packed the bus, and drove up to the trailhead on St. Helens, stopping in Woodland for an adventure in Safeway (team game to find high-quality trash bags). The weather was great and we hiked 1.5 miles to a snowy slope to do “snow school” (kicking steps, self arrest, glissading).
We woke early the morning of June 11 for our summit attempt, hiking over compacted snow before proceeding to treeline. 
The climb alternated between open snow slopes and the rocky, gravely ridgeline. The group moved quickly through intermittent clouds and sun. The wind began to pick up at about 6,000 feet and we ascended into a veritable whiteout. We dropped packs about 1000 feet below the summit, and celebrated reaching the top by eating “Summit Tarts.” Visibility at the summit was about 30 feet, which was somewhat disappointing, but everybody was in a great mood.
We had the most incredible glissade ever!!! We were back to our packs and down the slope in an hour! Everybody was giddy with enjoyment.
We left camp at 7:30 pm, reached the summit around 12:30 pm and returned to camp around 3pm. We were back on campus at 6:30. ~SPEED RECORD~!!!
The new Caller magazine is now online! Read about "School as Community"
Redefining Community: Linking the Global & the Local
By Spencer White
From the Spring 2010 Caller
Our heads fill these days with reports of environmental degradation, the unraveling of indigenous communities, and the harsh realities of human conflict on our globe. I find this overwhelming and sometimes downright scary. I can only imagine how these problems make my 11-year-old students feel as they move through school, becoming more aware every year of the issues we, or they, will live through. Regardless of the life paths our students choose when they leave Catlin Gabel, they will face a world characterized by ever-increasing communication and collaboration with international communities. Technology has brought us the ability to maintain relationships and conduct business with people just about anywhere on the globe, at any time of the day. How our students engage in these relationships— in essence, their diplomacy—is of great importance to our world.
Teaching students to be literate in cross-cultural communication requires two intentional activities. The first is creating meaningful relationships with people around the world—initially through email exchanges and interactive Skype conversations, and eventually through global travel.“Looking back in my journal I see how I have really never felt a connection with someone that far away from home before.” —Catlin Gabel student traveler
“I really care about conserving water. I mean I did it before, but not nearly as much as I do now.” —Catlin Gabel student traveler
“I was really surprised when I got back at the sheer amount of resources we use every day, how easy it is for us to have a hot shower, and how we take so much for granted.” —Catlin Gabel student traveler
“There is no real way to explain what has changed about me. What I can say is that the way I see things is as if I am seeing it on two planes, two perspectives. I see things the way I see it from Costa Rica and from the U.S.” —Catlin Gabel student traveler
Teachers & Students: The Heart of the Community--Carter Latendresse
"Everything I ask them to do, I do"
From the Spring 2010 Caller
In my classroom I think about the kids a lot. I like and understand the middle school-aged kid. I’m excited to be part of early adolescents’ transition from concrete to abstract thinking. They’re able to say, “I come from here, and my parents come from there, and maybe this affects the way I see things.”
Carter Latendresse has taught 6th grade language arts and coached middle school cross country at Catlin Gabel for three years. He previously taught at Seabury Hall in Hawaii. He’s a graduate of the University of Washington with a master’s in English.
Teachers & Students: The Heart of the Community--Carol Ponganis
"The starting point for all real education"
From the Spring 2010 Caller
Teaching is all about the relationship between a student and teacher. The discipline I teach just provides the venue to get there. Teachers can’t expect to transmit information, let alone transform a child, if they haven’t formed a connection.
Carol Ponganis has taught at Catlin Gabel for 22 years. She holds a BA in biology from the University of California–Santa Cruz and an MS from Portland State University in curriculum and instruction.
Teachers & Students: The Heart of the Community--Pat Walsh
"Students know I'm on their side"
From the Spring 2010 Caller
What makes teaching young people so special is that they give back so much. We cover subjects, but I’m willing to let there be serendipity. They know that if something occurs to them, they can raise their hands, and we’ll kick it around. They learn American history, but they also learn that what they know is valued. That’s what learning is: constantly applied knowledge.
Pat Walsh came to Catlin Gabel in 2006 from teaching at Minnesota State University, Concordia College in Minnesota, and the University of Texas–Austin. He was also a Fulbright lecturer in Germany. He is a graduate of the University of Texas–Austin and California State University–Chico, and he holds a PhD from the University of California–Berkeley.