Village Magazine Winter 2023

AtVillage, kids are taken seriously. They create myriad comical moments, they share scores of fantastical ideas, they present a mountain of hilarious observations, but they are always taken seriously in every dimension. With an academic program built on fostering a deep love of learning, our students are successful because Village School teachers really know how to listen to their students. Over the years, I have observed that teachers who do the most for children are those who honor, and work hard to find out what children already know and then push them to go further, challenging their vibrant, limitless, and diverse intellects. Stretching our rubberbands at Village School simply means helping our students safely step outside what is familiar and comfortable in order to grow a deeper understanding of concepts embedded within the struggle, and Choosing Challenge is a mindset that our students and teachers have embraced with gusto this year! In the pages that follow you will see stunning examples of our children being challenged to stretch in preparation for engaging with the wider world, serving as active and committed citizens, partnering and playing, and expanding their hearts and minds. Teaching involves listening with intentionality, and with a sense of privilege; listening to our students tell us what they wonder about; listening honors these precious minds, and that truly feeds our souls.

Let the games begin! Physical education, including sports and athletics, is thoughtfully designed at Village in order to foster sportsmanship and talent in a manner that is age appropriate— and inspirational for life-long health and well-being.

ON THE COVER

Sixth Grader Marcel and Kindergartener Mila hold hands, choosing to begin their journey up a long flight of stairs, supporting each other. The poem by an anonymous author leads them. Choosing challenge takes many forms, and together, we can accomplish anything.

WINTER 2023

Campus Snippets

There’s always good news at Village!

VS hosted the first in-person Independent Technology Educators of Los Angeles (InTELA) meeting in three years in the DREAM Studio in November. Thirty enthusiastic members from 18 local independent schools discussed curriculum design, cyber security, maker spaces, and professional development. Math Specialist Rafa Cordero introduced

them to the impressive interactive Augmented Reality Sandbox that he built for our students in the Math Lab, and facilitated a Cal Lutheran cyber security expert as guest speaker. InTELA is an organization of technology educators and IT specialists from schools all over Southern California. Members communicate on an online forum almost daily to share ideas,

pose questions, and discuss new technology, helping to move each member school forward in the quest to continue to have the most robust and cutting edge technology programs.

VS’s Innovation & Academic Technology Coordinator, Christine Eaves, cofounded this nearly 300-members-strong organization.

Spanish teacher

Betsy Basom was elected Vice-Chair of The American Council for the Teaching of Foreign Languages. ACTFL is an organization “dedicated to the improvement and expansion of the teaching and learning of all languages at all levels of instruction.” Betsy will begin her duties as Vice-Chair in January before assuming the role of Chair a year later. Her area of special interest is Language Learning for Children. This is no new passion for Betsy, who has served as the Coordinator of the National Network of Early Language Learning (she remains the Southern California representative), and she is the Executive Secretary for California Languages Teachers Association. Congratulations Betsy, and gracias for sharing all the fruits of your national networking experience.

Classroom visitors who are experts in their respective fields are always inspiring: for example, Jennifer A. Nielsen, author of The False Prince (Upper Division) and Joan Singleton, writer and producer of the movie, Because of Winn Dixie (3rd Grade). Likewise, VS’s Great Minds Series expands our horizons, and encourages growth and learning. This year’s program includes family physician, founder of Adolessons, and alumni parent Dolly Klock; educational consultant and author Kimberly Wolf; clinical psychologist and author Lisa Damour, and sports psychologist Will Lenzner.

2022–2023 Student Council

Ninety-seven students ran for office in 2022–2023. That’s more than half of the students in grades 3–6 who are eligible to run for office! Student Council comprises 29 members, including the president, vice president, secretary, and class representatives. They gather regularly with advisors to discuss and develop inclusive projects and activities to further Village’s mission and to support the community.

Our teachers are always learning, either attending professional development seminars and workshops throughout the year or furthering their own “formal” education. Congratulations to Rafa Cordero on your Master of Science with emphasis on Information Technology and Melissa Bishop and Heather Holguin for your Master of Arts in Teaching degrees.

Students Study Georgia O’Keeffe’s Flowers to Create Their Own Flower Artwork

This year Fourth Grade students have been working in charcoal, drawing flowers inspired by our Artist of the Year, American painter Georgia O’Keeffe, best known for her up-close paintings of flowers. Students used the Art Room iPads to photograph their flowers, zooming in to create a more abstract image.

Using charcoal materials including vine charcoal, charcoal pencils, kneaded erasers, and blending stumps, they learned basic techniques like shading, blending, and creating texture.

