January Education 2013 - North/South Edition

7/29/2019 January Education 2013 - North/South Edition

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Special Section to: Greenwich Post I The Darien Times I New Canaan Advertiser I The Ridgefield Press I The Wilton Bulletin I The Redding Pilot I The Weston Forum I The Lewisboro Ledger

HERSAM ACORN NEWSPAPERS

EducationJANUARY

2013

Although many of the public schools in Fairfield County are highly rated,with good, solid matriculation rates at the high school level, boasting well-edu-cated and well-trained teachers (and the schools are free!), sometimes a childmay better benefit from a private (or boarding) school, where classes arent aslarge and curriculums are perhaps more varied and challenging than those at apublic school.

One of the advantages of private schools is that they have a small communityatmosphere that allows for a lower student-to-teacher ratio. With smaller classsizes, teachers are able to focus more attention on individual students, and havemore time to get to know them better. With fewer students, classmates also get achance to form more intimate bonds with one another.

Another advantage private education has that may not immediately springto mind, is that independent schools also have the option of expulsion, whichis rare in public schools, since public education is considered a right ratherthan a privilege. While this may not seem like one of the advantages of privateschools, the possibility of expulsion might make some students less likely tofight, to take drugs or to cut classes.

At boarding schools, children can reinvent themselves; they might have non-productive, preconceived opinions of themselves that they made in a traditionalschool setting, and this is a chance for a do-over of sorts. The same can be trueof going to an independent day school.

Public or private?

See Private on page 11

Left, Wooster Schools athletic program, which includes 31 interscholastic

teams, has been recognized as one of the most successful small school pro-

grams in all of New England. Top, Greenwich Academys class of 2012.

John Ferris Robbens

Wooster School

Photo courtesy of Lauralton Hall, Milford.

Here are some pros on private education

By Julie Butler


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2 Education Hersam Acorn Newspapers January 24, 2013

Individuals of all ages can achieve the main-tenance of a healthy lifestyle through the practiceof martial arts.

Mobility is a very important part of beinghealthy, Nancy Robinson, the chief instructorat Martial Arts Connecticut, said. Even if youhave an illness or some kind of disability, stayingmobile helps you to stay fit.

Martial Arts Connecticut is located inShelton, Stratford and Bridgeport, and Robinsonhas studied the sport for 30 years.

It seems like its just part of my being, shesaid. It just becomes part of yourself, part of

your habit.While martial arts offers advantages to people

of various age groups, it helps kids in particular

to learn some of the key aspects of everyday life,including interaction and social bonding, healthmaintenance, and physical fitness.

It helps shape them into a different kind ofperson, said Pete Mansfield, co-owner with hiswife, Jaimee, of American Martial Arts Academyin Shelton, which focuses on the style Tao-Do,a mix of Chun Kuk Do, Judo and Jujutsu andcombines the philosophy and elements of JeetKun Do. They also offer classes on Wushu,which is Kung Fu.

If a child tends to be more of an introvert, itcan help bring them out of their shell. It helps

with socialization, Mansfield said.Mansfield said it would be great if schools

incorporated martial arts into their curriculum.In terms of the discipline and the physical

nature of it, being able to work on the pushupsand sit-ups and all the exercise, I think it wouldbe great to see in the school systems, he said.

According to Sensei Anthony Smetak ofthe Kempo Academy of Martial Arts in NewCanaan, martial arts should provide a struc-tured and goal oriented environment.

One knows to keep his/her eye on theprize, whether its a new move, improved tech-nique or better conditioning, Smetak said.When class is properly taught, the instructorwill engage the student after all, the expe-rience should be fun and it is this setting

MartialArts

Discipline, fitness and focus for kids and adults

By Katelyn Peterson

Kaitlyn Bergers assumes a horse stance during her Little Dragons class at Valley Karate. At

right: Students from the American Martial Arts Academy in Shelton.

See Martial on page 8

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January 24, 2013 Education Hersam Acorn Newspapers 3

Landmark Preschools Ridgefield campuscelebrated the opening of its redesigned facil-ity in a ribbon-cutting ceremony in December2012. The new preschool wing has been re-imagined for children ages two through fiveand includes more spacious classrooms, a

multipurpose gathering room complete with aperforming space, and a learning kitchen.Our planning committee re-thought

what kind of environment young childrenstrive best in; we came up with wide-open,uncluttered spaces, lots of natural light,and easy access to the outdoors since wespend as much time as we can outside, TaraSimeonidis, head of the preschool, said.

