Education Guide Supplement - October 2012

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OCTOBER 2012OCTOBER 2012

KIDS & EDUCATIONKIDS & EDUCATION

Introvert or extrovert

FIndIng the money

How schools ensure both can succeed in the classroom

What schools are doing to make education more affordable for parents

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Giles SchoolThe Gow SchoolGreenwood College SchoolHavergal CollegeHawthorn School for GirlsHigh Park Day SchoolHoly Trinity SchoolHudson CollegeJ. Addison SchoolJunior AcademyKing’s-Edgehill SchoolKingsway College SchoolLakefield College SchoolLandmark East SchoolLinden SchoolLycée Français de TorontoMentor CollegeMetropolitan Preparatory AcademyMontcrest SchoolMPS EtobicokeNeuchâtel Junior CollegeNile AcademyNorthmount SchoolOlivet New Church SchoolPickering College

Renaissance AcademyRobert Land AcademyRosedale Day SchoolRoyal St. George’s CollegeShoore Centre for LearningSt. Andrew’s CollegeSt. Clement’s SchoolSt. Francis High SchoolSt. Peter’s ACHS College SchoolSterling Hall SchoolSunnybrook SchoolTeam SchoolTFS - Canada’s International SchoolThe Hun School of PrincetonTMS SchoolToronto French MontessoriToronto Prep SchoolTrinity College SchoolUniversity of Toronto SchoolsUpper Canada CollegeVenture Academy SpringwaterWaldorf AcademyWillowWood SchoolYork School

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Inside the Education Guide

4 WHAT’S YOUR STYLE? Introvert or extrovert schools find ways to make every student shine.

6 THERE’S AN APP FOR THAT: Programs for mobile devices that have teachers and students raving.

10 NEWS TO THEM: Website brings current events to elementary school classrooms.

12 THANKS COACH: A pair of athletic educators who have spent years inspiring students on and off the field.

13 TALENTED GRAD: Bishop Strachan School’s Emily Papsin has been on the charts, has played on the ice, and looks to combine her loves of science and journalism at university.

14 STUDENT AID: Private and independent schools may be expensive, but most offer ways to offset the costs.

17 DON’T BE PUSHED AROUND: Why private and independent schools can help prevent bullying.

Plus lots more!

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OCTOBER 2012OCTOBER 2012

KIDS & EDUCATIONKIDS & EDUCATION

Introvertor extrovert

FIndIng the money

How schools ensure

both can succeed

in the classroom

What schools are doing

to make education more

affordable for parents

ON THE COVER: Students from the

Linden School share a laugh.

FrANCiS CrESCiA/TOWN CriEr FiLE

Tony Baron DirECTOr OF PriNT AND

DiSTriBuTiON

James Arscott PrEPrESS MANAgEr

Anna Maria Arcuri grOuP CirCuLATiON

MANAgEr

Lori Abittan PuBLiShEr

Joe Mastrogiacomo ViCE PrESiDENT OF

FiNANCE

Doreen Iannuzzi ViCE PrESiDENT OF

NEW MEDiA

EDiTOriAL

Eric McMillan EDiTOr-iN-ChiEF

Gordon Cameron MANAgiNg EDiTOr

Ann Ruppenstein SPECiAL PrOJECTS EDiTOr

Shadi Raoufi EDiTOriAL ArT DirECTOr

PrODuCTiON SErViCES

Tony Lomuto SuPErViSOr

Kosta Ketsilis Dino DiMaria PrODuCTiON

ADVErTiSiNg & SALES

Jennifer Gardiner DirECTOr, COrPOrATE

SALES

Kathy Kerluke BuSiNESS MANAgEr


Ther

e’s

no w

rong

way

By Ann RuppEnSTEIn

teaching the introvertsEducation may seem the realm of the extroverts, but educators find ways to teach to all

In a world that seems to celebrate larger-than-life and outgoing personalities, those who are more reserved can sometimes go

unnoticed.It doesn’t mean they have nothing to say or contribute, but that

they simply aren’t as comfortable expressing themselves in front of large groups.

Recently a new book, Quiet: The Power of Introverts in a World That Can’t Stop Talking by Susan Cain, has led both educators and society to once again reexamine how they think about introverts and extroverts.

One of Cain’s principal views is the most important institutions in society — schools and workplaces — are more conducive to

extroverted personalities.Regardless of whether a student is an introvert or an extrovert,

St. Clement’s School principal Martha Perry believes teachers and educators need to vary their approach in terms of instruction and assessment to ensure they’re reaching every student.

“[The book is] not saying that if you’re an introvert you’re an introvert and if you’re an extrovert you’re an extrovert,” Perry says. “What it is saying is that one needs to understand different styles and one needs to facilitate opportunities for people to have those moments to be themselves.”

Although she sees how it can seem like the educational envi-ronment is geared against introverts since students are repeatedly encouraged to join group activities in large, open and stimulating

spaces, it’s what’s done with the physical space that’s important, Perry says.

“It’s a matter of how the classroom space is utilized and offering differentiated instruction to best meet the needs of individual learn-ing styles and different personality types,” she says. “Yes, there are open spaces but there are ways to use instruction to create quieter times in the classroom or breakout groups.”

Outside of the classroom, schools can also ensure they facilitate the needs of those who need quiet workspaces by providing niches for students to work independently, she says.

TMS School’s head Glenn Zederayko says his school under-stands the needs of introverted students and starting with their toddler classes, students have the chance to work one on one with

PhOTO COurTESy TMS SChOOL

STAGE FRIGHT: While for some taking the lead in the school play would seem like a dream come true, for others it would be a total nightmare. But just like on the stage where many skills are needed to pull off a successful production, students who are naturally quiet in class are still learning but just prefer to show it in different ways.


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teachers, be independent and choose what they want to learn and focus on.

“If the kids are excited, if they’re engaged, if they’re doing something they think is rel-evant, what we want to know is what are you thinking about? What are you learning? What do you know and there are multiple ways to show that,” he says. “A more extroverted student might want to stand up and do a power point presentation, a more introvert-

ed student might want to do a one on one discussion with their teacher, some may want to hand in essays, other might want to have everybody up doing some-thing.”

When it comes to assess-ment, Zederayko says the quality of work the stu-dents do and their thoughts are often

what’s key. If the assignment is verbal, teach-ers focus more on how sound the thinking is, how thorough the research is, how well things are explained and not solely on how loud the student projects their voice.

“We’re very careful to differentiate between self promotion and understanding and good work regardless of the child’s tendency to be introverted or extroverted,” he says.

However, regardless of personality types and learning preferences, students need to gain social, communicative and written skills so it is still important for students to develop and learn outside of their comfort zone.

Although TMS School is conscious of what the students’ strengths are, Zederayko says they also build on creating strategies and opportunities for them to branch out.

“You start where students’ strengths are and you ensure they have success in their strengths and you ensure they have comfort with that but at the same time you give them the psychological safety to go a little bit outside of their comfort zone and give them numerous opportunities and strategies to do that,” he says.

RECOMMENDED READING: Susan Cain’s new book, Quiet: The Power of Introvents in a World That Can’t Stop Talking, is cited by educators as an excellent guide for understanding the needs of their students.

PhOTO COurTESy TANyA FiShMAN

SPEAK OUT: For students who don’t like public speaking there are other options.

Teachers need to

understand the different

styles


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Accepting for

September 2012

January 2013

Is your child encouraged and challenged at his or her current school? If not, make an appointment to speak with us. We know educators with this right attitude can profoundly impact a student’s entire life.

OPEN HOUSETuesday, November 20th

5.00pm-8.00pm

We know educators with the right attitude can profoundly impact a student’s entire life. If your child isn’t being encouraged and challenged at his or her current school, make an appointment to speak with us.

Cool

tool

s fo

r sch

ool

NFB PixstopA homegrown app, the National Film

Board web team’s latest allows users to create animated stop-motion digital films on an iPad. Described as having a “kid-friendly” interface, PixStop can take up to 10,000 images (equal to about 13 minutes runtime) to create well, just about anything, anywhere — as the NFB notes, the iPad becomes a mobile studio.

Apart from using every day objects in filming, students can create a soundtrack for their piece using their own iTunes account. NFB promo page says it’s ideal for classrooms, in that students can integrate it in a variety of school subjects including visual arts, math, science and social studies (one enthusiastic teacher blogged about using PixStop to create a classroom project about Sugar Maples). The app (free in Can-ada) was apparently inspired by the NFB’s onsite workshops offered at Mediatheque in Toronto and CineRobotheque in Montreal. Suggested starting age is 10.

