A Christmas Sermon

The following is a guest post from one of our 8th graders, Clare. She gave her sermon this morning in Phillips Chapel in front of 400 or so of her closest friends and relatives. Each year, almost all of our 8th graders give a sermon offering their thoughts on life, spirituality, family, or school. A hallmark of the school, the 8th grade sermons have flourished under the leadership of Fr. Finnin, our school chaplain who has provided a more refined spiritual focus. 

Clare's sermon discussed how a Christmas Tree is a representation of life and that each and every one is an ornament that deserves a spot on that tree. Check it out: 

Good Morning.

For those who know me, know that I love Christmas. This is my favorite time of the year for so many different reasons. When I started thinking about my sermon, I knew that this would be the perfect time of the year. As I was remembering previous Christmas’, a certain story came to my mind.

A few years ago my family and I were decorating our Christmas tree. Everyone in my family had a particular job when decorating the tree. I was in charge of the red ornaments. As I was unloading the ornaments and placing them on the tree, I noticed one without a top and hook. Because there wasn’t a top and hook, I put it back into the box. After I was done with the rest of the ornaments, I looked back at what was left. The same red ornament was sitting alone at the bottom of it’s box. I realized that all I needed to do was to find a top and a hook, and that red ball could be on the tree like all the others. So I found a top, and I found a hook, and eventually that red ball fit perfectly on the Christmas tree.

You might be wondering how this has to do with you...me...Chapel…and just life. Well it has a lot. Imagine life as a big Christmas tree. A Christmas tree is big, green, fragrant, but there is something missing… the ornaments. And we are the ornaments of our Christmas tree. We come in different shapes, sizes, and color. And when we are on our Christmas tree, it is amazing!

As Perrin just read, "If the whole body were an eye, where would the hearing be? If the whole body were hearing, where would the sense of smell be?" Imagine a Chtmas tree with just green ornaments, or all circle shaped ornaments. That would be sort of boring wouldn't it? This also goes along with real life situations. It would be boring if there were only 8th graders on the planet, or only people who can sing, or only people who are really good at math. We all have our special talents and we need each other's help and gods help finding them.

Unfortunately, there are many people who don't think they belong on the tree. For whatever reason, they feel like they have lost their top or lost their hook, and don't belong with others on the Christmas tree of life. They don’t realize that they aren't alone. These people don’t know that God made the Christmas tree big enough for everyone. People shouldn’t make fun of someone’s scratch when they might be hiding a dent. Like what Matthew 7:1-5 states, "Why do you look at the speck of sawdust in your brother’s eye and pay no attention to the plank in your own eye?" This is talking about someone judging another person for a flaw, when that very same person has an even bigger flaw. This relates to my story because some people are not helping people find their hooks or their tops. Many people make fun of other people who have a difficulty or a clear difference, even though those same people have difficulties and struggles themselves.

Take a minute and think about a time that you felt like you didn't belong or someone made you feel like you were missing something or that you weren't like the other people. ......you have probably felt this sometime in your life if you have ever been to a new school and didn't know anyone, or you have been bullied for something you couldn't help. I have personal experience thinking that I didn’t have a hook or top and that I didn't exactly belong. I have had people insult me for being different or just because of having difficulties with different things. I used to think they were right and they might have been, but I didn't realize that they had differences too. I have always complained to my parents about myself having issues, but not other families or some of my friends. They always told me that you may not see their difficulties, but they have them.

I challenge you over this Christmas break, to see your differences in a good way and not to only see your differences, but to see your talents. And to make sure all your ornaments make it onto your Christmas tree. And remember, everyone has a top, a hook, and most of all, a place on God’s tree. Amen.

Welcome Back Video You Have to See!

Check out J. McCollum's Welcome Back Video for his 3rd Grade Class

Update: Meet the Middle School Night

If you weren't able to make it to Meet the Middle School Night, check out the prezi presentation below.

STEM Trip: 8th Grade to WFU Biology Lab

Nicole Schutt, one of our Middle School STEM teachers, sent along this report from the 8th grade's visit to Wake Forest yesterday:

8th grade Canterbury students took a trip to Wake Forest University to visit the Biology Lab facilities in Winston Hall.  They met with Dr. Ashley-Ross and her three Graduate students to learn about their current research and how it relates to our science studies of natural selection, adaptations, and evolution.  Students learned about the mangrove rivules fish, which uses a "tail flip" behavior to propel itself onto and across the land; the archer fish, which controls its spit to knock down prey above the water; and how the tarantula uses its legs to flip itself over when placed on its back.  This last project has joined with the Center for Design Innovation in Winston-Salem to apply what is learned to designing robots used in the field of science.  Students were entertained by Ben Perlman (pictured above) showing how the rivules controls its jumping behavior.  They also enjoyed a tour of the facilities and used some very impressive microscopes - one particular laser microscope was said to cost over $750,000!