Each classroom now boasts large, energy-efficient windows and glass exterior doors foreasy visual and physical access to the schoolsorganic garden, and extended playgroundspace. Trimmed in oak, the classroomsinclude storage areas, which are discreetlytucked away out of view, fostering a calmand cozy atmosphere.

We want to let the childrens activitiesdetermine the color and interest in the class-

rooms, Simeonidis said. Every classroom isequipped with a Hatch SmartBoard system toenrich lessons, its own bathroom, and customcubbies for holding each students belongings.

The Pod is a new gathering room witha gardening corner and space for art andother hands-on activities, plus a rounded andappropriate-sized amphitheater for dramaand music classes, a feature which providesan intimate, more comfortable place for pre-school concerts and performances, accordingto Simeonidis. The Pod is where childrenwill plant seeds, learn how plants grow andbe introduced to the idea of plant to tablethat we have incorporated into our green cur-riculum. It is also the perfect space for quietreading time, end-of-day read-alouds, circletime, group activities, sharing, and playing,she said.

Kitchen labThe custom-designed learning kitchen pro-

vides an opportunity for even the youngest ofchildren to learn to cook and cook to learn.

All kinds of learning happens in ourkitchen lab: math and measuring (includingvenn diagrams of who likes what vegetables),science/simple food chemistry, followingdirections, creativity, and responsibility (likecleaning up), said Simeonidis. We teach ourstudents how important it is to nourish them-selves and they learn the process from plantto kitchen, as well as nutrition and the enjoy-ment and satisfaction you get from eating the

good things you make with your own hands.What better ways for our youngest students tolearn their ABCs than by cooking Apple muf-fins, banana bread and cinnamon cookies?she said. Children will use ingredients fromtheir organic garden in the late spring andalso see how meaningful gifts can come fromthe kitchen.

The wall of windows leading to the kitchenallows parents to peek in at the cookingactivities: There is a warmth of interactionthe students have with teachers in there whenthey cook together that I have not seen at anyother school, said one parent.

Preschool curriculumStudents enrolled in the Ridgefield pro-

gram are introduced to the French language,and all classes feature instruction in art, phys-ical education, music, drama, computers, andlibrary. Students gather for special assembliesand enjoy a special buddy program with K-3students to read and work on projects witheach other. Field trips both in-house andoff campus are included as well. Class sizeis kept small and days/hours are flexible; thetwos classes meet two morning per week, thethrees have three-, four- or five-day options,and the fours classes meet four or five daysper week from 8:45-2. Extended care is avail-able from 7:45 until 4 for all threes and foursstudents.

Landmark Preschool, in existence for morethan 35 years, grew from the belief that chil-dren benefit from a joyful introduction tolearning and offers the type of structure thatgives children a sense of security and confi-dence as they explore their world. The pre-school program has two additional campusesin Redding and Westport. The Ridgefield loca-tion is housed on a 42-acre campus on WestMountain Road.

A comprehensive program for students upto grade eight is offered through its affiliateschool, Ridgefield Academy.

More info: 203-894-1800, ext. 112,LandmarkPreschool.org

Landmark PreSchool celebrates renovation

Students and

administrators at

Landmark Preschools

Ridgefield campus

mark the opening of

the new preschool

wing, for children

ages two through

five.

Every classroom is equipped

with a Hatch SmartBoard system

to enrich lessons, its own bathroom,

and custom cubbies for holding

each students belongings.


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I never thought Iwould be that ladywho would be packingup her backpack andheading out to class toearn a masters degreeeight years after receiv-ing a bachelors.

But I am, and I dontregret it one bit.

Im going to be start-ing a new chapter inmy life sooner thanlater I hope. Since graduating from SouthernConnecticut State University in 2004, with abachelors degree in journalism, I have beenwriting and editing for newspapers. Evenduring my temporary hiatus from full-timeemployment (some may call it a layoff) I stillfound freelance jobs.

I then began as a substitute paraprofes-sional in two different school districts; I likedbeing able to work with smaller groups ofchildren or just one-on-one with a student.Two Decembers ago, I was sitting in a thirdgrade classroom watching the students inthe class work and get excited about thingsthey learned. Then something clicked whydidnt I change my major from journalism toeducation during my undergraduate years?

After a few hours I couldnt come up witha reason, and by the time I got home from myday at school, I knew I would be applying toget my masters.

I dont really know if I had a reason, but Iapplied to just one school the University ofBridgeport. Before I could be accepted I hadto take a Praxis I test, which covered read-ing comprehension, writing and the dreadedmath. I bought a book and studied. The read-ing and writing practice tests were not toobad. However, I couldnt remember what Ihad learned in my schooling.