They practiced charcoal exercises in their art books in preparation for their final projects, including how to sketch by breaking down objects into simple shapes, shade and highlight different forms, and draw from real flowers for a still life.

Students learned to replicate their photographs by drawing a grid, focusing on drawing lightly and carefully square by square. Emphasizing the challenge to “draw what you see, not what you think,” they learned to spend equal time looking at the photograph as they did their drawing, eyes darting back and forth.

Learning these fundamentals of drawing, and honing their craft, allowed students to expand their creativity and draw zoomed-out versions of their flowers in oil pastel on top of their charcoal drawings. This exercise in layering another medium on their drawings allows them to understand what it means to build on top of previous work and the layers it often takes to construct a final art piece.

Fourth Grade students did a beautiful job this year creating original artwork. It takes time and patience to work on a particular project for four months, and the effort they put into their drawings is evident in their results.

Campus Snippets

The Gratitude Tree

Every student, teacher, and administrator were included in creating the leaves for this very special project constructed by VS mom Jen Green. VS gives thanks for everything, from the seemingly modest everyday interactions with those dear to us to the heroes who change our world for the good—and quite often, they are one and the same persons!

There’s always good news at Village!

Media Arts Class Begins

Abrand-new class has come to Village School.The Upper Division now has a Media Arts class available for 5th and 6th graders. Teacher Rob Traegler is instructing students in using Photoshop for photo editing, GarageBand for music creation and FinalCut Pro for video editing. Students immediately grasped the user-friendly applications in Photoshop and are now designing original posters and assignments for other classes. During their music unit, students composed original lyrics about everything from Christmas to the mysteries of childhood.

Once completed, they moved on to GarageBand to write and produce music to accompany their lyrics. Students have become adept at music creation; sixth grader, Ruby, is now composing the score for the Jr. Filmmakers’ club film, Controlled We asked Ruby how she feels about the new program at Village. “The Media Arts program is really fun. If you’re making an assignment for Literature, Media Arts teaches you how to use those tools without

taking time out of your other classes. I feel like it’s adding something we’ve never had before.”

Since this is the first year for this program, fifth and sixth graders are essentially being taught the same curriculum, with a more advanced curriculum being prepared for next year’s sixth graders. It’s already become a class that students look forward to, and the creative possibilities are endless. “I really love GarageBand because I like writing songs,”

said Ruby. “But, I cannot play an instrument to save my life, so it’s really helpful to make a song without being able to play an instrument.”

Media Arts gives each student the ability to bring ideas and intangible things from their imagination into the tangible world through creation of new media. Whether it be a short film, a new song or an amazing poster, students can work independently or together-all the while learning a brand-new way to do creative assignments.

Rob Traegler, Associate Teacher

“Media Arts gives each student the ability to bring ideas and intangible things from their imagination into the tangible world through creation of new media.”

“

Sixth Grader Ruby is now composing the score for the Jr. Filmmakers’ club film, Controlled. ”

Noetic Math

Village students in grades 2-6 participated in the Noetic Math Competition, which allows hundreds of schools across the nation to compete in logic, math, and problem-solving.

It is a semiannual contest for elementary and middle school students in which students work on 20 challenging questions in 45 minutes. The competition aims to develop students’ critical thinking skill and encourages them to excel in math.

Our students: Maeve (6th), Oona (6th), Maila (5th), Johnny (4th), Nishara (4th), Ozzy (3rd), Annabelle (2nd), Sonnet (2nd) and Julia (2nd) were all honored for their performance. Leo (3rd), Minh (5th), and Chelsea (6th), unpictured, were team winners. Village had 49 students receive the National Honorable Mention award. These students were in the top 50% of all participants in their grade.

Noetic concepts include: numbers and operations, geometry and measurement, probability and statistics, data and analysis, and algebraic thinking. There are a few essential skills students develop when doing Noetic, some of the problem-solving strategies covered are: modeling with diagrams, drawing a picture, making an organized list, finding a pattern, working backward, and guessing and checking.

In the Math Lab, we foster innovative ideas and help students thrive. Everyone has the opportunity to be part of this awesome contest that harnesses student creativity and logical reasoning skills, presents challenges beyond the regular school curriculum, and provides the right environment for them to be real mathematicians.

Welcome Circles

Foster Connections and Strong Friendships

Welcome Circles continue to be an important way for new families to make connections within the Village community. The Circles are supportive environments for new and veteran families to gather and build relationships. No algorithm puts these Welcome Circles together, simply old fashioned conversation and collaboration between my colleague Ashley Mooney, Director of Admissions, and myself. (We have been told that we are “matchmakers” for parents!) We try our best, but maybe it is kismet when these Welcome Circles blossom into lifelong friendships. We gathered recently with one such Welcome Circle and the feelings of friendship and appreciation were palpableand the laughter was non-stop!