Dropbox Dropbox is the industry standard for

accessing files from a phone, desktop or laptop. Any file, whether it’s a photo, text document or video, can be saved and edited on an electronic device. When the file is updated, Dropbox syncs it to your other devices, so you need not keep emailing the file to update from different places.

If your child is using a PC at home but works in a Mac environment at school

— no problem, Dropbox is compatible with both systems. And, if they damage or lose their laptop or mobile device, work is saved with Dropbox.

Scribble Press: This award-winning program is great

for your burgeoning storyteller. Basically, it gives users the ability to create a book on an iPad — or on the web — using a variety of downloadable backgrounds, stickers and graphics tools. Once complete,

the student’s work can be published as a digital book. Though most content is free, users have the option to pay for upgraded content such as story packs and premium drawing tools.

Thematic content such as fairy tales, comic heroes are regularly added to the app and website. Scribble Press comes highly recommended by teachers, many of whom use its group account function in the class-room to create a virtual library of books created by their students.

By KARoLyn CooRSh

more than gamesApps that bring fun, creativity and organization to class

Organizing, brainstorming, multimedia storytelling — there’s an app for all that. Computer technology is just as pervasive in your child’s classroom as it is in their home life and your

work life. Town Crier highlights a few good apps that educators are putting to use at Toronto schools:

YOU OUGHTA BE IN PICTURES: The National Film Board of Canada’s Pixstop app allows students to create animated stop-motion digital films from their iPads.


Contact Office of Admission: [email protected], ext. 2221

Visit us onlinewww.ucc.on.ca/admission

THINK UCC

Upper Canada College has been the starting place for some of the greatest dreams a boy has ever had. It’s a place where boys become men and men become great leaders. We’ve helped nurture entrepreneurs, gold medalists, parliamentarians, scholars, chief justices, surgeons, humanitarians, rock stars, Grammy Award winners, journalists and fathers. Help your son realize his dreams and aspirations. Visit www.ucc.on.ca/myGuide and build his very own personalized brochure. See if UCC is the starting place for your son’s future. Our tuition assistance program is available for dreamers beginning in Grade 5.

Please visit:www.ucc.on.ca/myGuide and get your own personalized brochure today.

OPen HOUSe

October 25:9:30 a.m. – 11:30 a.m. 6:00 p.m. – 7:30 p.m.October 26:9:30 a.m. – 11:30 a.m.

THINK: PoTeNTIal FocusabIlITy courage asPIraTIoNPassIoN INTegrITy success greaTNess servIce DesTINyrePuTaTIoN resPecT Dreams

iBrainstormAt some point during a school year, students must work in

groups, and often times a multi-person project begins with a brainstorming session. A “creative collaboration tool”, iBrain-storm is designed to easily facilitate those sessions. Designed for iPads and iPhones (users must have iBrainstorm running on an iPad in the same wireless network in order for others to use the iPhone companion app).

The iPad canvas in iBrainstorm acts as the main note board, where the user can draw, erase and zoom. The iPad user can also add, drag and colour code notes (like virtual Post-Its). The col-laboration aspect comes in with the iPad user, who also has the ability to transfer notes from up to four individual iPhones onto the main note board. Once the session is over, you can share it by emailing a screengrab of the brainstorming session to the rest of the team.

Scribble Press gives users a chance to create online

books either from their iPad or their computer

NOTE TO SELF, AND OTHERS: The iBrainstorm app, above, lets users create notes, both to keep themselves organized and to share with those they are working with.


Kingsway College School students are enjoying new ways of enriching their educational experience.

After a successful pilot program, Kingsway is launching an elective program for its grade 6 students.

For two consecutive periods each week, students can pursue one of six different activities: geocaching, enriched drama,

renaissance painting, modern languages, media analysis and cooking for youth shelters.

Last year, as part of the pilot project, student Mackenzie Old-field took the the modern language elective where she learned Filipino with the help of the Rosetta Stone software.

“All of my classmates really loved it and it’s all we were talking about,” said Mackenzie, who wants to travel to Philip-pines someday.

Assistant head of academics Andrea Fanjoy was pleased with the students’ reactions.

Though they don’t continue the specific activity they choose, instilling the habit to learn outside the regular classroom is more important, she said.

“Mackenzie’s got a very positive first experience in learning a new language and, in the future, could translate this into other new languages,” Fanjoy said.

Mackenzie is glad the program is continuing and is thinking of learning to cook next term.

“Every school should do them … and give students a choice of what [they] want to do,” she said.

Now

on

the

regu

lar c

urric

ulum

By Sarah Taguiam

Pick a

classKingsway College School’s electives program strikes a

chord with studentsphoto courtesy kingsway college school

NOW WE’RE COOKIN’: After a successful pilot project last year, Kingsway College School’s grade 6 students get to spend two consecutive periods a week taking electives, including classes on renaissance painting, media analysis and cooking for youth shelters.

outstanding!At UTS, students thrive in a community of engaged peers and passionate, committed teachers. With opportunities to excel in academics,

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We would love to see you at ourOpen House on Saturday, October 13,10:00am–2:00pm, or call to arrange a tour: 416-946-7995.UTS is a university preparatory school for high-achieving students, grades 7-12. For more information, visit: www.utschools.ca/admission

The Will to Learn

The Courage to Act

The Confidence to Succeed

November 172 - 5 pm

2012SUNNYBROOK

60ANNIVERSARYSIXTIETH

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To the delight of students, family members and alumni of Crescent School, three skydivers made a very special

anniversary delivery to the school. Upon their return to earth the jumpers presented student

Kiyan Makanjee and Head Boy Jack Hayward with a rede-signed flag for the all-boys’ school’s centennial celebration.

It was planned as way to commemorate the anniversary and give the students a special surprise.

“It was a pretty big secret,” says Hayward, who has been at Crescent since grade 7. “We were pretty excited about it. I know a lot of the Lower School kids definitely had no idea.”

The school was founded in 1913 by John William James, at a time when boys in conventional schools were given a practical education that often included harsh corporal pun-ishment.

James’s new school took a much gentler approach to disci-pline and exposed students to the arts at a much earlier age.

The school began life at James’s home at 43 Rosedale Rd. and relocated several times, including to Collier Street and Dentonia Park, before settling into its current address on Bayview Avenue.

“Crescent School has survived two world wars, the Great Depression, and several economic downturns,” Crescent’s headmaster Geoff Roberts says. “We have not only survived;

Happ

y bi

rthda

y

By Lori Connor

Celebrating a century

Crescent School gets ready to turn 100

lori connor/town crier

SYMBOL FROM THE SKY: To kick off its 100th anniversary celebration, Crescent School had a team of skydivers para-chute in to present students and alumni with a commemorative flag to be flown this school year.

we have flourished.”Roberts, who has been headmaster since 2000, says

Crescent has taught him lessons in patience, genius and kindness.

“It’s a very, very caring school,” says Roberts. “We’ve got the benefit of some really fine young men, and parents who believe in the mission of the school.”

There are other anniversary events in the works. The

school will seal a time capsule containing students’ essays on what it means to be a boy in the modern world and host-ing a year-end gala.

But the anniversary isn’t Crescent’s focal point. “We don’t want the centennial of the school to get in

the way of the great education of the boys in the particular year,” Roberts says. “It’s wonderful, but they need to have their years honoured as well.”

D i s c o v e r “ T h e j o y o f b e i n g g i r l” a t o u r O p e n Ho u s e o n We d n e s d ay, O c t o b e r 2 4 ( 8 : 3 0 a m – 1 1 : 0 0 a m ) .4 1 6 . 4 8 2 . 4 7 2 4 | a d m i s s i o n s @ h av e r g a l . o n . c a | w w w. h av e r g a l . o n . c a | w w w. j o y o f b e i n g g i r l . c a

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10 EDUCATION SUPPLEMENT Town Crier OCTOBER 2012 OCTOBER 2012 EDUCATION SUPPLEMENT Town Crier 1110 EDUCATION SUPPLEMENT Town Crier OCTOBER 2012 OCTOBER 2012 EDUCATION SUPPLEMENT Town Crier 11

Wha

t’s g

oing

on?

ann ruppenstein/town crier

AND THAT’S THE WAY IT IS: Teacher Jonathan Tilly uses the Teach Kids News website he devel-oped with freelance journalist Joyce Grant to explain to his students the goings-on in the world. The site tackles the important topics of the day in a grade-level appropriate way.

News flash


By ann ruppenSTein

Program educates students about the world around them

When freelance journalist Joyce Grant asked her son’s teacher if she could talk to the class about current events, Hillcrest Community School’s Jonathan Tilly was all for the opportunity.