So I ended up on several trips to my par-ents house where my mother, and sometimesmy brother, would walk me through examples.I studied and studied and wondered if I wascrazy. How can I relearn something, even whenIm not sure if I knew it in the first place?

My worries were squashed after I passedall three parts of my Praxis I exam. So, I wasgoing to be a new student.

I bought notebooks and pens and high-lighters. I was developing a bad habit of want-ing anything that may be useful during class.

Before I knew it, it was the first day ofschool. Well, it was a week-long session

of learning about state mandates and regula-tions and fun stuff about UB. My fears aboutbeing the oldest one in a group of freshlygraduated college students was really all inmy head. The crop of new graduate studentsleft me probably in the middle of the average

age group. And we were all excited and prettynervous.

Then, regular classes started. I had twoclasses on Tuesday nights, two on Thursdaynights and one bright and early Saturdaymorning.

It was a lot.I remember taking five classes and still

working an almost 40-hour week amongthree jobs during my undergraduate years.But this time it was different. I had to jugglework, lots of bills, going to class, homework,and taking care of a house. Some days I feltlike I made the biggest mistake of my life.Most days, however, I knew this is where Ishould be.

Throughout the semester, I was on aroller coaster of emotions. I was glad I was inschool, but when the laundry was piled uphigher than I care to admit, I was upset that I

did this to myself. But I found out that everysingle person in my classes was feeling thatway. We would rush to school after a dayswork, or interning in a school, maybe havetime to grab dinner at a drive-thru, spendfour hours in classes, then go home to workon homework, or some other task that wasput off.

Its something were doing because this isa choice that we made. Were going to makea difference one day in someones life. Weregoing to help students learn and become pro-ductive members of our society. This stressand insanity will be worth it once we get tothe finish line.

A new chapter

Going back to collegeBy Robin Walluck

Were going to make a

difference one day in someones

life. Were going to help students

learn and become productive

members of our society.

The Stanwich School


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Shiny new tech gadgets and gaming systemshave a way of popping up under Christmastrees and calling to college students shoppingin the season of rock bottom prices. But asundergrads headed back to campus this monthknow and high school seniors en route to col-lege in the fall will soon find out, using thosenew devices on campus means having to followinstitutional policy.

Campuses today generally impress withtheir state-of-the-art network resources avail-able to support high-speed internet connectivityfor all sorts of devices personal computers,tablets, smartphones, and gaming or mediadevices, points out Dennis Muley, president ofImpulse Point, which works with colleges tohelp their networks stay secure. But with thatbenefit comes responsibility. Colleges requirestudents to agree to an Acceptable Use Policyfor network access privileges. Policies vary byschool, but typically include the need to registerdevices and maintain up-to-date anti-virus andmalware software and operating system patches.

Restrictions, requirementsAt Eckerd College (Fla.), for example, every

networkable device including smartphones,Internet-ready TVs, laptops, iPads, Kindles, andgaming systems must register on the campusnetwork, says John Duff, director of Internettechnology services.

At some schools, gaming systems are notallowed on the campus network or have restric-tions, or video streaming is limited. Other insti-tutions have a campus daily, weekly, or monthly

default bandwidth limit. The University ofTexas at Austin, for one, requires that thoseneeding more than allocated purchase a band-width subscription plan. At Carnegie MellonUniversity in Pittsburgh, bandwidth use viola-tions can lead to loss of network access alto-gether. Cornell, meanwhile, charges studentsby the byte after they reach a monthly gigabyteallowance.

Often, its heavy use of Skype or Netflix thatcauses students to reach these limits.

Why the restrictions at all? Colleges need to

deal with legal, security and network manage-ment issues, Duff explains.

Under the Digital Millennium CopyrightAct, colleges are considered Internet ServiceProviders and must implement measures torestrict illegal downloading, fire sharing and useof protected material. Also, campuses have a lotof confidential data to protect. Unfortunately,judging from those that visit our student repairshop, students seem to fall victim to viruses andother malware on a regular basis, Duff says.

Requiring device registration allows schoolsto force compliance with network security, suchas through operating system upgrades and secu-rity patches, Scott J. Coopee, assistant vice pres-ident of IT at Western New England University(Mass.), says. And, he adds, Knowing whoand what devices are connected to the networkhelps schools ensure that protected data is notaccessed by unauthorized users. Colleges can,

if necessary, disable access for a computer withmalware installed that is flooding the networkwith unnecessary traffic.

Bandwidth issues are a constant concern forschools. In a public wireless space, if severalpeoples devices are constantly download-ing content, it may severely limit the wirelessbandwidth remaining for others to use, saysCoppee. We want to maintain equal access forall.