What Paticipants Say About Welcome Circles

“We all know that nervous feeling of walking into a new place, meeting, or event, wondering if you will know anyone. Well, the Welcome Circle helped alleviate those feelings.”

“Coming from another country, the Welcome Circle helped me meet people who provided resources and contacts outside Village School. Finding the right pediatricians, sports, and enrichment classes for the kids was easy because these friends recommended them.”

Newspaper Club Publishes Village News

What started as one student’s idea led to another student’s determination to recruit journalists to create Village’s first Newspaper Club in over two decades.

After reading past Village newspapers from the 1990s, the young journalists began discussing what should be included in the first edition of the updated Village News. Students brainstormed their story ideas, collaborated on responsibilities for each article, gave each other feedback, and even set deadlines.

Village News Club provides a platform for students to express their creativity and ideas. It is instrumental in developing critical thinking skills and building peer-topeer relationships. The newspaper club encourages students to shape their perspectives, opinions, and identity toward finding their editorial voice in a chosen topic of interest.

I had the chance to interview the student who was the catalyst to revive the Village Newspaper, Bailey.

Bailey, how did you come up with the idea for a Village Newspaper Club?

Bailey: “I like writing, and I have heard of other schools having a newspaper, and I thought Village doesn’t have one and thought we should! I brought the idea first to Ms. Byfield last year, and on the first day of school this year, I asked Mr. Evans if it could happen, and he said, ‘Okay, I will try and make it a club,’ and then it became a club!”

How has being a Village Student helped prepare you to be a Village Newspaper Journalist?

Bailey: “My teachers helped me to improve my grammar, and taught me how to express my point of view in my writing. My teachers made me really love to write.”

What was your favorite part of Village Newspaper Club?

Bailey: “Besides the publishing partymy favorite part was interviewing Mr. Evans.”

Are you going to join the Village Newspaper Club next session?

Bailey: “I am going to do Village Newspaper every single time until I graduate!”

“Village News club provides a platform for students to express their creativity and ideas. It is instrumental in developing critical thinking skills and building peer-to-peer relationships.”

Newspaper Interview with Mr. Evans

I got the chance to sit down with the head of school, John Evans. My first question was, why did you choose to lead Village School? He replied, “ I could tell it was a special place, and I loved the teachers and students.’’ The second question was, what is your favorite part about New York and California? He said, “I love New York because there are so many good restaurants,” and he loved being part of all the big energy. Mr. Evans said he loved the mountains, ocean, and fresh air from California. My third question was, why did you want to be the head of Village School? He said, “I wanted to create a school where childhood was at the center.” Mr. Evans also said he always thought that some teachers and adults pushed children too hard. I then asked Mr. Evans to tell me a fun fact about himself; he said, “Once I was on a soap opera!” Another fun fact was that he said he was once driving and popped all of his tires. I also asked Mr. Evans what his favorite hobby was. He told me that his favorite hobby was swimming the butterfly stroke, and whenever he does it at the beach, everyone is in awe! Next I asked why do you love Village?

He said, “I love Village because of its community and the people who fill it.” My last, but not least, question to the head of the school was how you use the Village Values in your home life. Mr. Evans responded, “I am trustworthy to my family members, and my responsibility of having a job, respectful of my students’ and families’ time, and the trust of my family.”

—excerpted from Village News Fall Edition

Teachers Attend POCC

This year’s People of Color Conference (POCC)—the first after a multi-year COVID hiatus—asked its attendees to grapple with complex notions of identity while encouraging them to forge connections with others who share similar lived experiences. This can be especially powerful for those who may feel isolated or misunderstood in their day-to-day lives. It can provide a sense of community and support, as attendees can share their stories, struggles, and triumph with others who truly understand.

Attending the POCC was nothing short of a transformative experience. Through seminars, master classes, workshops, and keynote speeches, we had the opportunity to learn more about the unique challenges facing marginalized groups, as well as strategies for addressing and overcoming those challenges. By engaging with speakers and other attendees, we gained a deeper understanding of the ways in which systemic racism and other forms of oppression affect not only people of color, but also the wider community.

After the four-day conference, attendees felt motivated to take action and work to create positive change in their educational spaces.

For example, Rafael Cordero came away from the experience with a renewed commitment to: “Keep practicing empathy, become more grounded in who I am, demonstrate a willingness to be vulnerable, open myself to the experiences of others, create change by building trust, and finally, take action.”