Resilience, American Style

I saw this video and just had to pass it along. Incredibly moving.

Finding Kind: After the Movie

On September 30, Canterbury middle school girls and their parents were invited to view the film, Finding Kind at Greensboro Day School. It is a documentary following two college-age girls who set out across the country to talk with middle and high school girls about the pitfalls of girl bullying and offer them strategies to Be Kind to one another.

The stars and producers of the film, Lauren Parsekian and Molly Thompson, came to Canterbury on October 1 to meet with our middle school girls and discuss the topics that came up in the film. It was a wonderful opportunity for our girls to hear about the ways we can all be kind to one another.

As part of our ongoing commitment to the well being of every one of our students, our Middle School Counselor, Emily McCollum, has taken some of the ideas that came out of that assembly and put them into practice. The most visible part of this approach is the Kind Wall in Armfield Cottage. Three sections of the hallway wall has been painted in chalkboard paint, so that students and teachers can write kind things to each other. Once a month, Mrs. McCollum will wipe the board clean and we can start all over again.

Canterbury's Kind Wall

Civil War Expert Visits the 8th Grade

On October 11,  in one section of 8th grade Social Studies, the students were treated to a special presentation by Ted Bartley, grandfather of one of our 8th graders.  

Mr. Bartley showing off his Civil War button collection.

Mr. Bartley and his wife traveled to Greensboro from their home in Virginia to talk about his Civil War collection. He brought artifacts from over 45 years of collecting to show the students. He talked most specifically about the Battle of Gettysburg, but also brought relics from other battles. Included in his cache of treasures was Confederate money, belt plates, a replica of a North Carolina soldier's uniform, pictures, and his favorite type of artifact: buttons. Mr. Bartley was able to convey the importance of the artifacts to the students and the students were able to see some of the things that they had studied about in and out of class. 

One artifact of particular interest that he brought was a signed report card by Robert E. Lee from Washington College from 1868 where he was the president at the time. Later the college became known as Washington and Lee University, alma mater of Mr. Skeen!  The students were treated to Mr. Bartley's knowledge and storytelling ability and all left with a better understanding of the Civil War!

A report card from Washington College (later renamed Washington & Lee) signed by Robert E. Lee. 

Canterbury Alum (and JV Soccer Coach) Wins National Award

Caroline Newman, Class of 2004, has been awarded the 2012 Intercollegiate Tennis Association (ITA)/Arthur Ashe Jr. Award for Leadership and Sportsmanship. 

http://www.news-record.com/node/144501

6th Grade Orientation Presentation and Notes

INTRO SLIDE


Hello! and welcome to the middle school. Over the next 45 minutes we will be throwing a lot of information your way. Some of you are middle school veterans, others are embarking on this stage for the first time.

We think we have something for everybody today. I’ll start by explaining what you can expect from your child in general during the middle school years, move into how we believe Canterbury's middle school best serves your child during those years, and end by highlighting some of what we have in place to accomplish our vision of what a great middle school child looks like at the end of 8th grade.


Next, Justin Zappia, our Athletic Director, will touch on Canterbury Athletics, and Kathy Durham, our Director of Student Life, will outline some of the nuts and bolts of the day-to-day Canterbury middle school experience. We’ll end with some time for your questions.

So let's begin:

SLIDE 2 (based on Developmental Designs research)

Adolescents undergo more growth during their middle school years than at any other point in their lives. Your child's adolescence will dictate their (and your) middle school experience. Essentially, their life will be defined by four goals during this time:

1. Separate from the adults,
2. Develop strong peer relationships,
3. Find their identity, and
4. Have adults sign off on who they want to become.

The most important thing we as the adults in their lives can do is understand where they are developmentally, meet them there, and create structures that will help accomplish these four goals in safe and healthy ways.

VIDEO: Ryan’s First Day in Middle School

Adolescent growth happens across three facets: physical, social-emotional, and intellectual

Physical

1. Middle schoolers grow at different rates and at different times
2. For some 6th graders and most 7th graders puberty begins and hormones begin firing throughout the whole body while,
3. The brain is under construction and not ready to handle the overload of messages, hence:
4. A lot of impulsivity and lack of self control  - not all the time, but it is common

Social-Emotional

1. Middle schoolers are exceptionally moody
2. Because they are seeking to establish strong peer relationships, they are hyper-sensitive and self conscious
3. At the same time, they are seeking their independence and identity so they push boundaries and often discover sarcasm as a primary means to push those boundaries. (and by the way, according to the middle school child, adults know nothing. Just FYI.)
4. But, by the end of  8th grade they have begun to identify the values they believe uphold their perception of themselves and will demand fairness in all things.