Whats an undergrad to do? Duff suggestshaving an Ethernet cable handy; it will allowdevices to be plugged in when wireless is weakor unavailable. Also, consider purchasing amobile hotspot, which can generally accom-modate up to five wireless devices at 4G speed.He says, As prices come down, more and morestudents will head off to campus with what isessentially their own network.

BYOD (Bring Your Own Device)

Tech on Campus: What to watch forBy Melissa Ezarik

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Conventional wisdom has long intimated thatgirls are more adept at language arts and readingthan boys of the same age. A recent study indi-cates there may be some merit to the assumptionthat boys tend to lag behind girls in reading. Inorder to bolster interest in books and readingcomprehension, parents and educators can look

to many successful literary series that tend todraw the attention of boys.

Boys and readingA 2010 study by the Center on Education

Policy that looked at trends beginning from2002 to 2008, found boys have been laggingbehind girls on standardized reading tests in all50 states. According to Jack Jennings, presidentof the Center on Education Policy, We foundno state in which boys did not lag behind girlsin reading at the elementary level, the middleschool level and the high school level. So itspretty clear: boys are not doing as well as girls inreading.

There are many theories as to why boys seemto eschew reading for other things. Some saythat boys in general are always on the defensive,and reading which often calls to mind emo-tion and vulnerability is not something that

boys would like to admit to doing. Furthermore,schools heavily push classics full of fictionalcharacters as the mainstay of literary curricula.However, research points out that boys tend togravitate toward nonfiction. Others argue thatboys do not have enough male literary role mod-els. The majority of adults involved in shapingboys interest in reading are women, and boysmight not view picking up a good book as a

masculine activity.Another theory as to why girls perform better

on standardized reading tests revolves aroundbrain function. Girls brains tend to be moreverbally oriented, which can make reading skillseasier. Boys are more visually oriented. It standsto reason that boys are more physically restless

than girls as well. Sitting for long periods of timereading can be challenging, even for an other-wise well-behaved male student. This was dis-covered as early as 1986 in an analysis of morethan 100 studies by psychologist Warren Eatonand his colleagues at the University of Manitobain Canada. The findings revealed that the aver-age boy is more active than about 69% of girls.

Choosing reading materialsFinding reading material to which boys will

relate can be challenging. There is no blanketapproach to finding the right books. Boys mayneed to be approached individually to findsubject matter that will interest them and takethem out of their comfort zones. Should school-mates be viewed reading frequently, it may helpother boys surpass their own reading fears andhurdles.

Here are some titles boys can explore:

2095, by Adam McCauley: children ona field trip to New Yorks Museum of NaturalHistory travel 100 years into the future.

Adventures of Captain Underpants, byDav Pilkey: fourth grade boys get into troublewith their principal and decide to hypnotize himinto the superhero Captain Underpants.

Babe & Me: A Baseball Card Adventure,by Dan Gutman: main character Joe wants todiscover the legend of Babe Ruth and his homerun predictions.

The Beast in Ms. Rooneys Room, byPatricia Reilly Giff: Ms. Paris, the reading teacher,helps Richard get serious about reading and wina contest for best class.

Encyclopedia Brown series, by DonaldSobol: readers solve the cases and explore adven-tures through the stories.

Hatchet, by Gary Paulsen: a boy mustlearn to live in the wild alone after the plane hewas traveling in with his father crashes.

Lunch Money, by Andrew Clements: Gregis a sixth-grader who is good with money. Hebegins creating and selling comic books at lunchuntil a rival cuts into his business.

Rufus and Magic Run Amok, by MarilynLevinson: Rufus discovers he has magical pow-ers, but this special talent isnt what he expected.

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The New Canaan Country School, locatedat 545 Ponus Ridge, New Canaan an inde-

pendent day school for children in pre-kin-dergarten through ninth grades may wantto consider changing its name to New CanaanGreen Country School. Between its new out-door classroom, its dedication to making sureevery aspect of the campus is sustainable andthe fact that its Upper School building was thefirst LEED-certified school in the state, NCCSis decidedly environmentally friendly.

The school is very dedicated to sustain-ability, Tom Bazemore, head of school, said.We also want to help our students understandenvironmental responsibility.

The school boasts 35 acres of woods as partof its 75-acre campus and property. There aretrails and ropes courses in those woods, whichlast summer were expanded, and a new board-walk was constructed to wind over a large ver-nal pool, creating not only teachable moments

in a unique, outdoor classroom, but also creat-

ing a connection for children with nature.The new classroom-without-walls opened

last September.I think it is vitally important to get students

outdoors and into the woods, Bazemore said.I feel there is a real disconnect between

kids and nature, Matt Taylor, outdoor programcoordinator, said. The school property here issuch a blessing and its great to be able to share

New Canaan Country School

School takes the learning outdoorsBy Julie Butler

See Country on page 9

The entrance to the New Canaan Country Schools trails is framed by totem poles painted by students

in the schools summer program, Horizons. Above, second graders eagerly start their outdoor science

classroom experience at the head of the campus-maintained walking trails.