“At the time there was the BP oil spill and so everything on the news was about the oil spill,” Tilly says. “But the kids, while they understood the basics of what had transpired, they didn’t understand certain details and ramifications of the event. In fact, when they did read or hear something they were scared.”

During the session, in which Grant distilled the oil spill into age-appropriate information, Tilly observed how interested his students were to understand and talk about what they’d learned in the news. The lesson proved to be so popular Grant became a regular fixture in his classroom.

“After a session when the kids were just so into it, I said to Joyce, ‘In a perfect world you wouldn’t need to be here doing this, there would be a website that has age-appropriate articles,’ ” he says. “And Joyce actually called me out on it and she said, ‘Well, why don’t we do it?’ ”

What transpired was the launch of TeachKidsNews.com, a website featuring kid-friendly articles on current events and breaking news written for students in grades 2–8.

“It came from a discussion of how useful, important and meaningful it would be for kids to have that tool. There wasn’t anything quite like it,” he says. “Now when there’s a big news story, we see our daily visitor number spikes and that’s really exciting for us because it means teachers, parents and students know if something is going on in the world that they want to be in on, they know where to go.”

In addition to the articles published every school day by Grant, every story on Teaching Kids News also features “curriculum connections” with writing or discussion prompts, reading exercises and grammar activities for educators to use in the classroom. Tilly and his wife Kathleen, a teacher at Eglinton Primary School with experience leading education workshops and writing curriculum for the Toronto District School Board, create the activities.

“It’s almost like a springboard for teachers to have lessons with their class and meaningful discus-sions,” he says.

A recent news story for example focused on how Ontario teachers are threatening to withdraw from extracurricular activities because of a newly imposed salary freeze and a strike ban. The accom-panying discussion prompted students to examine possible biases found in the story as a journalist with a child in elementary school and a school board teacher wrote it.

“We’re trying to generate conversation, we’re trying to ask kids to extend on what they’ve read and to problem solve,” he says. “So if there’s a crisis in the world — what would they do to fix it? How would they contribute to the solution?”

While the reading exercises focus on literacy, the grammar activities examine punctuation marks like em-dashes or apostrophes found in an article and explain what they are and why they’re used.

Although the content is currently flagged with tags to indicate the grade levels the articles are appropriate for, Tilly hopes to have more offerings in the future.

“We want very desperately to get to the point where we have articles that are appropriate for dif-ferent reading levels, as well we would absolutely love to have our articles translated into French,” he says.

What he hopes kids take away from the website is the same as a lesson in his classroom, he says.“It’s the ability to problem solve, to offer solutions and to think through things so that our world

can be a better place,” he says.


DISCUSSION TIME: Two Hillcrest Community School students in Jonathan Tilly’s grade 5 class talk to the class about one of the articles on TeachKidsNews.com.

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September usually brings excitement for the oncoming football season, but not for Paul

Forbes this year.A coach — in football and hockey — and

teacher at St. Michael’s College School for 36 years, Forbes announced his retirement in June.

“The summer was normal for me, but the last three weeks have been different,” said Forbes, who is trying to make the most of the free time. “I’ve been travelling around, doing a little golfing outside of the city.”

Since 1976, fall would see Forbes putting the finishing touches on his football roster, and pre-pare for the upcoming CISAA season. And he was an excellent coach producing seven Metro Bowl championships, 15 TDCAA championships, and seven CISAA titles since joining the league in 1998.

His senior hockey teams also won a combined 29 titles at multiple levels.

With a vital role in the creation of the Metro Bowl in 1982 — which pits the best of Toronto football teams against each other — Forbes’s foot-ball legacy equals little else in high school football in Toronto.

“I’m glad that, in some ways, it gives back the game of football in the City of Toronto,” Forbes said. “I’m glad I was able to contribute to that, along with the other people involved in it. I’m proud of how it turned out.”

As a student, Forbes played football at York University and the University of Toronto — the latter as a grad student. In 1976, he was hired to teach at St. Mike’s, and immediately took on a role with the football team.

In his first football season his team went win-less, which was a bitter pill for Forbes to swallow. But, he eventually righted the ship, and coached

more than 100 players who moved on to play football at the Canadian and American collegiate levels.

St. Mike’s principal Terry Sheridan, who played for Forbes in the mid-1980s, trumpeted his impact on the school.

“He certainly had an influence on me, as a young teenager,” said Sheridan, who was named most valuable player of the team in his senior year. “He garnered a lot of respect from his players and his colleagues.”

Forbes also became the school’s athletic direc-tor in 1985.

“It was a transition time [for the school] because I was interested in being [athletic director] at the time, and I was having interest from other schools,” Forbes said. “I guess it all hinged around getting the [athletic director] job. It changed things a lot, it could have gone either way at the time.”

But he stuck to it, with tremendous results.Forbes’s successor, Enzo Vitullo, has big shoes

to fill but is confident in the school’s direction as a sports powerhouse. With some “fine tuning” to many of the school’s teams, primarily in hockey and football, Vitullo hopes to make Forbes proud.

“He was a great athletic director, he worked hard for us,” Vitullo said. “He always tried to do what was necessary for both programs, and basi-cally maintained the philosophy of the school. He was just a great guy.”

Forbes has experienced it all and says he retired at the right time. He will continue his involvement in the Junior Argos program, which he helped create.

“My heart was a little more in football,” said Forbes, asked of which sport was more reward-ing. “When you do high school hockey, the kids have already had eight or nine years in hockey and coaching.

“It’s a little different in football nowadays, but in those days, when they came to high school, it was probably the first time that they were coached in football. The kids were like sponges.”

Team

lead

ers

By perry King

Coach hangs it upPaul Forbes helmed St. Mikes football for 36 years

photo courtesy st. Michael’s college school

GET IN THERE AND SHOW ME WHAT YOU’VE GOT: Longtime St. Michael’s College football coach and athletic director Paul Forbes, right, won’t be on the sidelines for the school this year for the first time since 1976.

Michael Fellin likes to see every school year as an opportunity

to grow both professionally and per-sonally.

“The better I know myself, the better I can serve my school. The bet-ter I know my students, the better I can lead them,” the assistant head of the upper school at Crescent School said. “We teach who we are.”

Constantly learning is nothing new to Fellin, who after attending St. Michael’s College School, did his undergrad at York University’s Glendon College, and then headed to Regis College at University of Toron-to for his first graduate degree.

Now, Fellin is partway through completing a doctorate in pastoral theology at U of T’s University of St. Michael’s College.

These various experiences have all aided him in becoming the teacher he is today. That includes what he con-siders his first teaching experience, which he said began the moment he started coaching kids.

“As soon as I finished high school, I approached a couple of friends to help me coach,” he said. “Not only did the kids have fun, so did we.”

With that, Fellin said he has always believed that where one teaches is an extension of what one teaches.

“For me, the classroom and the ice rink serve equally as places for learning and growth. In fact, the most significant learning in my life has been caused not by a place but by a person.”

Felling tries to make himself that person for his students. Though he coaches hockey and baseball, he said he feels most strongly about doing local outreach work.

“Both inside and outside of my classroom I have my students encoun-ter the needy of our city through acts of service,” he said. “I feel that

especially for the boys that I serve at Crescent School today, this is espe-cially important, as many have never heard of Regent Park, let alone given sandwiches to the poor on Parliament Street.”

But that unpredictability is what Fellin said is the best part of working with students and requires a teacher who remains willing to adapt to the class.

“For this reason, though I have taught the same courses, I have never taught the same way,” he said. “The material needs to adapt to the chang-ing context of students’ lives, not the other way around.”

While that covers teaching, learn-ing is twofold, according to Fellin. He said it’s both explicit and implicit, meaning the process is about how students are taught by adults, as well as how they learn as adolescents.

“As adults, we need to be equally interested in both the explicit curricu-lum of school as well as the implicit curriculum,” he said. “To direct atten-tion either way leaves teaching and boys in a vacuum.”

Fellin said he hopes students learn more about themselves and has found through his experience that’s the most important curriculum for young peo-ple.

“Often, teachers fret over finishing course material, but in a sense, the most important material is not to be finished,” he said. “The real material is the person not found in a book or website.”

Regardless of the material, Fellin said his biggest hope is students leave school better than they found it. He said he often tells students the school is theirs, first and foremost, while Fellin just works to support them.

“This shifts the focus away from the centre of leading and learning,” he said. “After all, it is about them, not me, as a teacher.”

By Shawn STar

photo courtesy crescent school

IT ALL STARTED WITH SPORTS: Michael Fellin, Crescent School’s assis-tant head of upper school, got his first taste of teaching as a coach.