Intellectual:

1. Children often begin middle school as concrete thinkers: everything is right or wrong, black or white.
2. They can be resistant to reflection and would like nothing better than to put something on paper and never be bothered by it again.
3. They like to argue, but beginning at the end of 5th grade and into 6th and 7th grades they grow into an ability to think conceptually and abstractly.
4. They begin to identify organizational and study skills that work for them.
5. By 8th grade, our students are putting together Big Picture thinking skills, willing to reflect and revise, and want to do well on meaningful projects - still, don't expect them to admit this to you!

So through all of this growth, your children will experience highs and lows. They’ll need to know how to react to both. They’ll often be confused and sometimes anxious or frustrated and, while they would never tell you outright, they are craving guides and boundaries that will help them (as Developmental Designs puts it) "navigate the waters."

We are partners in guiding your children and our students through those waters. We believe our middle school is set up to meet the kids where they are developmentally. As you will see, the look and feel of a middle school is different than that of a lower school - a little noisier, a little looser. While it may seem very different, it is a natural off-shoot of the foundation that the lower school has provided.

The structure and processes of the middle school mean we are able to meet your children where they are developmentally and bring them to a point where they can enter high school as well-rounded, value-driven individuals, ready to contribute to their new school community and the community at large. 

VIDEO: 8th Grade Independent Latin Project - The End Game

It all begins with Canterbury's vision of what an excellent middle school educational experience for your child should look like.

SLIDE 3

We start with a whole child approach. A complete education necessitates that whatever we do, we make sure we address all aspects of your child’s life in ways that lead to the well­-rounded individuals we seek to graduate. The cornerstone of that approach is an emphasis on academics. For this whole child approach to work, we must foster trusting and respectful relationships with our students, and also with you, the parents, as well as our colleagues at school. When decisions need to be made in the pursuit of our goal of educational excellence, we make sure those decisions are guided by middle school best practices and our students’ best interests. Linked to this last point, is that we must be certain those decisions and whatever structures are in place ensure the social and emotional well being of our students. As excellence connotes, we must have high expectations of the students and ourselves in pursuit of the 21st century skills that our students will need as they enter high school and beyond.


So what does that vision look like on a day-to-day, month­-to-month, or year-to-year basis for your children here at Canterbury? We implement our vision in many different ways, but it can be divided into four main categories: Student Leadership, Structures, Student-Focused Support, and Communication.

Throughout the year, you will hear more about the various items that fall under the categories you see up on the SmartBoard, but I would like to highlight a few that I think are particularly relevant here today.

Developmental Designs

1. DD is the "older sibling" to the Responsive Classroom philosophy the lower school uses. The research and practices of both are similar. The Iinchpin to DD is the advisory. As you saw in the Directory, your child is part of an advisory and that advisor will be your child’s advocate for the entire 5th grade year. It will be in this group that the students’ build their first sense of community in the middle school, but it will not be limited to the advisory.
2. One of our goals as a faculty is to ensure that we continue to infuse the DD principles of relationship, autonomy, competency, and fun into all aspects of the school day including classroom routines, all school routines, discipline, and social norms. You will be hearing more about the Developmental Designs program from me and your advisor. You can also visit my blog to see some posts on the topic. We have been steadily working on DD in the classroom and beyond, and are excited to continue to implementation across the middle school.

Student Support Team

1. Since my arrival at Canterbury we’ve had the Student Support Team to facilitate conversations related to our implementation of the middle school vision and to work to support our students in all aspects of their experience at Canterbury. This team includes myself, Kathy Durham, Director of Student Life and Unity in Diversity, Emily McCollum, Middle School Counselor, Judy Cram, Academic Counselor, and Nathan Finnin, our chaplain. 
2. With this team in place the middle school has multiple expert perspectives examining student life, as well as school processes, procedures, and frameworks to make sure we are doing the best job possible.