My own personal call to action came when I heard a colleague describe the often solitary feelings that individuals of color can experience on independent school campuses. This inspired me to continue focusing on building safe and inclusive spaces for all community members. Part of this work includes celebrating our diversity, which is something that we have been very focused on at Village this year.

Diversity, equity, and inclusion is important yet sometimes isolating work. The POCC energized and inspired us to continue our efforts to creating a more equitable and just world. This was the first time that Village School sent a group of educators to the conference in person but it certainly won’t be the last.

New Teachers Introduce Themselves

2nd Grade

Associate Teacher

Growing up, academics were challenging for me. Through some significant trials, I began to really examine the process and my learning patterns. I started to reflect on what comes naturally and what feels foreign. All new things feel a bit strange at first. I’ve interpreted our theme of Choosing Challenge as really being able to get comfortable being “a bit’”uncomfortable: to be able to take risks in one’s learning, to not give up when something is hard—

to learn resilience and tenacity. I think fostering this type of learning requires an immense amount of trust from our students—to know that their teachers have their backs— teachers supporting them in their most genuine attempts in grasping new material or concepts. Choosing Challenge to me means digging deep and finding the courage to rise to the opportunity to learn something new. It means being self-aware and introspective—being able to confront the “not so fun stuff” and to look where there is room for

growth. It means taking to heart how one’s actions affect others. It means being able to think critically and fairly and empathetically. I chose to put myself in a position here where I can be the best version of myself—where I can make a positive impact. These first months at Village School have been extraordinarily gratifying—having opportunities to introduce and open doors for these young minds to all the mysteries and wonders and challenges of their learning journeys ahead.

I have felt such a warm welcoming from all staff members and parents at Village. Each individual takes initiative and introduces themself to me, and, in turn, has opened me up to doing the same. The Village School community is electric, and I felt it as soon as I came on campus. Students trust that we will ensure their safety and support. We encourage students to express themselves and they will be heard and understood. I am thankful to be a part of such a great community.

4thGradeTeacher

These first months at VS have cemented the merit of my decision to return to America! I attended school in Texas (coincidentally at another “Village School!”), then returned to England for university, before recently returning to America to settle down.The warm and welcoming atmosphere at Village is just what I needed!

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“In taking the comfortable route we may move a little, but imagine if we allowed ourselves to find that moment of uncertainty that takes us on the path of the unknown. This is what I would like to teach our kids.

—DeLandis McClam

Choosing Challenge is allowing oneself to get a little uncomfortable. We sometimes see failure as defeat, but failure could allow that moment for growth. In taking the comfortable route we may move a little, but imagine if we allowed ourselves to find that moment of uncertainty that takes us on the path of the unknown. This is what I would like to teach our kids. We may not have all the answers to what we face and at times the challenging route is inevitable. What is important is that we move through the experience, in hopes that we have learned more about ourselves. So, let us teach our kids to choose the route that could be most uncomfortable to get to that place that they are most proud of.

My first few months at Village School have been fantastic, and I felt very welcomed by the faculty and larger community from the very beginning. While “choosing challenge” is the theme for this year at Village School, it also applies to me in a special way, as I moved to Los Angeles to take this job after spending almost my entire life in New York. I am so glad that I made this choice and challenged myself by coming to a new school and city, and I am grateful for the Village community for embracing me!

“

Tami Amer Upper Division Associate Teacher

The most special aspect of Village to me is our students! I remember when I was in school and we had a new teacher—I would continue to seek out the “old” teacher when I needed help; here kids, and the community in general, have all been so welcoming and made me feel at home immediately. I’ve only been here a few months and I already feel so comfortable. The people here are amazing; they inspire me to reach for my full potential and encourage me to do as much as possible with my ideas.

From an early age, I have always had a thirst for knowledge. It was through the realm of academics that I learned to push my limits, and to get out of my comfort zone for the better. Teaching at Village School offers an experience unlike any other. I have the opportunity to advocate for the next wave of scholars to push their academic

boundaries within a safe and reassuring environment. I can be a role model for children and a partner with their families. I am embraced by a warm and welcoming staff and administration that have my best interests at heart. Most importantly, I have a working environment that I cherish; I look forward to being at Village each and every day.