The school boasts 35-acres

of woods as part of its

75-acre campus and property.

There are trails and ropes

courses in those woods.

Open House

February 7, at 1 pm

February 8, at 9 am

March 14, at 1 pm

March 15, at 9 am

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which is ripe for honing focus and con-centration for both kids and adults.

Kempo Academy of Martial Arts is aFairfield County-wide school, with studiosnot only in New Canaan, but also Darien,Fairfield, Norwalk, Westport, and Wilton/Ridgefield. It is rolling out a leadershipprogram, Smetak said, which incorpo-rates academia while capitalizing on theinherent benefits of our discipline to bet-ter prepare our youth for the future.

Master James Bergers, the owner andinstructor at Valley Karate in Shelton, saidmartial arts serves as an aid in provid-ing kids with the focus and absorptionneeded for their schooling.

At Valley Karate, Bergers teacheswhat he calls eight key concepts whichinclude humility, endurance and concen-tration.

Were a traditional form of martialarts, Bergers said. So we really focus onstructure, order, making sure protocols aremet, bowing, shaking hands. We kind ofrun a tight ship.

Kempo Academy of Martial Arts inNew Canaan primarily offers ChineseKempo, which blends karate and kung fu,

to children and adults. Kempo originatedwith the Chinese Shaolin Temple and is acomprehensive and diversified means ofself defense whose practical applicationshave been proven throughout the centu-ries, according to Smetak.

When considering a class in martialarts, remember the numerous benefits ofthe sport, which include fostering respectfor self and others, self-discipline, physicalfitness and of course, self-defense.

To find more information on the stu-dios mentioned, visit their websites

Valley Karate, ValleyKarate.org; AmericanMartial Arts Academy, taodoryu.com;Martial Arts Connecticut, MAConnecticut.com; Kempo Academy, KempoKarateCT.com.

Martial ArtsContinued from page 2

Now is the time of year when high schoolseniors and even some juniors prepare forand then take the SAT. It is a stressful and anx-ious time, not just for the student, but often theparents as well.

Should they try and give their kid a legup by insisting upon enrolling them in an SATclass? Hire a tutor for one-on-one test prepara-

tion? Or just let the teen fend for himself, so tospeak, with an SAT book and their own brandof self-motivation.

Its a topic fraught with emotion.In 2009, the National Association for College

Admission Counseling (NACAC) released areport showing that expensive test preparationcourses provide only modest score increases.For the SAT, for example, test prep servicesimproved students total scores by an averageof just 30 points. The report, however, alsoshows that these small gains might, in fact, havean impact on a students admission prospects(think about it a score of 600 looks muchbetter than a 570).

So what does this all mean? JeannettePayne, a writer on Helium.com, says. Shouldyou or shouldnt you invest in a pricey test prepclass? In the end, the decision is clearly a per-sonal one. For a student with limited resources,a $15 SAT book and a lot of self discipline willproduce equally good results.

For students who lack motivation, a courseat least has the advantage of providing struc-ture. Ive heard from many students who haveachieved 100-plus point gains through a testprep course, and Ive heard from other studentswho didnt improve at all, Payne says.

Prep class prosTest-prep programs generally include three

elements: a review of test content, practice ontest questions and orientation to the format ofthe test.

There are a few definite pros of SAT prepcourses if a person takes the right one, Paynesays. In order to benefit properly however, thestudent also has to do the work.

Organization and structure are two thingsprep courses have going for them.

Studying alone without guidance can beoverwhelming, Payne says. The SAT prepcourses give structure to the way of study-ing and presenting the information. They aredesigned to provide extra organization, espe-cially for individuals who dont know where tostart.

Other pros are intense instruction and study.The best SAT prep courses are intense and

they really make the mind work, says Payne.Courses that last five weeks or more and last forseveral hours a day tend to be the best ones, shesays.

ConsThese courses can be very expensive depend-

ing on the one that is chosen. A person mightbe able to find one for less than $100, but gen-erally speaking, these courses run up to morethan $500 and in some cases cost more than$1,000.

Parents are sacrificing, even borrowing ontheir credit cards, to pay these high prices forprep courses, said Dave Berry, a co-founder ofand senior adviser for College Confidential, acollege-admissions website. In fact, kids ifthey are dedicated, thats a big if can getthe prep books and do the exercises, they are

most likely to increase their scores to within areasonable degree of the amount they could getthrough the prep courses.