Communication

1. Protocol: I ask that you follow the protocol laid out for you on the slide here when there is a classroom issue or non­classroom issue that comes up. It often solves problems quickly and can get everybody back on the same page with only a minor bump in the road.
2. Blackbaud Parent Portal: We will be rolling out a new website with vastly improved functionality and interactive capabilities. The part that will benefit you the most will be the parent and student portals that will allow you to sign in to a secure and individualized website that will show your child(ren)’s life at Canterbury. This page will include schedules, classes, assignments, grades, progress reports, report cards, activities, teams, announcements (class, division, and/or whole school), forms, and more. You will be able to choose from a number of different ways to be notified of any changes that are happening on this site. Once this site is ready to roll out, we will be offering parent education in a number of different forums, so don’t be too intimidated right now. Just know that this will be the one-stop-shop for everything Canterbury as it relates to your child. Most specifically, class assignments and grades will be open for all middle school students.
3. Middle School Homework/Test Calendar: Until Blackbaud is fully functional, we will be using a Homework calendar that is embedded in the website under News/Calendar and Middle School Academic Calendar. We have had this system in place for some time. Two years ago we implemented a homework page for all homework assignments, tests, quizzes and projects. You will be able to go to this one page to see what is happening in 5th grade by day, week, or month. I am asking the faculty to post their homework assignments to this page by 3:30 on Monday for the week. If there are any worksheets to be completed, they will be uploaded to teacher’s individual pages, which will be linked to this master page. This Calendar Page is meant to be a guide to the homework assignments, and these assignments may change as a result of remediation, change of pace, or enrichment during the week. As such, teachers will make these changes in the students’ agendas. As a result, please refer to your Agenda first for homework assignments. By using a combination of the Homework/Test Calendar Page and agendas, we maintain our stress on personal responsibility, while providing guideposts for you in terms of where your child should be when it comes to homework.
4. Middle School Director's Blog: l often write blog posts highlighting what is happening in the division including curriculum previews, Developmental Design information, Student Support Strategies, the physical, emotional, social, and intellectual development of the middle school adolescent, examples of student work, and a list of special events. My intention is to keep you abreast of what is happening in the building and help inform you about the intricacies of middle school life.

While there is a ton left to discuss on that schematic, I do want to allow time for Kathy to give you her information, and leave time for questions.

SLIDE 4

SLIDE 5

New and Very Cool Things About 6th Grade

SLIDE 6

I hope this has been informative for you - I’m sure you have a ton of questions. Please know that my door is always open, my phone (almost) always open, and my email definitely open! So please do use me as a resource when you need me. We are all here to help make this transition and your middle school years the best possible years they can be. In an effort to practice sustainability and save paper I've posted this presentation, my comments, and two articles that highlight how to handle adolescents at home and the importance of partnership between school and families in children's education.

THE ARTICLES

What’s Best For Kids? Tips for ParentsUnderstanding and Appreciating the Wonder Years by John H. Lounsbury

5th Grade Orientation Presentation and Notes

INTRO SLIDE


Hello! and welcome to the middle school. Over the next 45 minutes we will be throwing a lot of information your way. Some of you are middle school veterans, others are embarking on this stage for the first time.

We think we have something for everybody today. I’ll start by explaining what you can expect from your child in general during the middle school years, move into how we believe Canterbury's middle school best serves your child during those years, and end by highlighting some of what we have in place to accomplish our vision of what a great middle school child looks like at the end of 8th grade.
Next, Kathy Durham, our Director of Student Life, will outline some of the nuts and bolts of the day-to-day Canterbury middle school experience. We’ll end with some time for your questions.

So let's begin:

SLIDE 2 (based on Developmental Designs research)

Adolescents undergo more growth during their middle school years than at any other point in their lives. Your child's adolescence will dictate their (and your) middle school experience. Essentially, their life will be defined by four goals during this time:

1. Separate from the adults,
2. Develop strong peer relationships,
3. Find their identity, and
4. Have adults sign off on who they want to become.

The most important thing we as the adults in their lives can do is understand where they are developmentally, meet them there, and create structures that will help accomplish these four goals in safe and healthy ways.

VIDEO: Ryan’s First Day in Middle School

Adolescent growth happens across three facets: physical, social-emotional, and intellectual



Physical

1. Middle schoolers grow at different rates and at different times
2. For some 6th graders and most 7th graders puberty begins and hormones begin firing throughout the whole body while,
3. The brain is under construction and not ready to handle the overload of messages, hence:
4. Alot of impulsivity and lack of self control  - not all the time, but it is common

Social-Emotional

1. Middle schoolers are exceptionally moody
2. Because they are seeking to establish strong peer relationships, they are hyper-sensitive and self conscious
3. At the same time, they are seeking their independence and identity so they push boundaries and often discover sarcasm as a primary means to push those boundaries. (and by the way, according to the middle school child, adults know nothing. Just FYI.)
4. But, by the end of 8th grade they have begun to identify the values they believe uphold their perception of themselves and will demand fairness in all things.

Intellectual

1. Children often begin middle school as concrete thinkers: everything is right or wrong, black or white.
2. They can be resistant to reflection and would like nothing better than to put something on paper and never be bothered by it again.
3. They like to argue, but beginning at the end of 5th grade and into 6th and 7th grades they grow into an ability to think conceptually and abstractly.
4. They begin to identify organizational and study skills that work for them.
5. By 8th grade, our students are putting together Big Picture thinking skills, willing to reflect and revise, and want to do well on meaningful projects - still, don't expect them to admit this to you!