Always growingCrescent School’s Michael Fellin


It was only two years ago when Greenwood Col-lege student and young philanthropist Max Stein

was calling up high-end retailers and having his voice crack on the phone.

“We were contacting retailers who were like 45, and two years ago I had a squeaky voice,” Stein said with a chuckle. “It was difficult and was something I was nervous doing, but I’ve gotten more confident.”

Now the 17-year-old businessman, along with schoolmate, Alexander Griff, is running a charity website that contributes to causes worldwide.

ShopForACause.com is a philanthropic website based around the concept of affiliate marketing, where retailers pay a small commission to websites that redirect shoppers to their site and complete a sale.

Stein and Griff decided to pursue the concept after starting a business club at their school.

Shoppers go on Shop For A Cause, choose a char-ity such as Free The Children or Unicef, and finally a retailer such as Amazon.

“It takes all of three seconds,” Stein said.No extra fee is charged and no account is neces-

sary to utilize Shop For A Cause. The twosome wanted to make the experience as

easy as possible to attract more donors. “Rather than just a standard donation, we realized

we could make money without people actually writ-ing us a cheque,” Griff said.

But they soon realized it wouldn’t be that easy. With a limited amount of money and business knowledge, they had to go through paper work in order to register Shop For A Cause as a non-profit organization.

“We wanted to make it crystal clear we weren’t taking any money, we have a zero percent adminis-tration fee,” Stein said.

Stein, who has been building websites since he was about 10 years old, constructed the site from the ground up.

“The expenses weren’t huge, but they could have been,” he said. “At one point we were considering

paying someone to do the website.”That’s when they discovered it would cost about

$5,000.“At that point we were basically like … we’ll

just do it ourselves even if it takes us a lot longer,” he said.

The whole process took about two years, and there were some worries that they would neglect their academic commitments.

“Our parents were kind of concerned we’d get distracted from school, but we just had to show them we could balance it,” Stein said.

The teens said they credit their school experience as part of the reason they decided to dedicate their website to an altruistic cause.

“It had something to do with our environment,” Griff said. “I was always told charity and giving back is an important aspect of life.”

So far, Shop For A Cause has raised about $2,000 for nine charities, but Stein said that number is somewhat inaccurate as they have to wait for certain targets before they are paid.

“We expect that number to increase substantially as the traffic picks up,” he said.

In addition to giving back, he says they’ve also gained a lot from the project.

“Dealing with legality issues at such a young age and learning all this business experience will be so useful both in the for-profit and non-profit world,” he said.

The duo want to keep growing and expanding Shop For A Cause, and also to make the website compatible with mobile devices.

“It’s one of the next goals for us,” Griff said. “Because I have people come up to me and say ‘I want it to work on my iPhone’.”

And while the pair is happy to pick up the wealth of knowledge and experience along the way, the real reason they started Shop For A Cause is clear.

“The ultimate goal is to give back to society,” Griff said. “Although it’s beneficial for us to learn all these new skills, the real goal of this is to give back.”

Stud

ents

goi

ng p

lace

s

By omar moSLeh

Giving backGreenwood College’s Max Stein and Alexander Griff

oMar Mosleh/town crier

BUYING TO HELP: Greenwood College students Max Stein, left, and Alexander Griff created ShopForACause.com, a charitable website that gives money to different causes through affiliate marketing.

Though she didn’t know it at the time, Emily Papsin let the big-

gest decision of her life ride on the outcome of a hockey game.

“I was choosing between two schools and I picked the school that had done better in their rivalry hockey game that year. And [The Bishop Strachan School] had won, so I decided to go to BSS,” she said. “It was that easy. It was the most mind-less decision I could have made, but it worked out for me.”

Papsin graduated from BSS back in June, and credits the school for preparing her for university — The University of King’s College to be exact — which she has just started and plans to major in biology and minor in journalism.

“I’m seeing all around me that academically I’ve been given an advantage that I could not have even imagined at the beginning,” she said. “I’m in my classes and I not only understand everything, but some of the stuff we’re learning I’ve already learned.”

But the positive influence of her alma mater does not hold strictly to education.

Papsin also discovered a flair for music in her time at BSS, even though she said she always had a pas-sion for it.

On Oct. 7, 2010, she performed for the first time, singing and playing guitar in the school’s chapel.

“That was when I think everything started to change for me,” Papsin said. “It changed my perspective on what I was able to do when I saw how supportive and amazing everyone at BSS was about it.”

Supportive might be a bit of an

understatement.Within six months, she released

her first album. On it, two of her classmates sang with her. Another took the photos and designed the art-work. Yet another designed her guitar case. And most importantly, the title track, “How’s the View?” is about a classmate who passed away over the summer between grades 9 and 10.

“Whether or not you’re religious, I think it’s a way to say that she’s still looking down at us,” Papsin said, explaining the title. “Regardless of the fact she’s not here, she’s still pres-ent. I guess ‘How’s the View?’ can represent how are we looking? How are we doing so far without you?”

The album was listed on iTunes Canada and was #26 at one point in 2011.

“It all started at BSS and now it’s a more global thing,” she said. “I go online and see someone in Great Brit-ain bought a song and it’s like how did you hear about that?”

Though Papsin has now moved on from BSS and is adjusting to uni-versity life, she said she still plans on keeping up with her music, and hopes to make the most of her time in Hailfax.

“Everywhere you look there’s a signpost saying there’s an open mic or a concert, it’s just a very musically vibrant city,” she said. “I think I want to take advantage of that now.”

But for the alumna, who turned 18 the day she spoke to the Town Crier, the need to balance music with school work is apparent — even on a birthday.

“I’m celebrating by doing an inter-view, reading some psychology and doing calculus,” she said. “So it’s going to be a good one.”

By Shawn STar

photo courtesy yael JiMenez

SING: While Emily Papsin may have chosen The Bishop Strachan School school for hockey, her time there ignited many other interests.

Many passionsBSS grad Emily Papsin


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In spring 2012, Marc-André Alexandre decided to take up sprinting. One month later, the Upper Canada College student won four gold medals and

set four records at the Conference of Independent Schools Athletic Association meet at York University.

By July, the Montreal native was running in the World Junior Championships in Barcelona, Spain.

“I wanted to try something I had never tried before and the best option in the spring term for me was track and field,” says Alexandre, who started at the school in the fall of 2011. “It ended up really well for me!”

But with tuition at the school running up to $30,000 for students living off of campus, with boarders paying more than $52,000 a year to attend Alexandre would not have been able to attend Upper Canada College without financial help.

Alexandre’s chance at the school was saved by the Barbara A. Barrow Founda-tion. A subsidiary of the college, it was established in 1994 in the memory of a beloved nurse who worked at the school for over 40 years. The foundation selects two students of any age and funds them throughout their Upper Canada College career. As each recipient leaves the school the scholarship is then awarded to a new student.

Barrow was known for taking an interest in boys with artistic or athletic capability, going the extra mile to help when they were hurt or in need. The foundation in her name continues to search for students who would have come to her attention while she was with the school.

“[We look at] all aspects of the school, not just academics,” Caylor says. “The classic, well-rounded kid.”

Alexandre’s athletic ability, along with his high marks, secured him a scholarship.

“For a boarder, it’s a significant chunk [of costs],” says Lincoln Caylor, the foundation’s

chairman. “It enables them to attend the college.”

The fund has impacted the lives of many of its previous beneficiaries.

“I can appreciate firsthand the influence it has on the fami-lies of the boys,” former recipient J.P. Mackay says. After he graduated in 2002, Mackay became the first scholarship

recipient to join the foundation’s circle of trustees.“The one unique element of the Barrow Foundation is that it’s not just

a means of financial assistance,” he says. “It keeps [students] connected

Way

s to

hel

p pa

y fo

r sch

ool

By Lori Connor

Cost needn’t be a barrierMany private and independent schools offer

financial aid to deserving students

“It’s a significant

chunk of the costs.”

photo courtesy Liam sharp

RUNNING AWAY WITH A GREAT EDUCATION: Athlete and student Marc-André Alexandre would never have been able to afford to attend Upper Canada College, if it weren’t for the school’s Barbara A. Barrow Foundation that paid for his education for the past two years.

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Many independent schools offer some degree of financial aid to their students, although the numbers vary between institutions.

Appleby College in Oakville financially assists approximately 10 percent of its students. For the 2012–2013 school year, 79 families will receive aid. Appleby’s needs-based bursaries and loans cover about 55 percent of the cost of tuition.

St. Michael’s College School, a Catholic boys school in Forest Hill, offers a range of scholarships rooted in academic achievement, athletics, and spirituality. Its largest scholar-ships are worth up to $5,000, or about 30 percent of the cost of tuition. It also provides a bursary program for students in need.