Derek Briggs, the chairman of the researchand evaluation methodology program inthe school of education at the University ofColorado at Boulder, has this advice to parents:Dont buy the hype. Too often, people assume

because something costs $500, it must be worthit. Many test-prep classes involve a series ofpractice tests that students can take at home forfree, he says.

The SAT is designed to measure the academ-ic skills students learn throughout high schooland their ability to apply that knowledge, says

Angela Maria Garcia, the executive director ofSAT publications and information at the CollegeBoard. The best way to get ready is to do wellin school, take challenging courses, and read,she says. There really is no short-cut to preparefor the SAT.

The College Board encourages students touse the free resources on its website, such as theSAT question of the day and practice tests, toget familiar with the format.

The bottom lineStudents often improve their score by merely

taking the test a second time, as they gain moreknowledge in school and are more comfortablewith its structure. Colleges then take the bestmix of scores from each sitting.

No matter what a student chooses, coun-selors caution that students keep in mind testscores are just one part of the college-admissionsdecision. According to surveys by the National

Association for College Admission Counselors,in Arlington, Va., SAT and ACT scores haveconsistently ranked third in importance, behindgrades and strength of curriculum.

High SATs do not get you into college, astrong academic record does, Debra Shaver,the director of admissions at Smith College inNorthampton, Mass., says. Students shouldconcentrate more on their homework and worryless about SATs.

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it with students.Taylor, who has been teaching at the school

for 12 years, was instrumental along withscience teacher Chantal Detlefs in upgrad-ing and improving the trails and building theboardwalk (Taylor literally spent more thantwo months every weekend this past summermoving stones, cutting tree limbs and bang-ing nails to create the above-ground walk-way).

It was Detlefs who proposed that the LowerSchool (kindergarten through fourth grades)use the area as an outdoor science classroom,from one to three times a semester, throughoutthe school year.

We dont go outside for every scienceclass, Hannah Jones, another science teacher,said. Its only when it makes sense with cer-tain lessons.

Teaching on the trailsStudents gather in the inside classroom

both before and after their trek on the trails.On the day this writer visited the school, onegroup of second graders came back in fromthe woods, faces flushed from the fresh air,stomping their squeaky sneakers and rain

boots on the mat outside the classroom beforeentering, anxious to share with Detlefs whatthey had observed on the trails.

The next group of second graders filed in,starting class by planting lettuce seeds in alarge tray; the seeds will then be put into theschools community garden and harvested inthe spring, for use in the cafeteria as salad forthe student body.

The garden is used to grow food for thekitchen, Jones said. We grew tomatoes andthey were used not only on salads, but alsomade into sauce.

Detlefs asked her class why they were goingfor a walk into the woods.To go do some science! one boy called

out.Detlefs reminded them to make sure they

stayed on the trails to avoid ticks and poisonivy, and to not pick anything on their own.

The entrance to the woods borders theathletic fields and is marked by two color-ful totem poles which were made and deco-rated/painted two summers ago by studentsin the six-week, summer Horizons program atNCCS.

The second graders sprung from theconfines of the classroom dashed down thehills that led from the school to the fields, andthen waited by the totem poles before startingdown the trail with their teachers.

Along the way, Detlefs stopped and pointed

out the poison ivy plants (Leaves of three, letthem be, she told the kids), as well as gingerplants, witch hazel and Christmas ferns.

When the group reached the new board-walk that snakes over the vernal pool, sheasked the students, Why do we have a board-walk? She then went on to explain why thewater was missing in the fall and why it comesback to life in the spring.

Not just for science classesTeachers from virtually all subject areas

make use of the trails, from art to English to

math.Taylor looks at the woods as another edu-cational tool for both student and teacher.

It just draws them down there, he said ofthe trails. Its not just for science class.

The Upper School grades have someof their English classes down on the trail,Bazemore said, and the Middle School stu-dents go to the boardwalk to write and readpoetry. The art classes do sketching and paint-ing in the woods. In our minds, the area isjust another classroom for all grades.

Bazemore considers NCCS to be very fortu-nate to even have the woods on the property,as most schools both public and private -are not as lucky. Part of the academic philoso-

phy is to get the students out of their seats andoutside, Detlefs said. Students dont have tolearn just from a text book.

Country SchoolContinued from page 7

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Larchmont, NY

43 Tokeneke Road

Darien, CT

We can bring LinguaKids

to your childs school.

Ask us how!