So through all of this growth, your children will experience highs and lows. They’ll need to know how to react to both. They’ll often be confused and sometimes anxious or frustrated and, while they would never tell you outright, they are craving guides and boundaries that will help them (as Developmental Designs puts it) "navigate the waters."

We are partners in guiding your children and our students through those waters. We believe our middle school is set up to meet the kids where they are developmentally. As you will see, the look and feel of a middle school is different than that of a lower school - a little noisier, a little looser. While it may seem very different, it is a natural off-shoot of the foundation that the lower school has provided.

The structure and processes of the middle school mean we are able to meet your children where they are developmentally and bring them to a point where they can enter high school as well-rounded, value-driven individuals, ready to contribute to their new school community and the community at large. 

VIDEO: 8th Grade Independent Latin Project - The End Game

It all begins with Canterbury's vision of what an excellent middle school educational experience for your child should look like.

SLIDE 3

We start with a whole child approach. A complete education necessitates that whatever we do, we make sure we address all aspects of your child’s life in ways that lead to the well­-rounded individuals we seek to graduate. The cornerstone of that approach is an emphasis on academics. For this whole child approach to work, we must foster trusting and respectful relationships with our students, and also with you, the parents, as well as our colleagues at school. When decisions need to be made in the pursuit of our goal of educational excellence, we make sure those decisions are guided by middle school best practices and our students’ best interests. Linked to this last point, is that we must be certain those decisions and whatever structures are in place ensure the social and emotional well being of our students. As excellence connotes, we must have high expectations of the students and ourselves in pursuit of the 21st century skills that our students will need as they enter high school and beyond.


So what does that vision look like on a day-to-day, month­-to-month, or year-to-year basis for your children here at Canterbury? We implement our vision in many different ways, but it can be divided into four main categories: Student Leadership, Structures, Student-Focused Support, and Communication.

Throughout the year, you will hear more about the various items that fall under the categories you see up on the SmartBoard, but I would like to highlight a few that I think are particularly relevant here today.

Developmental Designs

1. DD is the "older sibling" to the Responsive Classroom philosophy the lower school uses. The research and practices of both are similar. The Iinchpin to DD is the advisory. As you saw in the Directory, your child is part of an advisory and that advisor will be your child’s advocate for the entire 5th grade year. It will be in this group that the students’ build their first sense of community in the middle school, but it will not be limited to the advisory.
2. One of our goals as a faculty is to ensure that we continue to infuse the DD principles of relationship, autonomy, competency, and fun into all aspects of the school day including classroom routines, all school routines, discipline, and social norms. You will be hearing more about the Developmental Designs program from me and your advisor. You can also visit my blog to see some posts on the topic. We have been steadily working on DD in the classroom and beyond, and are excited to continue to implemention across the middle school.

Student Support Team

1. Since my arrival at Canterbury we’ve had the Student Support Team to facilitate conversations related to our implementation of the middle school vision and to work to support our students in all aspects of their experience at Canterbury. This team includes myself, Kathy Durham, Director of Student Life and Unity in Diversity, Emily McCollum, Middle School Counselor, Judy Cram, Academic Counselor, and Nathan Finnin, our chaplain. 
2. With this team in place the middle school has multiple expert perspectives examining student life, as well as school processes, procedures, and frameworks to make sure we are doing the best job possible.

Communication

1. Protocol: I ask that you follow the protocol laid out for you on the slide here when there is a classroom issue or non­classroom issue that comes up. It often solves problems quickly and can get everybody back on the same page with only a minor bump in the road.
2. Blackbaud Parent Portal: We will be rolling out a new website with vastly improved functionality and interactive capabilities. The part that will benefit you the most will be the parent and student portals that will allow you to sign in to a secure and individualized website that will show your child(ren)’s life at Canterbury. This page will include schedules, classes, assignments, grades, progress reports, report cards, activities, teams, announcements (class, division, and/or whole school), forms, and more. You will be able to choose from a number of different ways to be notified of any changes that are happening on this site. Once this site is ready to roll out, we will be offering parent education in a number of different forums, so don’t be too intimidated right now. Just know that this will be the one-stop-shop for everything Canterbury as it relates to your child. Most specifically, class assignments and grades will be open for all middle school students.
3. Middle School Homework/Test Calendar: Until Blackbaud is fully functional, we will be using a Homework calendar that is embedded in the website under News/Calendar and Middle School Academic Calendar. We have had this system in place for some time. Two years ago we implemented a homework page for all homework assignments, tests, quizzes and projects. You will be able to go to this one page to see what is happening in 5th grade by day, week, or month. I am asking the faculty to post their homework assignments to this page by 3:30 on Monday for the week. If there are any worksheets to be completed, they will be uploaded to teacher’s individual pages, which will be linked to this master page. This Calendar Page is meant to be a guide to the homework assignments, and these assignments may change as a result of remediation, change of pace, or enrichment during the week. As such, teachers will make these changes in the students’ agendas. As a result, please refer to your Agenda first for homework assignments. By using a combination of the Homework/Test Calendar Page and agendas, we maintain our stress on personal responsibility, while providing guideposts for you in terms of where your child should be when it comes to homework.
4. Middle School Director's Blog: l often write blog posts highlighting what is happening in the division including curriculum previews, Developmental Design information, Student Support Strategies, the physical, emotional, social, and intellectual development of the middle school adolescent, examples of student work, and a list of special events. My intention is to keep you abreast of what is happening in the building and help inform you about the intricacies of middle school life.