The Mississauga Private School in Etobicoke grants an average of five bursaries a year for its 300 students, worth up to $4,000 each, or about 30 percent of tuition. Although the money is needs-based, recipients must also meet certain academic requirements.

The Country Day School in King City offers a variety of bursaries, scholarships, and endowments. The exact amounts offered to students are determined on a case-by-case basis. This year, the school is expanding its financial aid program by introducing a new renewable scholarship worth $10,000.

after they’ve graduated. They develop a relationship with other old boys involved with the fund.”

Those relationships are just as valuable as the scholarship itself, Mackay says,

At Upper Canada College, the need for financial assistance has been increasing over recent years. According to communica-tions manager Steve McLean. Almost 11 percent of its students will receive financial aid from the school.

“Our goal is to have 20 percent of our 1,150 students receiv-ing financial assistance in the next few years,” McLean says. “We’re doing this to ensure Upper Canada College’s accessibil-ity to high-potential boys from all backgrounds, regardless of their financial means.”

Alexandre went beyond the usual scholarship requirement when he made it to the Barcelona meet, but the Barrow Founda-tion pitched in the extra money to help him get to Spain.

Although he did not qualify for the finals in his events — the 400 metre sprint and the 4x400 relay — he still cherishes the experience.

“[My] best memories are to walk on the track of the Olympic Stadium and see all these top athletes with their country jackets on,” Alexandre says. “It was beautiful to see so many people from different cultures and countries attending one city for the same purpose of pushing themselves.”

Alexandre plans to continue to run at local meets this year, and has been scouted by several post-secondary institutions, including Harvard University.

“Right now, I want to keep running as far as it can lead me,” he says.

“If, eventually, I have a chance to run for Canada in some international track meets, I would be glad to do so, but right now it’s all about passion and fun.”

Show me the moneyEvery school is different

when it comes to what financial aid it offers

Aid can be up to

full cost of attendance.

“We’re doing this to ensure ... accessibility

to high-potential boys from all

backgrounds.”


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Why I took a gap year

More school is the plan, but not just yet

In grade 9, I attended an interna-tional leadership program in Costa

Rica over winter break. During the three weeks I spent there, we did an excursion to a volcano in one of the country’s breathtaking national parks. I was thrilled to visit something that seemed so exotic to me.

What I wasn’t expecting was that two days later I would have another foreign experience as a 6.1 magni-tude earthquake rocked the area. Its epicentre was that same volcano I had just visited. Had that excursion been just 48 hours later, I would have been directly in the middle of the biggest earthquake to hit Costa Rica in over

150 years.This was by no means a near-

death experience. My life was never in any immediate danger. As it was, I was in the camp’s dining hall when it happened and got out completely unharmed, albeit totally stunned. From my perspective, though, I escaped death by 48 hours. That might seem like a healthy amount of time, but when I think about how much I’ve done since then and how much I still hope to do, it seems like mere sec-onds.

I returned to Canada with a new-found appreciation for life, which is how I came to choose a gap year after high school. I decided that I value my

life too much to spend four years of it studying something I’m not passionate about. It wasn’t an easy choice to make. I’m not the type of person to spend a year sitting at home trying to plan out the rest of my life. I knew I had to do something extraordinary with my time and that it would most likely extend beyond my comfort zone. I also knew I would have to save up quite a sum of money in order to do that. Eventually, the time came to apply for universities and the fact of the matter was that I still hadn’t found a single program I could get enthusiastic about. A gap year seemed like my only option.

Once I had made that decision, the rest was easy. I couldn’t afford to vol-

unteer so I would have to work. Being a British citizen, it made sense for me to find a job within the European Union, where I wouldn’t need a work visa. I’ve been studying French for a number of years and I love Paris so France was an obvious choice. After doing some research, it became clear that, as someone who loves working with kids, being an au pair seemed like the best option. Au pairs are a major part of French culture and it’s a cheap way to live, with room and board usually being included in the arrangement.

I made a connection with a family in Paris and they helped me find a job with a wonderful family in Lille, near

the Belgian border — a beautiful uni-versity town known for its good food and shopping. I start in September and will be taking care of their three chil-dren until school ends the following June. The family also owns a house in Brussels, which I will be visiting often. I’ll also have ample opportunity to travel throughout Europe.

I hope to return home fluent in French, as well as being more mature and independent — qualities that will serve me well when I start university the following fall.

After a circuitous and challenging route, I’m thrilled to say I’ve found something to pursue after graduation about which I am truly passionate.

photo courtesy uts

LIFE-CHANGING EXPERIENCE: After UTS grad Kate Oyston, left, survived an earthquake during a leadership program in Costa Rica, she realized she shouldn’t waste her time at university while she was unsure what she wanted to study.

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No school is immune from the plague of bullying that seems to be sweeping the

country. According to a 2004 study in the Journal

of Pediatrics, one in seven Canadian children between the ages of 11 and 16 have been bul-lied. Additionally, a study by the University of Guelph’s Psychology department found that 50 percent of local school children report being bullied within the previous month. Astonish-ingly, 45 percent of the child respondents in the same poll do not feel safe when they go to school.

Students are either routinely witness to, or directly involved with, the four most common types of bullying: verbal, social, physical and cyber. It doesn’t result only in children feeling lonely, frightened, and suffering from long-term physical and psychological consequences but, as is the case more and more these days, it can also be deadly.

There is a known correlation between super-vision in schools and reduced bullying. Bully-ing festers where teachers, parents and other authority figures are less present. Some schools with bullying problems have helped reduce the

issue by adding closed circuit cameras.There are many reasons why many parents

turn to private or independent schools to help safeguard their child against bullying:

Small Classes With a lower teacher-to-student ratio,

incidents of bullying may be less likely to go undetected.

Children who may be victims of bullying may be more easily identified by teachers.

More supervision may prevent bullying before it starts.

Since most bullying tends to occur in places where students gather — in classrooms and on school grounds — more supervision can help reduce acts of bullying.

Technology Because private schools are usually

equipped with the latest technology and equip-ment, school grounds and computers will likely be more closely monitored.

Better technology helps administrators put an end to incidents of bullying — including cyberbullying.

The use of filtering software on comput-

ers, for example, can stop cyberbullying. Some schools deal with the issue by

installing closed circuit TV cameras through-out the school and its surrounding property.

Perfect Fit Public school populations are largely

determined by geography. With private or independent schools, parents have the advan-tage of selecting the perfect environment to suit their child — whether it’s philosophical, cultural, religious or academic needs.

• Consequently, students are more likely to fit in with the student population. This may help reduce the chances of them becoming a victim of bullying at school.

Resources Private schools have the resources to give

all children the attention they require. They are likely to have special programs and resources in place to address any potential behavioural issues. This may prevent children from becom-ing bullies in the first place.

Private schools also have more staff and resources in place to deal with any problematic issues that may arise.

Power Private and independent school admin-

istrators have a distinct advantage over those in the public school system when it comes to bullying because they have control over their school’s enrolment. Children who are bullies and those with serious behavioural issues may be less likely to step foot in their class-rooms.

Unlike the public school system where school boards set the rules, private and independent school administrators have more power to weed out the culprits if bul-lying does occur.

Give your kids the best school experi-ence this year. Meet with top schools across the country this fall at the Our Kids Private School Expos: www.ourkids.net/expo.

Safe

at s

choo

l

By JuLie GreCo

Something can be doneHow private and independent schools can prevent bullying


SAFETY IN NUMBERS: One way private and independent schools lower the rate of bullying on campus is with low student-to-teacher ratios, which may make it less likely that disturbing incidents go unreported or undiscovered.

Schools have more

power to deal with

culprits


Celebrating 100 years of educating boys

Celebrating 100 years of educating boys, Crescent is committed to developing and implementing the most current research into how boys learn. Faculty members, rated by parents as Crescent’s greatest strength, con-sider teaching boys their job, and educating boys their responsibility.

They combine a challenging academic pro-gram with a superior array of co-curricular

opportunities allowing each boy to find and develop his unique abilities. Students strive for excellence and actively seek leadership opportunities in some aspect of school life. Community service and global outreach are integral components of Crescent’s broad educational program. Our school values — respect, responsibility, honesty and compassion — guide the actions and decisions of faculty

and students alike. We encourage our com-munity to ask of themselves and of others — locally, nationally and internationally — “How can I help?” Looking at oneself through others’ eyes enables a Crescent student to progress from a boy of promise to a man of character.