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—Caleb Shields

VS Students Find Ways to Give Back to the Broader Community

Blake (3rd Grade)

Mary’s Missionaries

Blake and his family were on the way home from sharing dinner together when they encountered a homeless man; Blake sensed, “this guy looked like he needed food and water.” The 3rd grader was distraught when the man turned down an offer of sustenance, and cried all the way back to their house, worrying about the man’s welfare. It’s a complicated issue however, something positive emerged; the encounter fueled Blake’s desire to help others. When he learned from his aunt, who is associated with Mary’s Missionaries, that many children in Ethiopia do not eat more than once a day and sometimes not at all, he wanted to help. He started doing specific chores for his family to earn money, and to send that money to feed these children in need. Blake’s hard work—washing the family car, taking the trash out, watering the plants, and doing the dishes—eventually raised $100 and he proudly gave the funds to Mary’s Missionaries to help feed impoverished children in Addis Ababa. Blake said, “There are lots of good people in the world who don’t have food; they’ve never seen a pop it, or a fijit, or even a piece of candy.” Blake’s sensibilities have clearly been heightened and he feels deeply the plight of people in need. These days, there is a little more light and a lot more hope because of a young boy with a heart as big as Africa.

Eloise (6th Grade) & Carter (3rd Grade)

One Voice

“My family started donating Halloween costumes for One Voice at my pre-school, Head Start (we still do). The costumes were for Halloween AND for dress-up. I was inspired to write a book; I can go to the dress-up clothes bin I share with my brother Carter, and I can pretend to be any character. It’s important for younger kids to use their imaginations. This is the second year my brother and I have led the costume drive at Village, and we ended up with 7 ½ bags of costumes for OneVoice.”

Ariella (1st Grade)

Children’s Hospital

Ella designed and drew 20 1/1s for her first NFT collection. “I really enjoy art and these animals are from my imagination.” 100% of all money raised from purchased art goes to Children’s Hospital for a memorial in honor of Aspen, Ella’s late baby sister. Ella says, “It feels good to help someone.”

Laura (2nd Grade)

Challenged Athletes Foundation

Laura participated in Challenged Athletes Foundation (CAF) annual triathlon raising money for athletic and cutting-edge prosthetics that insurance doesn’t cover. Laura ran/walked in the 5k this year. She also participated in sit down volleyball where some people were completely able and others were missing limbs…all the kids working together and having fun.

Joe Goldman ’01

Makes His Community a Better Place

When I invited Joe Goldman to visit his former elementary school, I was hoping he would be impressed by all the changes that Village has undergone over the last 20+ years. I was excited to show him our renovated classrooms, the new (to Joe) campus on La Cruz with a gym, a performing arts room and beautiful art studio. Upon his arrival, I became quickly aware that Joe was the one who was about to take me on a journey. We took a stroll down memory lane, but Joe also opened my eyes to a perspective on our LA community I don’t usually consider.

If you visit the HIAS (formerly known as the “Hebrew Immigrant Aid Society”) website (hias.org), you will read that Joe “works as the Community Engagement Director for the Western Region at HIAS, the world’s oldest – and only Jewish – international humanitarian agency serving refugees and asylum seekers of all backgrounds. He mobilizes activists, organizations, and lawmakers across California to ensure that displaced people are treated with the dignity they deserve. Before joining HIAS, Joe worked at MAZON: A Jewish Response to Hunger, the San Francisco-based Jewish Community Relations Council, and began his career working on several political campaigns and progressive advocacy efforts. A Point Scholar for his undergraduate studies from August 2007-May 2011, Joe holds both a BA in Political Communication and Master’s of Political Management from The George Washington University in Washington, DC and lives in Los Angeles with his husband, Adam.”

Village Memories

Long before Joe started his incredible career and landed at HIAS, he was known around Village School as Joey. Contrary to his current focus on politics and history, Joey loved science and math and fondly remembers the “subterranean theater” that used to exist in the Swarthmore garage. He also told stories of snorkeling while on his class trip to Catalina Island and being surrounded by “hundreds” of leopard sharks. Even more importantly, he recalled

that his childhood spent at Village has stayed with him. Joe remarked: “I was a very sensitive kid and Village allowed me to thrive in a safe and supportive place. It is wonderful that I had this experience; I’m so grateful for Village and I wish every kid could have what I had because they deserve it. To be able to take what this place gave me and put it into the career that I have today is a privilege. How dare I not do something that doesn’t involve giving back?”

The little boy named Joey who used to roam the halls of Village School now passionately speaks about his career and how he helps people help others. Joe enthusiastically told me about the important work that he does, while current Village students played on the field right outside my window. Looking outside, Joe realized that he can connect with our students in a meaningful way.