While there is a ton left to discuss on that schematic, I do want to allow time for Kathy to give you her information, and leave time for questions. 

SLIDE 4

SLIDE 5

New and Very Cool Things About 5th Grade

SLIDE 6

I hope this has been informative for you - I’m sure you have a ton of questions. Please know that my door is always open, my phone (almost) always open, and my email definitely open! So please do use me as a resource when you need me. We are all here to help make this transition and your middle school years the best possible years they can be. In an effort to practice sustainability and save paper I've posted this presentation, my comments, and two articles that highlight how to handle adolescents at home and the importance of partnership between school and families in children's education.

THE ARTICLESWhat’s Best For Kids? Tips for ParentsUnderstanding and Appreciating the Wonder Years by John H. Lounsbury

NC Middle School Diversity and Leadership Conference Concludes

On Thursday, March 15, 50+ students from Canterbury, New Garden Friends, Greensboro Day School, and Noble Academy came together at the North Carolina Diversity and Leadership Conference here at Canterbury School. During a full day of presentations, workshops, small group dialogue and activities (Check out the 2012 Program Outline for a complete schedule of the day), students grappled with the heady topics of bias and prejudice and how we can face them down in our schools, especially when they manifest themselves as bullying.

At the end of the day, the schools met with their delegations to discuss what they had learned, reflect on what it looks like at their school, and brainstorm ways in which they can bring the skills they learned to bear in a meaningful way meant to change. I was very proud of our delegation which had an open and honest dialogue about bullying first, but also how the "-isms" we heard about can be the catalyst for that bullying.

What really brightened the discussion was the eagerness with which the students discussed how to address the issues when they come up here at Canterbury. They came up with two approaches: Individual Accountability and Awareness.

The 28 students who were part of our delegation discussed what bullying looked like - the often subtle nature of it was a hot topic, what it would look like to interrupt an instance of bullying, and how to bring allies into the fold to help interrupt and prevent bullying. The key understanding came when they realized the exponential nature of influence (see Pay It Forward). They decided that each one of them would stand up to bullying when they saw it and would get one friend to agree to do the same. When we thought about the numbers we realized that meant 56 students in the middle school would be on board. If those 56 each got one more friend on board, that would mean 112 students in the middle school would be on board. We have 114 students in the middle school.

The group also discussed ways they could put this topic in front of their classmates. Ideas ranged from a skit at a chapel service, to a Diversity Day, to showing a video for a BIG Question, to making posters and signs for each classroom. They agreed that the key would be the follow up. There was genuine enthusiasm for the next step and we plan to capitalize on it.

8th Grade Homeless Experience 2012

This past week, our 8th grade spent 24 hours learning about the plight of our nation's homeless and hungry. Through a number of experiences, they gained an understanding of the various factors that lead to homelessness and hunger. Furthermore, they were introduced to ways in which they can help. Tricia Fisher, Director of Venture Out, wrote the following letter to our 8th grade parents outlining those experiences. Below that you will see the agenda for the Experience. 

Dear Eighth Grade Parents,

I hope by now your children have shared some of their thoughts and stories about the Hunger and Homeless Project. Our goal was to help the students better understand hunger and homelessness both globally and locally. The two-day event was full of meaningful activities.

It was quite a sight to see all of the students with their hairnets singing loudly while filling 10,000 meal packets for Stop Hunger Now, an international relief agency based in Raleigh, NC. For two frenzied hours, the students filled plastic bags with rice, soy and dried vegetables, that will be shipped to countries around the world. The students worked and learned so much about what a difference a few people can make in the lives of many in need.