(203) 426-7004 (914) 525-0328

[email protected]

www.linguakids.com

The United Methodist Preschool has dedicated itself to promoting the social, emotional,

intellectual and physical growth of pre-school children.

We focus on helping children to build a strong foundation for future learning and relationships.

We are currently accepting enrollment for the upcoming school yearin our 3s classes.

For more information visit our website at

www.mnskids.org

or contact us at 203-966-3176

A caring place for families and young children to grow together

United Methodist PreschoolSince 1958

www.countrywillowkids.com

All children with special needs have the right to a free and appropriate public

education (FAPE). Unfortunately, receiving a FAPE may be a struggle. At LAW OFFICEOF PETER D. HOFFMAN, P.C. in Katonah, N.Y., we work with the laws concerning

students, schools, and parents. We can help you navigate the labyrinth of special

education law.

Our firm has been successful in assisting families place their children in special

education school district programs and therapeutic private school programs that can

serve the needs of special education students, and provide a FAPE, at the expense of theschool district. Moreover, we can help you try to obtain attorneys fees when we have

been successful in litigation.

We have worked with families and children with a wide range of educational and

emotional disorders. Now is the time to prepare for CSE meetings, PPTs and to develop IEPs.

Please contact us to learn about your and your childs rights.

Attorneys Concentrating in Special Education Law

Catherine Laney. Esq. Jamie Mattice, Esq.

www.pdhoffmanlaw.com

LAW OFFICE OF PETER D. HOFFMAN, P.C.

200 Katonah Avenue Katonah, NY 10536 (914) 232-2242

This is not intended as legal advice. This does not create or constitute an attorney-client

relationship, or an offer to establish such a relationship. No attorney-client relationship

can be established without a fully executed professional services agreement and/or

retainer signed by both the attorney and the client.


10/12


The Platt brothers of Shelton first jammed

with their rock band last February Bryanon electric guitar and Kevin on drums. InJune 2012, at their first performance, thecrowd was blown away by song after song ofthe rock band Aerosmith.

The crowds enthusiasm was infectious,said Karen Platt, their mom and one of theirbiggest fans. Their initial nerves gave wayto them having fun and really demonstrat-ing showmanship while playing songs we allknew and loved. After the shows, both boyswere beaming, and I swear walking a littletaller!

Yes, boys. Bryan is now 14 and in ninthgrade, and Kevin is 11 and in fifth. Prior tothis, neither had taken formal lessons, saidKaren.

Next up: A Feb. 8 and 9 Dave GrohlExperience performance at the Bear & Grillin Orange. Its hard to say who is more excit-ed them for the anticipation of playing,or us for hearing Nirvana and Foo Fighters,Karen said.

Making it all possible is the School ofRock a deliberately different kind of musicschool where students age seven to 17 learnharmonies, musicianship and how to per-form in an authentic rock show environment.Show themes have run the gamut from PinkFloyd and AC/DC, to the 80s and punk rock.Students attend private weekly lessons in gui-tar, bass, drums, keyboard, or vocals, plus aweekly three-hour, whole-band rehearsal.

Karen admits she was skeptical at firstabout the time commitment. But the boys

practice (with passion) almost daily and havenever been reluctant to bang out their home-work on School of Rock days.

Stamford native Craig Sasson is musicdirector of the Shelton School of Rock, opensince August 2011 and with about 50 stu-

dents. Its one of approximately 100 U.S.locations, and Sheltons owners also operatea school in Fairfield (circa 2008, nearly 300current students), New Canaan (2011, withenrollment of 150), and Bedford, N.Y. (justopened).

A handful of students have already proven

they are truly destined for greatness. Forinstance, seven-year-old vocalist CharlotteRose Masi, a Shelton School of Rock veteran,is now on Broadway performing with ScarlettJohansson in Cat on a Hot Tin Roof.

Still, every performer feels like a star. Youcan take lessons other places, but the fact thatwe put kids into bands, and use music thekids like and the parents like, and teach the-ory too, theres nothing like it, said Sasson,a 20-plus-year local musician whos currentlypart of Darik and the Funbags. All of ourteachers here are professional musicians.Everybody is actively in a band.

Even the private lessons, including appro-priate doses of music theory, are kept fun.Instead of just explaining what an A-chordis, for example, the instructors will pop onNirvana and point out the A-chords. Its kindof like were hiding vegetables in somethinggood, Sasson said.

While the sheer number of kids makerehearsals a teaching challenge, Sasson isblown away by their weekly improvement.At show time with each student guaran-teed at least three songs he added, theminute they hit the stage, they just step upto the plate. As the show ends, the place goesnuts. And each band member goes homewith School of Rock dog tags engraved withthe show name.