30 Years of Challenging Young Minds

Crestwood School practises the tradi-tional art of teaching by challenging young minds to learn and by structuring expe-riences that make learning possible. The school’s philosophy is based on tried-and-true methods of teaching the basics, thus providing students with a solid foundation in the three Rs. Homework and develop-ment of students’ organizational skills and

good work/study habits are an integral part of the program.

At the same time, Crestwood School is concerned with the “whole child” — striv-ing to maintain the balance of a child’s physical, social and emotional development. Each teacher is the key. With a well-planned program, a positive rapport with each and every student, and a sense of commitment

and dedication, Crestwood School’s goals are met!

Crestwood is located in the beauti-ful wooded valley at Bayview Avenue and Lawrence Avenue.

For more information please call us at 416-444-5858 or visit www.crestwood.on.ca

Crestwood School

Crescent School

Branksome Hall

Whole Child. Whole Life. Whole World.

Pay attention to soccer.

by Lynda Thompson, Ph.D., C.Psych.What do AC Milan and Real Madrid

have in common? Both are top teams in the European football (“soccer”) league. Both use neurofeedback to improve their players’ performance.

AC Milan led the field when its Scientific Coordinator, Bruno Demichelis, decided his players needed the mental edge.

He added neurofeedback training to the biofeedback he was already doing. Neurofeedback re-trains the firing patterns of neurons in the brain.

It uses a brain-computer interface to reward certain brain wave patterns,

such as those showing broad awareness or intense concentration. There is no reward if the brain waves show anxiety or tuning out. Healthy patterns and mental flexibility are strengthened.

After the players started weekly sessions in the Mind Room, four of them were on the Italian team that won the World Cup and AC Milan won the European championship. Real Madrid is starting its own Mind Room this year.

The ADD Centre leads the field in providing neurofeedback in Canada. Bruno Demichelis came to an ADD Centre professional workshop to learn the neurofeedback techniques. These

workshops, accredited by the Biofeedback Certification Institute of America, are held twice a year for an international array of professionals, mainly doctors and psychologists.

Neurofeedback training at the ADD Centre is available year round for clients who range from children with problems paying attention (ADHD, Asperger’s, LD) to athletes and executives who want better self-regulation skills and the mental edge enjoyed by top soccer players.

For more information, contact the ADD Centre at 416-488-2233 or check www.addcentre.com.

ADD Centre

Bayview Glen

Founded in 1962, Bayview Glen is a co-educational, multicultural, university prepa-ratory day school starting at age 2. As an Advanced Placement school, we balance academic rigor with a strong Music and Arts programme and a comprehensive co-cur-ricular programme. The goal is to develop the whole child by nurturing self-esteem,

leadership, academic excellence and inde-pendence within a secure and supportive learning environment. The cornerstone of a Bayview Glen education is its member-ship in Round Square, a worldwide asso-ciation of schools on five continents. The Round Square IDEALS of Internationalism, Democracy, Env i ronment , Adven tu re ,

Leadership and Service are woven into the fabric of the school. This adds the interna-tional dimension and experiential approach to education so necessary in today’s edu-cation of global citizens and future lead-ers. This global perspective is an important legacy for all Bayview Glen students.

Be Remarkable

Branksome Hall is more than meets the eye. Yes, we are an independent school for girls from Junior Kindergarten through Grade 12. Yes, we are located on a pic-turesque 13-acre campus in the heart of Toronto. Yes, our International Baccalaureate (IB) Program’s emphasis on inquiry-based

learning prepares young women to face the challenges and opportunities of our ever-changing world. And yes, our graduates are welcomed by stellar universities across Canada and around the globe, most with scholarships.

But we are much more…

• We are a caring community.• We are a home away from home.• We are a place where remarkable

things happen.

Discover our IB advantage: www.branksome.on.ca.

Find your perfect school and activity


The Interplay School of Dance, is under the direction of Karen Davies Thomas, locat-ed at 250 Davisville at Mt. Pleasant. Karen is a graduate of the National Ballet School and holds a Bachelor of Fine Arts Honours Degree from York University. Since its humble begin-nings in 1983 when Interplay first opened its doors, the school has grown to over 300 stu-dents and continues to focus on teaching classical ballet in Cecchetti and Royal Acad-emy of Dance methods. Interplay offers rec-reational and intensive classes forages 3 to adult in Creative Movement, Ballet, Contem-porary, Jazz, Lyrical Hip-Hop, Acro, Tap, and Musical Theatre.

Among its finest dance teachers are John Ottman, Director of the Quinte Ballet School, Bretonie Burchell, Faye Rauw, Lucie Ward, Martine Lusignan, Christina Neves Tughan and Erin Poole.

Interplay offers intensive dance training for talented students who wish to pursue a professional career in dance or perform with our in-house dance company and competi-tive team.

Because of the excellent dance training provided at Interplay, many of our students are accepted at Canada’s most prestigious schools such as the National Ballet School of Canada, Royal Winnipeg Ballet School, Alvin

Ailey School, Boston Ballet and many others. Our students are rewarded with high

school credits, university scholarships, dance teacher’s qualifications and profes-sional training.

Interplay also works in partnership with Bishop Strachan School, Branksome Hall, and Mooredale House to provide quality after-four dance programs.

Whether your child is the next prima bal-lerina or simply loves to dance, Interplay has a space for you.

If you would like more information on our school, please visit our website at www.interplay-dance.ca

Preparing Young Women to Make a Difference

Behind the ivy-covered walls of Havergal College, girls develop into extraordinary young women with inquiring minds, global capability and self-awareness.

A Havergal girl is encouraged to investi-gate and explore the world around her while discovering her own unique capabilities. She is not afraid to ask questions and take risks. She is an excellent communicator who is adapt-

able and confident. She balances a variety of opportunities while living her life with passion and confidence, knowing she possesses the academic and life skills to make a difference and be effective anytime, anywhere and with anyone. As an Old Girl, she will join our proud continuum of 8,000 alumnae who are net-worked to each other around the world.

To experience the Havergal difference,

book a visit to our beautiful 22-acre campus. Encourage your daughter to discover the joy of being a girl!

For more information contact: Admission Office at 416.482.4724, [email protected] or visit

our websites www.havergal.on.ca and www.joyofbeinggirl.ca.

Invest in your child today. See the difference tomorrow.

HSG is an independent school for girls located in the Don Mills area. Founded by a group of parents who believed in educating the person as a whole, HSG combines academic excellence with growth in virtue. Since 1989, confident and intelligent young women of character have walked the halls of Hawthorn and walked out able to face the challenges of

the world gracefully. This is because the rigor-ous classical liberal arts teaching at Hawthorn fully prepares girls for university, the work-place, family life and the world beyond. To find out if Hawthorn is right for your family, please visit wechoosehawthorn.com or contact Admissions: [email protected] or 416-444-2900.

• Accredited universi ty preparatory curriculum • Preschool - Grade 12 • Small class sizes • Co-ed Preschool-Kindergarten programs • Offering a Catholic education • Personal advisor for every girl • Active parent community • Tuition assistance available.

Forest Hill Figure Skating Club programs

It’s never too early – or too late – to learn to skate! Forest Hill Figure Skating Club, located at Forest Hill Memorial Arena (340 Chaplin Crescent, two blocks north of Eglinton) offers an array of group and private lessons taught by a team of enthusiastic and skilled Skate Canada Certified Coaches.

Programs include Preschool and Mini-tot (age 2 and up), Start-Right, Hockey Skills, CanSkate, Junior Development, Double Digit (age 10-16), Intermediate, Advanced and Adult Learn-to-Skate programs. Register now for the upcoming season sessions. We also run half-day skating camps for all ages

and abilities during Christmas, March Break and Passover holidays.

Come skate with us! Earn badges and ribbons and have fun! For more information or to download registration forms, visit our website at www.fhfsc.ca or pick up a registration form at the arena.

Forest Hill Figure Skating Club

Hawthorn School for Girls

Dedicated to developing the whole child

Looking for a new school? At Hudson, we offer a challenging, nurturing and rewarding learning environment that allows students to reach their maximum potential. We are a co-ed, multicultural day school from PK to university entrance.

Recognized for our excellence in deliver-ing a balanced curriculum, our small class sizes and promise of a Total Personal Support system dedicated to developing the whole

child - academically, socially, and emotionally – ensure that all students receive the kind of individual attention needed to develop their special skills, strengths and interests. Our dedicated and experienced faculty care deep-ly about our students and their education.

They share a true passion for teaching, participating in all aspects of school life as mentors, coaches and leaders.

Situated on a large, quiet, air-conditioned

campus in central Toronto, our modern facility features spacious classrooms, state-of-the-art computer and science labs, large gymnasium, music and fine arts rooms.