We were fortunate to have Cherie and Hayes Holderness (parents of Canterbury alum, Murphy) share their personal story of Biking Burritos here in downtown Greensboro. We were all moved by the Holderness’s dedication to helping others right here in our community. The students were surprised to learn how many local citizens are in need of food and support. Each weekend Biking Burritos feed some of Greensboro's homeless citizens and let them know that people care about them, giving them hope and support. A main breakfast item (usually burritos but can be something else, like sausage biscuits), bottled waters, and hot coffee are given out on Saturday mornings in Center City Park.

The 8^th graders cooked and prepared breakfast burritos for this outreach. A number of students expressed a desire to participate in the Saturday morning outreach. I will be going to help Cherie and Hayes in the morning (this Sat. 17^th) and would gladly welcome any of our 8^th graders (and families) to join us. We will meet at the Center City Park on the corner of Friendly Avenue and Davie Street. We will meet at 7:55-8:00. It usually only lasts about thirty minutes. Feel free to call me this evening if you have any questions. My cell phone is 601-0140.

Please ask your children about their food shopping experience, their chapel service, and their reflections on what they learned.

Check out these web pages for more information.

Stop Hunger Now: http://www.stophungernow.org/site/PageServer?pagename=who_about

Biking Burritos:

http://gsoburritobikers.wikispaces.com/Recipe+for+Burritos

Enjoy your weekend!

Thanks so much,

Tricia 

2012 Schedule:

Wednesday, March 14th

12:30 - 1:00     Overview of Scheduled Activitiies

 Stop Hunger Now Burrito Bikers $1.50 mealChapel Service Expectations

1:00 -3:00      Stop Hunger Now
3:00               Snack
3:30 - 5:00     Play practice, sports practice
                      Burrito preparation
5:00- 6:00      Cherie and Hayes Holderness: Burrito Bikers
6-:00- 7:30     Shop at Save a Lot and eat
7:30- 8:15      Set up shelters and homework
8:15- 10:00    Movie Reflection: With Honors
10:00             Vespers/Chapel prep (8th graders presented a chapel reflecting on what they've learned to the middle school)
11:30             Sleep

Thursday, March 15

7:00 am       Wake up and breakfast
8:00 am       Chapel prep and service
8:35 - 10:45 Back to classes for First and Second Period
10:45           Third Period: Six Hats Reflection with Mr. Skeen

Science Olympiad Success

Erin Ringrose, our 7th/8th Grade Science Teacher took a group of our middle schoolers to the regional Science Olympiad competition this past weekend. The students have been preparing every Monday afternoon since the start of the school. She reports on their day below: 

We had a wonderful day at the Science Olympiad regional competition yesterday.  The event was held at UNC-G and the weather couldn't have been better - unlike today.  I took a team of ten kids to compete in 19 of the 23 events, and they were awesome.  First and foremost, they conducted themselves with maturity and enthusiasm, just as we expect all Canterbury students to do at all times.  Second, they placed and received medals in FIVE events!

Brad B. and Caroline C. placed 2nd in Forestry
Laura S. and Nithin G. placed 1st in Mousetrap Vehicle (with an assist in building from Brad B.)
Brad B. and Carolina C. placed 3rd in Road Scholar
Brad B. and Nithin G. placed 2nd in Water Quality
Claire C. and Sarah B. placed 3rd in Write It Do It

In addition to our wonderful successes, Joe G. and Kevin B. were interviewed by a News 14 Carolina reporter and the segment was aired last night and posted on the web

Canterbury Students on News 14 Carolina

I am so very proud of these Canterbury students for their hard work, dedication, and positive attitude.  During the competition, McGill C. was talking with a friend of hers who attends the Academy at Lincoln and discovered that the Lincoln team had forgotten to bring a vital piece of equipment for one of the events.  McGill immediately asked me if we could lend her one of ours.  She said, "It's ok, Kevin and I can share the other one."  McGill also noticed a hole in the event schedule where we did not have a student to compete in an event.  She asked to see the rules and decided to go and try the event on about an hour's notice!  Several other students went along to events as moral support even though they had not prepared for that event.  Hats off to them for being brave and trying things to help the team!

We also had many wonderful parents who stayed and helped at vital moments throughout the day - many thanks to Don and Leean Simon, Bob and Mary Buccini, Laura Burton, Libby Brewington, Suja Ganji, and Julie Gesell. 

I'm attaching a picture of our tired but victorious team.  Please congratulate these students on a job well done!

CSI Begins This Afternoon

The Canterbury CSI Wiki

Our 7th grade has begun their annual Crime Scene Investigation unit. Since both the 8th and 6th grades are away, they have the run of Armfield Hall. New this year is the 7th Grade CSI Wiki which holds all their evidence including lab procedures, evidence check out requests, suspect interviews, job responsibilities, and evaluation rubrics.