Theres no cover charge for shows, and f reetrial lessons are typically available to audiencemembers.

More info: SchoolofRock.com

Students at the Shelton School of Rock during a weekly rehearsal for their 2012 spring performance

program a tribute To Aerosmith, which the kids started in February and performed as a band in

June at Bear & Grill in Orange.

A school for rocking outBy Melissa Ezarik

Grand Opening in Mid February

NEW Wilton Center Location

151 Old Ridgefield Road | Wilton, CT 06897

New classes forming now!

St. Paul Christian SchoolEmbraced by love, Empowered to learn

Programs available forFrom 15 mos., 2s, 3s, 4s, 5s & Kindergarten

Limited spaces available for 2013 2014 yearCall now to enroll Donna/Lesley

(203) 227-7920

41 Easton Road, Westport, CT 06880

www.stpaulchristianschool.org


11/12


Independent thinkersPrivate and boarding school students also

tend to become more independent thinkers,since they must make many decisions on theirown mostly those living away from their fam-ily.

What really makes an independent schoolindependent is our ability to design curriculumthat challenges children to think more deeplythan the typical standardized curriculum or test,Tim Brazemore, New Canaan Country SchoolHead of School, said. Our students love to learnbecause passionate teachers design lessons thatare relevant, interesting and complex.

The Country School serves students fromlower Fairfield County in grades pre-K throughnine.

According to Brazemore, Our mission is toguide students to reach their intellectual, creative,moral and physical potential. That means weexpect students to develop skills and confidencein all of these areas as preparation for their nextschools and for life.

This philosophy is echoed at Lauralton Hallin Milford, a Catholic college-preparatory schoolfor girls in grades nine through 12. Independent

schools are remarkable for their ability to fostercommunity, Antoinette Iadarola, Ph.D., schoolpresident, said. We have the opportunity tobuild strong, personal relationships, helpingthese young women develop both as individualsand leaders. For many, these bonds last a life-time.

Often, a private education may be able tobring out confidence in a heretofore hesitantlearner, not only through the experience in theclassroom, but through a schools extra-curricularofferings as well.

What students find at Greenwich Academy isan array of curricular opportunities that is stun-ning in depth and quality, Molly King, Head ofSchool of the all-girls pre-K through grade 12,Greenwich-based school, said. Such a reality isthe consequence of dedicated, committed teach-ers who are well prepared, experienced, andpatient mentors. Extra-curricular activities rein-

force the development of well rounded, sophis-ticated young women, anxious to explore thoseopportunities and venues that may be unique intheir educational journey.

Small class size benefitsIf you have found your child to be struggling

in a larger class setting in the public school, per-haps he or she would benefit from the smaller,more intimate learning environment at a privateschool.

With our small class sizes, our students truly

feel known on a very personal level by theirteachers, Brazemore said on the subject. Ourteachers know their students not just by name,but by learning styles, strengths, needs and inter-ests. It is impossible to fall through the crackshere.

With a smaller student population at a privatevs. public institution, this intimacy is more easilyaccomplished, of course. It doesnt mean that aprivate school educator is better than their pub-lic school counterpart, but rather, that a privateschool teacher simply has the advantage of hav-ing fewer students and, consequently, more timeto devote to them.

Nothing at Greenwich Academy is random,King said. Everything we do is mindful of ourgoal to maximize each students experience.

Before sending your child to any school, pub-lic or private, you should do your homework.Find out the strengths and weaknesses of each

school and what is most important to your child,be it sports or political science.

Both will be beneficial in your childs future,but if you choose a school that focuses on some-thing that does not interest your child you will

just be throwing their school years away, accord-ing to EducationBug.org.

Lauralton Halls ultimate goal is empoweringwomen for life.

We understand that the values, the growth,the education and the relationships that we helpstudents develop during these formative yearscan set them on the road to lifelong success however they choose to define it, Iadarola said.

For more information on the private schoolsmentioned, visit GreenwichAcademy.org,LauraltonHall.org, or CountrySchool.net. For acomprehensive listing of independent schoolsin the state, visit the Connecticut Association ofIndependent Schools at CAISCT.org.

PrivateContinued from page 1

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12/12


NEW!For the 2013-2014

academic year for all

students in grades9 through 12

- Olivia Tyrrell, CHS Class of 2009

Houghton Class of 2012

English & Political Science double majorTeach for America 2012-14

Scholarship to Cornell Law School

Robust Academics

Spiritual Depth

Impressive Arts, Athletics & Accessibility

- Suleiman Abiola

CHS Class of 2012

Freshman at

Johns Hopkins University

Presidential

Scholarship Winner

Studying Public Health

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