We are so very proud of all that Joe has accomplished and all that he will do to make our community and world a better place. Plans are being made for Joe to return to school to work with our students, and we are thrilled to have him back in Los Angeles, making Village School a continuing part of his journey.

Meet Liana Unger Village’s Friendship Coach

Liana Unger’s journey at Village began a decade ago as part of the Kindergarten team and as Assistant Summer Camp Director. After taking time to get a Masters in Social Work at USC, she returned to the classroom as an associate teacher and is now Village’s Social Emotional Learning Coordinator, aka the “friendship coach,” in addition to maintaining a small private practice.

The Village mission statement recognizes the importance of joy. What brings you joy?

I love what I do. In my work as an educator and a therapist, what motivates me and excites me is being vitally engaged in the essential interpersonal process of learning and supporting the growth of each person in our community – students, families, teachers, and administrators. I am energized by helping others realize their best selves while also honoring who they are and who they want to become.

What does the friendship coach do?

The Friendship Coach supports students, parents,

and teachers with the essential aspects of social development, relationship building, mental health, and wellness. This is done by working directly with students, providing guidance and support for parents, and partnering and collaborating with teachers and staff. In addition to working with students individually, I also teach whole class and small group lessons. Examples of some of the topics we’ve covered so far include Equality and Equity, Advocacy, Conflict Resolution, Dealing with Changes in Friendships, Boundary Setting, and Stress Management.

What is the importance of teaching socialemotional skills,

especially at the elementary school level? It’s understood that the origin of many traits and behaviors, (people pleasing, self-doubt, & perfectionism are just a few examples), can be traced back to our early years. For this reason, teaching social/emotional skills at a young age is important and helps effectively address developing issues that might inhibit our success. The ability to form positive relationships shapes how students feel about going to school, how they feel when they are at school, and has many long-term positive outcomes. Students are more likely to engage in learning when they feel supported. Each connection a child makes, every time they feel seen, whenever there is trust and repair, there is the possibility for tremendous growth. And

this growth is not just about relationships with others, but also plays a part in academic success.

As we all inevitably come to realize, our experience as a child influences our sense of self, how we see the world, and our relationships with others throughout our lives. Children aren’t simply impacted by what is happening around them, but also by how they process and understand their daily experiences and interactions. Before they fully possess the ability to communicate well with others, they create narratives, internal messages, and ingrained beliefs based on big and small moments on the playground, in the classroom, and their interactions throughout the day.

Isyourapproach differentfora kindergartnervs.a6th grader?

Naturally, younger students are less able to identify and discuss their feelings and understand the feelings of others.This can be a challenge for them and those who work with them. On the other hand, their needs are more transparent, and they often request adult assistance. Older students are generally more selfaware and able to read the emotions of others, but their issues are also more complex, and they’ll often conceal their discomfort. For both age groups, validating and normalizing their experiences helps them adjust to the evershifting landscape of friendships.

Whatskillsdoyouwant studentstoleaveVillage with?

Here are some important ones: self-awareness; selfregulation; the ability to positively express emotions; the ability to accept limitations and deal with frustration; the ability to understand and respond to the needs of others; and the ability to accept and of course, to manage (and sometimes even welcome!) challenges.

Nichola Keen Ponders English Vocabulary

Moving from the UK to Texas (where coincidently I attended The Village School) when I was a six-year-old, I vividly remember the early days of bewilderment when my teacher would ask us to “Line up on the sidewalk” or to “Put it in the trash!” However, I soon familiarized myself with this new “foreign” vocabulary and after a few weeks could even be overheard throwing a few “y’alls” into conversations with friends. After graduating from high school, I returned to the UK for university where, again, I had to readjust to different vocabulary and spelling. I once spent hours searching for cilantro in the supermarket, only for a friend to later tell me my search would’ve been much quicker if I had just looked for coriander.

I spent ten years after university working in a primary school in southwest London, where I fell in love with teaching and seeing hundreds of my students grow and flourish. Last November I was overjoyed to move back “across the pond” and am enjoying the unique opportunity to assimilate my US and UK educational experiences (and language!) as a fourthgrade teacher at Village School. Even though it has only been a few months since I started, I am blown away by the wonderful community that has been cultivated here and the joy that everyone exhibits both in and outside the classroom.

“Erasers or Rubbers?”

“Sidewalk or Pavement?”

“Math or Maths?”

“Trash or Rubbish?”

At Village School, Conversations Between Students and Teachers Build Trust and Respect

These last couple of years have manifested incredible moments of growth and development in the face of great challenge, at home and abroad. Village continues to thrive amid iterative change while balancing current needs and future unknowns. We have remained true to our values, adapted to fluid circumstances, and continued to evolve as a safe community that cherishes our mission to embolden the hearts and minds of our students.