Students have been studying forensics in Science and reading Sherlock Holmes in Literature, so this mini-unit combines the two in a real life problem solving experience. Another example of 21st century learning (one which has been going on for some time here at Canterbury).

Stay Tuned....

21st Century Track: Mock Trial

This summer, we unveiled our new Electives organization with three tracks: The Arts, A 21st Century World and Leadership. Last week we had the culminating event in one of our 21st Century track class, Mock Trial led by Burns Jones, Head of School. Below you will see a slideshow from the event, where the Honorable Bill Osteen, a United States Federal judge for the United States District Court for the Middle District of North Carolina, presided.

The students were broken up into two teams - plaintiff and defense and given a case file to study. They spent the first part of the trimester learning the ins and outs of courtroom protocol and guidelines and the second half of the trimester developing their case. Neither side had practiced against the other until last week in front of Judge Osteen and the jury made up of teachers, staff, and administrators.

This was a real world experience in front of a real audience with a real expert providing input (both Burns, who, as he states, is a reformed lawyer, and Judge Osteen) and a real outcome. There could not be a better example of a 21st Century learning experience than this.

Check out the slideshow:

Life is a LEGO Set: A Sermon

LEGO.com

Yesterday we gathered to hear PM give his 8th grade sermon. One of the best things that come from these moments are the insights into a student's passions outside of school. Furthermore, you realize how closely meshed those passions are with the life they live at school.

PM's sermon, which you can read below, is an example of that type of personal sharing which enables all of us to examine our own approach to life. How great is it that this is a place where14 year olds can paint such a vivid picture and challenge us to be better?



LIFE IS A LEGO SET
A sermon by PBM

Before I begin this sermon I would like to tell you little about myself.
I have been at Canterbury since kindergarten and I have enjoyed being taught by all of my teachers. Some of my hobbies consist of basketball, baseball, remote controlled helicopters, and Legos.

All of my hobbies have been around since I was young but Legos have been a huge part of my life since I was four years old. Ever since I got your basic Lego box with the basic colors I have been fascinated by how all these little tiny pieces could join together any way you wanted to make something extraordinary.
 
As I got older I received much larger and intricate sets providing more of a challenge. Legos have provided me with a great sense creativity in the way of building well… what ever I thought of.

Creativity. What is that really?
 
It means inventive. Imaginative.  Visionary.  Original.  And in life creativity means you do things differently.  For example, when it was snowing, 15 degrees, and everyone else was sitting by the fire sipping hot chocolate or in their nice, warm comfy beds… my friend PS and I -- on the other hand --decided to camp outside.  Although it wasn’t one of our brightest OR warmest ideas, we made the most of a cold, snowy night. 
 
Legos have also taught me patience, because in life when you get frustrated it’s important to have patience.  Many times have I gotten frustrated with legos when I couldn’t find a certain piece and then it ended up being right in front of me.

In life, certain situations require patience such as school and sports. In school if you get a bad grade you can’t change it over night. You have to work at it every day up to the next report card to try and bring up your grade.
 
When I was young and playing baseball at Pleasant Garden, I remember I learned how to catch, throw and hit a baseball off the tee. But I could never seem to hit the ball when the coach threw it.
Being little, I got frustrated easily.  But my Dad had the alternative solution. We would go to the batting cage until I got it. “AND WE WENT A LOT.” What little patience I had did pay off.   So, of course, ….did growing 18 inches.
 
When I was 11 I received the largest Lego set I had ever gotten from my Grandmother. When I unwrapped it on Christmas morning both of my parents said, “That is going to take you days to complete.” When they said that I had sudden determination to build it as soon as possible. The day after that Christmas was Sunday so I went to church and after that I went straight up to my room and worked on that Lego set for a solid three and a half hours until it was finished. 
 
In life it’s important to have determination because when you want something done you need determination to drive you forward. If you are a businessperson who comes up with an idea to help your company, for example,  you need determination to drive you forward in doing the work to make that happen.

So, in short, LIFE IS LIKE A LEGO SET. You need creativity, patience and determination to build it. Use creativity to be imaginative, patience when things are not going your way, and determination to push you forward to your goals.
 
So how is all of this tying back to my relationship with God.  God has made us our own Lego set. It’s up to us to create ourselves in our own unique way.   At birth, God gives us the first pieces. Throughout life, as we build our LEGO sets they get more complicated just like life. To guide us through our lives I always thought of God as the Direction Book.  It told me how to build my life.  It gave me a sense of direction guiding me to build the right thing.  
 
So when you leave this chapel today ask yourself: 

How is your life like a Lego set?
Do you know what your building?
Are you following your instruction book and are you employing creativity, patience and determination in building your final product?

Think About It……..

Amen