We also offer Advanced Placement cours-es in senior-level Math, English, Business and Science.

Our graduates leave us with a strong sense of character, dedication to community and leadership qualities.

Hudson College

Havergal College

Interplay School of Dance - Two downtown locations

Interplay School of Dance




Power Soccer provides a comprehen-sive range of training programs from the beginner to the elite player.

We emphasize fair play, skill develop-ment and the maximization of each child’s potential. Our programs are presented through a creative age appropriate soccer training model.

We focus on giving players the oppor-tunity to express their individuality while

providing clear feedback on how improve-ments in their game can be made.

Clinics and camps focus on ball con-trol, movement with and without the ball, dribbling, shooting, defending and accu-rate passing.

Players experience soccer sessions which are rewarding and enjoyable. Pow-er Soccer coaches conduct challenging sessions which provide an opportunity for

full participation for each player. We build player confidence through a program in-cludes lots of game play.

Improved ability level and a marked increase in game enjoyment are the re-sults of participation in Power Soccer programs. Please visit our web site at www.powersoccer.ca or cal l us at 905.829.0562 (local call) to learn more about the Power Soccer School.

Power Soccer School – advanced technique training

Power Soccer

Excellent academics balanced with school spirit

St. Clement’s School

St. Clement’s students learn in a welcom-ing, community-focused environment for girls from grades 1–12.

We encourage and support each student to achieve her highest potential — academically and personally — and to develop confidence, compassion, and leadership skills.

Our students experience a values-based education where academics are well-balanced with school spirit and a healthy sense of fun.

Known for our strong academic program, we offer Ontario’s most extensive Advanced Placement program. Comprehensive academ-ics, combined with the School’s rich athletic and co-curricular program, ensure that our students are prepared for the challenges of the world’s leading universities.

Our LINCWell Centre provides a compre-hensive program of student enrichment, bal-ance, and support for all students. LINCWell’s

school-wide, integrated approach to education helps students to balance high academic stan-dards, creativity, health and wellness.

Come and visit St. Clement’s School to experience, for yourself, our warm and inclu-sive learning community. Find out more at www.scs.on.ca.

Montcrest School is a co-educational, ele-mentary day school, overlooking Riverdale Park in the Broadview and Danforth area of Toronto.

The challenging core curriculum is taught in a structured and nurturing environment. Students receive individual attention and excel-lent instruction in small class sizes. The arts are an integral element of the curriculum. Students benefit from the teaching expertise and enthusiasm of specialists in art, drama,

music, French, physical education and technol-ogy.

A dedicated faculty provides a caring envi-ronment that is conducive to a child’s growth and instills a love of learning by stimulating individual interests and imagination.

Students participate in a wide variety of co-curricular sports and clubs. Exposure to cultural activities both within and outside the school community enrich the students’ experience.

Emphasis is placed on leadership, character education and community service.

Small classes for children with learning dis-abilities are offered from Grades 2 to 8.

For more in format ion p lease ca l l 416-469-2008 ext 230 or visit us at www.montcrest.on.ca.

Nuture your child’s love of learning.

Montcrest School

A strong foundation for the future.

Metropolitan Preparatory Academy offers semestered, co-ed Middle School (grades 7-8) and High School (grades 9-12) programs in the DVP and Eglinton area.

Walking through the hallways of Metro Prep, you’ll quickly notice that it’s not an “old-fashioned” private institution. The academics are structured and challenging, yet the environment is supportive and

nurturing. Faculty and administration doors are open, encouraging strong relationships with students and their families.

And, no uniforms are in sight, allowing young men and women to express their individuality.

In this comfortable setting, Metro Prep’s students are taught to trust their instincts, to think both critically and

creatively, ask questions, and seek the help they need to succeed. Extensive athletic and extracurricular opportunities foster the physical and social potential of each child.

For over 29 years, Metro Prep’s has been preparing children for the academics of university and the skills needed for life-long success. Preparation begins NOW!Please visit www.metroprep.com.

Metropolitan Preparatory Academy

Soccer Moves Indoors for the Fall and WinterNorth Toronto Soccer Club offers

indoor soccer programs for girls and boys born between 1997 and 2008. Indoor house leagues – separate leagues for girls and boys born between 1997 and 2006 – have fast-paced games played in local school gyms.

For children just becoming interested in soccer or looking to develop their skills and

techniques before the next outdoor season, NTSC offers 10-week Indoor Development Camps. Programs are offered in both the Fall (October to December) and Winter (January to March). For each camp pro-gram, there is a choice of days to avoid conflicts with winter sports.

The club’s professional coaching staff has developed a range of programs that

will challenge, motivate and inspire every young player to engage with the core skills of soccer and to help them realize their sporting potential.

For more information about all North Toronto Soccer programs, please check our website: www.ntsoccer.com email: [email protected] or telephone 416.924.2899.

North Toronto Soccer Club

Metropolitan Preparatory AcademyMaria Montessori - a unique alternative to traditional learning

As with all schools, academic facility is important to the Montessori philosophy. Maria Montessori School graduates consistently enjoy success at schools throughout Toronto and beyond. However, while this claim can be made by many schools, for our children it is the path to this success that is markedly different.

Within specially equipped classrooms, guided by teachers trained by the Association Montessori Internationale, children happily

work developing the skills that will prepare them for a lifetime of learning.

Without competition, extrinsic rewards or punishments, artificially segmented work peri-ods, restrictive uniforms, or hours of homework our children eagerly meet the challenges of the world around them. Whether it is learning to tie their own shoes or, in later years, to master the complexities of algebra, all development is supported and encouraged with equal enthusi-

asm and respect.If you are interested in exploring a truly

unique alternative to traditional education, for children two and a half to twelve years of age, we invite you to call us and arrange a personal meeting and tour.Please visit www.mariamontessori.ca.

Maria Montessori School



The Sterling Hall School

At Sterling Hall, we know boys. We understand their needs and realize how vital the JK to Grade 8 years are, preparing them for the rest of their lives. We use tactile tools and theme-based programming that appeal to boys, as well as reading strategies and hands-on activities designed specifically for them.

We have the lowest student to teacher

ratio of any boys’ school in Toronto. Our dynamic teachers are extraordinary mentors, willing to take the time to celebrate your boy’s individuality and strengths.

Our School is home to excellent academics and a host of leadership opportunities.

Your boy will be free to express himself

through drama, chess, robotics and a wide range of character building extracurricular activities.

Founded in 1987, the School has an enrollment of 310 boys.

For further information, contact Claire Reed at 416-785-3410 ext. 238, email [email protected] or visit www.sterlinghall.com.

You’ve come to the right place.

Celebrating 60 years

Sunnybrook School is an inclusive com-munity of passionate, committed learners who aspire to active global citizenship. Our nur-turing, transformative learning environment provides students with diverse opportunities to develop leadership, creativity, compassion, and confidence.

Sunnybrook is proudly co-ed, encour-aging boys and girls to explore the world

together, and learn with, and from, each other. Sunnybrook teaches the inquiry based IB Primary Years Programme, from JK to Grade 6. The Singapore Math Programme develops numeracy and a love of math.

Daily French classes focus on commu-nication skills and the culture of language. Technology enhances learning in all areas of the curriculum.

Creativity blossoms in an accepting, car-ing environment. In our Phys. Ed. programme, SBS students become active athletes.

At Sunnybrook School students develop the will to learn, the courage to care and the confidence to succeed.

It is a very special place for children to begin their education; come and see for your-self.

Sunnybrook School

Music is the birthright of every child!

At The Children’s Music Room, we use developmentally appropriate, child-centred methods and repertoire that instill a love and understanding of music in all children. We strive at all times to create an atmosphere of respect and joy. We have a small number of children in each class: 8 children in the baby and toddler classes, and 10 children in the classes for 3 to

8 year olds. These enrollment numbers ensure a class size that is large enough to provide a satisfying group music experi-ence, and small enough so that the musical and developmental needs of each child are addressed. Any child will benefit from one term of lessons at The Children’s Music Room. And if your child continues with us, they will learn to be musically lit-

erate in an emotionally safe environment that encourages individuality and creativ-ity. We’re not here to create future CEOs, or to boost children’s academic success or to create professional musicians. Our primary goal is instilling a love of music in ALL the children, because music is the birthright of every child.

The Children’s Music Room

Experienced faculty engages minds at Toronto Prep

The Toronto Prep School is a new, inde-pendent, co-educational, university prepa-ratory, day school for discerning students and parents. We are dedicated to creating an academic and social environment designed to prepare students not just for admission to university, but for success - both in the post-secondary arena and in later life.Toronto Prep is built upon the belief that a talented, experienced, dedicated, passionate, and well-

prepared teaching staff is one of the most important ingredients for students’ success in school. Teachers’ knowledge and skill make a crucial difference in what students learn and how well they are prepared for the rigours of post-secondary school education.