When I think about what makes Village School so valuable and unique in the Independent School space, I believe it is our ability to prioritize what is found at the center of the student and teacher relationship: conversation. Village teachers use firsthand experience of what truly works in an elementary classroom, to nurture this conversation deftly, thoughtfully, and purposefully in order to develop the trust and respect essential to growth and development. Guided by the sentiment expressed in our mission, Village teachers think beyond their classroom walls and help students engage in increasingly rich exchanges with the world around them. Respectful of differing ideas, perspectives, and learning styles, they work to build a culture of

shared and meaningful understanding. In other words, they get to know their kids, so that they can impel them outside of their comfort zones and encourage them to embrace challenge readily and with confidence.

I reached out to three of our alumni to glean perspective and understanding about how they perceived the conversation between students and teacher during their years here. I wanted to know how their relationships with their teachers affected their life experience beyond the Village School walls.

Self-assured and delightfully casual, Amanda Mintzer (class of 2015) sat down in my office fondly looking out upon the campus of her beloved elementary school and reminiscing about her days

here. She smiled from ear to ear, asking me about certain teachers and recalling funny anecdotes about them. Listening to Amanda attribute the development of her self-confidence to Village was heartwarming.

“You know, I believe it all started here. Now at UNC-Chapel Hill, I confidently go to office hours, I raise my hand in huge lecture halls filled with 300 people and my friends just look at me and say, how do you do that? I guess it is because I feel comfortable asking questions and approaching my professors…I learned that from Village. Village teachers took the time to get to know me and that made all the difference.”

We talked for over an hour about her experience, and what struck me the most during our conversation was her

thoughtful recollection of her Kindergarten year. “Oh, I was super shy. I didn’t talk. But, because of my kind teachers and the small class size I discovered that mistakes were okay. I remember thinking, ‘Wait I can guess? My teachers won’t get mad if I get this wrong? I can just try this out?’ So, guessing and trying is exactly what I did every day in my seven years at Village.”

Recent graduate Jillian Haim (class of 2022), poised and wryly confident, shared the following with me. “Village teachers took the time to listen, help, and guide me. They were all so kind and caring, and I am to this day, very thankful for them. I continue to value the perspectives of my teachers—although I may not agree with them 100% of the time, I always listen. I keep in mind they have more life experience than I do, and therefore, most likely know what they are talking about.”

Jillian has incredible resolve. She actively seeks out and speaks with her current teachers at Brentwood School. She told me of the multiple clubs in which she participates, the class projects she dives right into, and the confidence she feels when working with peers and adults. I asked Jillian to describe how her Village teachers supported

her when she might have struggled during her elementary years. “In those moments when I needed an extra boost of confidence, my teachers were always there to comfort me. The environment at Village is a very healthy one, so I never felt the need to doubt myself.”

Ryan Singsank (class of 2012) shared his perspective on developing self-confidence at Village. He believes it came from the guidance and support he received from his teachers through direct practice with public speaking: “Presentations were an integral part of my time at Village. It certainly takes a high degree of selfconfidence, and this was first developed in me at Village, especially regarding the sixth-grade graduation speech. I remember it was stressed by our teachers to practice, practice, practice, and in doing so, every time, it got easier to give the speech. By the time I had to say my words during the graduation ceremony, it was a piece of cake!”

Ryan completed his undergraduate work at George Washington University and is now pursuing his Masters in International History at Columbia University in NYC. He is traveling the

globe and making plans for his future. I was taken with his ability to connect what he learned at Village with his educational journey over the years. “The link between a healthy self-confidence and the practice of public speaking was something I carried with me over the years. Whether speaking to over 500 people at a middle school assembly at Viewpoint to sharing my research with thousands in person and online during my time in college, I was nervous, but I practiced. My self-confidence was boosted by doing so.”

Students at Village are finding strength and building confidence in a community that values them, sees them, and inspires them to take the necessary risks to build character and grit. As adults, we know the future arrives gradually and then evolves swiftly. Our children, the most precious aspect of our lives, are growing up fast and in the blink of an eye they will graduate. Until then, let it be our responsibility to hold sacred their childhood, pushing them to stretch their rubber bands and celebrate the joy in discovery, and let us support and encourage the glorious, invaluable conversation between student and teacher. ▼

“I was super shy. I didn’t talk. But, because of my kind teachers and the small class size I discovered that mistakes were okay. ”

—Amanda Mintzer (2015)

“Village teachers took the time to listen, help, and guide me. They were all so kind and caring, and I am to this day, very thankful for them. I continue to value the perspectives of my teachers although I may not agree with them 100% of the time, I always listen.”

— Jillian Haim (2022)

Students’ Connection With Authors Enhances the Joy of Reading

Storytelling has the power to transform the way students see the world and themselves. In my class, reading is a communal experience where children can immerse themselves in an author’s imagination and soar to new insightful heights. Here we move beyond the narrative where a lively discussion of characters intersects with original points-of-view and enhanced sense of self. Students have the unique capacity to explore the joy in studying literature because reading goes hand-in-hand with internal discovery.

Over the course of each novel study, students participate in a variety of engaging activities and dynamic culminating projects that fuse in-depth analysis and perspectives that enlighten their spirits. From epic Twitter battles elevating a character’s worldview, to using Photoshop that create postcards of dystopian settings, or producing breaking news videos from the scene of a climatic event, students have the opportunity to showcase their creativity and inventiveness from the opening words to the concluding chapters of each book.

Connecting students with authors inspires a student’s appetite for reading. Over the last few years, I have been fortunate to bring several authors of our class novels into the classroom. Most recently, during our False Prince Carnival, students had the honor of having New York Times best selling author, Jennifer Nielsen, attend their event and play the games they designed in honor of her book. Hearing directly from a storyteller on their process and mindset is invaluable. ▼

“My students experience the impact of great literature. As they see the world through the eyes of characters from our class novels, their own eyes are opened up as they cultivate motivation, empathy, and creative electricity. I have no doubt that they are on the road to becoming the heroes of their own stories.”

Anu

“The False Prince Carnival was special to me because I got to teach all the younger kids about the book we read through games.”

Karissa

“The carnival was special because we spent so much time making the games. I loved working with my classmates.”

Ava

“The False Prince Carnival was such a special experience for me because I got to meet a New York Times Best Selling author. I also got the chance to show her the game I worked hours on which made me feel good”

Max

Choosing Challenge

Albert Einstein once said,“It’s not that I’m so smart, it’s just that I stay with problems longer.” This quote really resonates with me because it so perfectly encapsulates Village’s year-long theme, “Choosing Challenge.” Overcoming a challenge of any sort is rarely done in a short span of time. It is a process that demands attention, grit, and oftentimes the support of others. Most adults, through the benefit of age and experience, can detail the importance of facing a challenge regardless of whether or not success is ultimately achieved. We understand that challenge is an essential part of the learning process and that within any difficulty lies real opportunity.

But while choosing challenge can offer children the opportunity to push themselves beyond their comfort zone, try new things, and develop important skills such as problem-solving, critical thinking, and perseverance, it can also be an intimidating prospect. An emerging reader decoding new words, navigating a conflict with friends on the yard, solidifying math facts—these kinds of challenges and more can feel overwhelming to many students. So, the question is, how do we get students to lean into the tougher moments despite the discomfort? And how do we create the conditions where students learn to take initiative, communicate effectively, stick with a problem, and work with others to achieve a common goal?

The answer begins with our teachers and the relationships that they build in their classrooms. Our teachers know that by

gaining a profound understanding of each of their students—their unique skills, interests, and needs—they can best support students in their pursuits and help foster a sense of accomplishment and motivation in them, not to mention self-belief. And by grounding these teacher-student relationships in the core Village values— respect, responsibility, fairness, trust, caring, and courage—teachers are giving students the foundation they need to find a way to resolve that conflict on the yard, spend a little more time crafting that difficult paragraph, or solve a messy word problem.

Whether students succeed or face setbacks along the way, tackling a challenge can be a valuable learning opportunity that helps them grow and develop. It fosters resilience and adaptability, and invites them to understand their capacity to make a positive impact on the Village community.

MISSION STATEMENT

We are a village of students, families, and educators with a common goal: to create a childhood of wonder, joy, and challenge where children expand their minds and hearts, find their greater purpose, and prepare to engage with the wider world.

VILLAGE SCHOOL MAGAZINE EDITORIAL STAFF

Danny Kramer

Director of Institutional Advancement

Chris Gonyaw

Director of Communications and Creative Media

Sara Singsank

Director of Development and Parent Engagement

Annie Block

Assistant to the Head of School and Director of Secondary School Placement

Tina Turbeville Design

Chris Gonyaw Photography

“Whether students succeed or face setbacks along the way, tackling a challenge can be a valuable learning opportunity that helps them grow and develop.”

Village School

780 Swarthmore Avenue Pacific Palisades, CA 90272

www.village-school.org

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