We are committed to engaging each one of our students and will provide them with the best learning environment. Let us help your child achieve and maintain academic success.

Consider our program if you are interested in an academically rigorous and structured environment dedicated to challenging and nurturing your child.

Contact us at 416.545.1020 or [email protected]

Toronto Prep School

Celebrating 20 years!!

The Martha Hicks School of Ballet has been an exciting and creative dance school in North Toronto for 20 years. MHSB is a recreational, non-competetitive school offering children the opportunity to take dance in a friendly and encouraging atmosphere.

The School’s main location is at Yonge and Eglinton, with several satellite locations in Lawrence Park, Leaside, and Armour Heights.

The main location is a recently renovated facility with bright studios, sprung floors, mir-rors and lockers. The other locations, which are held in local churches, are friendly spaces that

are a part of our student’s neighbourhoods.We offer daytime/ evening classes, seven

days a week, in ballet, pointe creative move-ment, jazz, hip hop, tap and modern.

MHSB provides professional instruction for beginners as well as more experienced danc-ers, with the choice of dancing once a week or several times per week. As well, students aged 12-18 may audition for MHSB Company - experienced dancers who want extra chal-lenges and more performing opportunities.

The highlight of each year is our year-end recitals - 3 different productions geared at 3

different age groups. The senior show is an exciting, eclectic mix of all dance forms, with spectacular costumes and lighting presented at a beautiful downtown theatre.

Studio rentals are also available. Please call 416-484-4731 or visit www.mhsb.ca for more information.

Martha Hicks School of Ballet


Upper Canada College

Think Ahead. Think Upper Canada College.

Upper Canada College is one of North America’s great independent boys’ schools. Founded in 1829, UCC alumni include politi-cians, scholars, business leaders, artists and Olympians.

UCC offers “big school” opportunities and facilities combined with a “small school” approach to individualized learning. Our unsur-passed facilities include a new double-pad hockey arena and a 400-acre nature sanctuary

northwest of Toronto. Our programs include international com-

munity service trips and myriad clubs and co-curricular sports.

Located in the heart of Toronto, UCC com-prises 1,150 students in Senior Kindergarten through university entrance, with boarding from Grade 9 open to students from across Canada and around the world. Graduates receive the International Baccalaureate Diploma and the

Ontario Secondary School Diploma. Our school has a 100 per cent university placement rate at the country’s and world’s most prestigious post-secondary institutions. Tuition assistance available beginning in Grade 5.

www.ucc.on.ca/Admission

University of Toronto Schools

A unique learning environment for high-achieving students

University of Toronto Schools (UTS) is a co-educational university preparatory school, grades 7 -12, affiliated with the University of Toronto. Founded in 1910, UTS offers high-achieving students the chance to study with engaged peers, guided by a stellar staff of highly-qualified teachers. A specialized cur-riculum and unique learning environment encourage creative interests, physical activity

and a sense of social responsibility as well as providing myriad co-curricular pursuits and ample opportunity for student leadership.

UTS graduates are admitted to highly-selective colleges and universities, many on scholarships. UTS is renowned for educating generations of outstanding graduates includ-ing two Nobel Laureates, 20 Rhodes Scholars and numerous leaders in commerce, industry,

academics, the arts, sports, government and public service.

Admission to UTS is based on academic and overall performance. UTS has a financial assistance program to which families may apply.

SCHOOL DATE TIME CONTACTINFO SCHOOL DATE TIME CONTACTINFO

BayviewGlen Sat., Oct. 27, 2012 1:00pm - 3:00pm 416-443-1030 www.bayviewglen.ca Wed., Nov. 21, 2012 6:30pm - 8:00pmBranksomeHall Grade7-11 416-920-6265 www.branksome.on.ca Tues., Oct. 23, 2012 9:00am - 11:00am 5:00pm - 7:00pm JK-Grade6 Wed., Nov. 7, 2012 9:00am - 11:00am 5:00pm - 7:00pmCrescentSchool LowerSchool 416-449-2556 www.crescentschool.org (Grades3-6) Tues., Oct. 23, 2012 9:30am - 11:30am Tues., Nov. 27, 2012 Middle&UpperSchool (Grades7-12) Tues., Oct. 16, 2012 9:30am - 11:30am Tues., Nov. 20, 2012CrestwoodSchool Wed., Oct. 10, 2012 9:30am - 11:30am 416-444-5858www.crestwood.on.ca Tues., Oct. 23, 2012 9:30am - 11:30am Thurs., Nov. 15, 2012 9:30am - 11:30amHavergalCollege Wed., Oct. 24, 2012 8:30am - 11:00am 416-482-4724 www.havergal.on.caHawthornSchoolforGirls Mon., Nov. 5, 2012 9:00am - 11:30am 416-444-2900 www.wechoosehawthorn.com Wed., Nov. 7, 2012 9:30am - 11:00am (Preschool. JK, SK) Thurs., Nov. 29, 2012 9:30am - 11:00am (Preschool. JK, SK) 6:00pm - 8:00pmHudsonCollege Sat., Oct. 27, 2012 12:00pm - 4:00pm 416-631-0082 www.hudsoncollege.ca Sat., Nov. 10, 2012 12:00pm - 4:00pm Sat., Nov. 24, 2012 12:00pm - 4:00pmMariaMontessoriSchool Tues., Oct. 23, 2012 6:00pm - 8:00pm 416-423-9123 www.mariamontessori.ca Tues., Nov. 20, 2012 6:00pm - 8:00pmMetropolitanPreparatoryAcademy Tues, Nov. 20, 2012 5:00pm - 8:00pm 416-285-0870 www.metroprep.com

MontcrestSchool Fri.. Oct. 26, 2012 9:30am - 11:00am 416-469-2008

www.montcrest.on.ca Fri., Nov. 23, 2012 9:30am - 11:00am

OurKids Private School Expos Register online at www.ourkids.net/expo

www.ourkids.net Toronto

Sat., Oct. 20, 2012 11:00am - 3:00pm

Halton/Peel

Sun., Oct. 14, 2012 12:00pm - 4:00pm

St.Clement’sSchool Fri., Oct. 26, 2012 8:30am - 11:00am 416-483-4835

www.scs.on.ca Fri., Nov. 16, 2012 8:30am - 11:00am

SunnybrookSchool Wed., Oct. 24, 2012 1:30pm - 3:00pm 416-487-5308

www.sunnybrookschool.ca Wed., Nov. 21, 2012 1:30pm - 3:00pm

TheSterlingHallSchool AllGrades 416-785-3410

www.sterlinghall.com Wed., Nov. 7, 2012 9:00am - 12:00pm

PreviewDays

(JK-Grade3)

Thurs., Dec. 6, 2012 8:30am - 10:30am

(Grade4-Grade8)

Fri., Dec. 7, 2012 8:30am - 10:30am

TorontoPrepSchool Sat., Oct. 27, 2012 11:00am - 2:00pm 416-545-1020

www.torontoprepschool.com Sat., Nov. 24, 2012 11:00am - 2:00pm

UniversityofTorontoSchools Sat., Oct. 13, 2012 10:00am - 2:00pm 416-946-7995

www.utschools.ca

UpperCanadaCollege Thurs., Oct. 25, 2012 9:30am - 11:30am 416-488-1125

www.ucc.on.ca 6:00pm - 7:30pm

Fri., Oct. 26, 2012 9:30am - 11:30am

Open HOuse scHedulefor Private & indePendent SchoolS


Excellent chance it will become blue - our school colour. Being messy is part of being a boy. So is the desire to experiment and develop his interests.At Sterling Hall, we know how to bring out the best in boys during the for-mative JK – Grade 8 years. We offer boys superior academics, small class sizes, low student-to-teacher ratios, leadership opportunities and excellent teachers who care. Your boy will be free to express himself through music, drama, chess, robotics and other character building activities that he will enjoy every step of the way. 416.785.3410 sterlinghall.com

Open HouseAll Grades: Nov. 7th 9:00 am – 12:00 pm

Preview DaysJK to Grade 3: Dec. 6th Grades 4 to 8: Dec. 7th

8:30 am – 10:30 am

25 YEARS STRONG

24 EDUCATION SUPPLEMENT Town Crier OCTOBER 2012 OCTOBER 2012 EDUCATION SUPPLEMENT Town Crier PB

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Education Guide Supplement - October 2012

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