Education GuidEFOR PRIVATE AND INDEPENDENT SCHOOLS November 2014

The Town Crier

Central Edition

Hoorayfor tradition,and for new

ways too!

2 EDUCATION GUIDE TOWN CRIER NOVEMBER 2014

De La Salle College “Oaklands”

Established in 1851

The first co-educational Catholic school in

Ontario

Now accepting applications for Grades 5 to 12

131 Farnham Avenue Toronto

416-969-8771

www.delasalleoaklands.org

CENTRAL EDITION November 2014

ERIC EMIN WOODTown Crier

When Seyon Rajadurai decided four

years ago that a transfer from public school into the private school system offered a brighter future, he hedged his bet in two ways.

His first step in charting a new course was applying to three schools: Univer-sity of Toronto Schools, Crescent School and Upper Canada College. His sec-ond was enrolling in two courses offered by Prep-skills, a company that helps students prepare for the often-difficult admission tests that can be a barrier between them and their chosen school.

Rajadurai, now 15 and in Grade 10 at UCC, had been in private school up to Grade 3, then enrolled in the gifted program at a neighbouring school closer to his Markham home. But after he “started to fall off track a bit” his family started looking at private schools again.

Enter Joanna Severino, a certified teacher who founded Prepskills 13 years ago following a battle with Hodgkin’s lymphoma,

which had forced a change in direction of her own.

For $1,800–2,500, Sev-erino’s company sets out to prepare students for Cana-dian independent school admission tests, offers PrepEssentials classes that prepare students for U.S. college entrance exams and each September puts on a networking event, PrepConnect, that gives students and their families an opportunity to meet a group of private school admissions officers.

“I consider us dream-makers, in a sense,” Seve-rino says with a chuckle. “When a family calls us

and indicates their inter-est in a particular private school, we really ask them to broaden their scope when they can.”

Rajadurai enrolled in both the SSAT preparation course and PrepEssentials. In the end, not only did all three of his chosen schools accept him, but each one offered him a scholarship as well.

After getting to pick among three respected schools, Rajadurai and his mother Kalaselvadurai had a 45-minute consultation with Severino, where he was urged to examine just what he hoped to gain

Prepskills helps students prepare for private school entrance exams — although

not all educators are avid fans

Prepping for the move up

Education GuidE

NOVEMBER 2014 EDUCATION GUIDE TOWN CRIER 3

Confident voices live at Linden.Here, girls, grades 1–12,find learning exciting.

Our mission encourages students to lead today and

in the world tomorrow.

Girls, Grades 1-12

10 Rosehill Avenue, TorontoOntario M4T 1G5

admissions@lindenschool.ca416.966.4406

www.lindenschool.ca

OPEN HOUSE November 14, 9–11am

RSVP to admissions@lindenschool.ca

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ever went right or wrong.”David McBride, UCC’s

vice-principal of enrolment management, said seeing “well-rounded students” and not just test scores are what private and indepen-

dent schools take into con-sideration when accepting students.

“We want to see a cou-ple years of consistently good grades,” McBride said. “We want to see

extracurricular involve-ment, and we place a lot of emphasis on the interview with both the boy and his family.

“We want to see well-rounded students.”

GETTING READY: Prepskills owner Joanna Severino, right, helps Upper Canada College student Seyon Rajadurai, who sought her company’s assistance when applying to his school, explore postsecondary scholarship options he can apply for south of the border. ERIC EMIN WOOD/TOWN CRIER

from his new school. He says he went with UCC for two main reasons: its athletic program (his mother admiringly notes that he’s become a soccer star) and its scholarship, which continues to renew itself provided he keeps his grades up.

While not all educa-tors are ready to apply the “dreammakers” label to the Prepskills model — UTS admissions director Garth Chalmers points to a lack of “empirical evidence” for or against — Andrea Camhi, now in Grade 12 at Toronto girls school Haver-gal College, says she would

“definitely recommend it to other students.”

Camhi was offered Prepskills services through her former Montessori school, along with a group of other Grade 6 stu-dents who were applying for admission to middle school. Lessons in writing essays and taking tests, being taught to manage her test time by prioritiz-ing answers and building her vocabulary using flash cards all served to support her application, she says.

Her older sister Rebeca had availed of Prepskills services before her.

Chalmers and other

admission directors of local schools remained neutral about the benefits of prep courses. Chalmers emphasized that it’s the school’s policy to neither endorse nor advise families against enrolling their chil-dren in a course.

“We don’t have any empirical evidence that any student who goes through a prep course of any kind does any better than they would do if they prepared on their own,” Chalm-ers said. “To be honest, I advise that parents get a book, do some practice tests… and work between each practice test on what-

4 EDUCATION GUIDE TOWN CRIER NOVEMBER 2014

Building Brighter Futures™

21 Ascot Avenue, Toronto 416.631.0082 hudsoncollege.ca

To book an appointment & personal tour, contact ourAdmissions Department at 416-631-0082, ext. 106

O P E N H O U S E D A T E SSaturday, November 8 from 12-4

Saturday, November 22 from 12-4

J K t o G r a d e 1 2 C o - E d S c h o o l

KIMBERLEY FOWLER OurKids.net

Many parents and educators are advocating for a revised curriculum, one that places a greater emphasis on experiential learning — learning by

doing. The belief is that teachers can make a meaningful impact in a child’s education by providing learning oppor-tunities inside and outside of the classroom.

Some private schools are implementing experiential learning in the curriculum through initiatives like robotics, industrial arts, instrumental music, cooking, camping, fine art and comic books.

“As educators we are too locked into curriculum expec-tations and focusing on the product rather than the pro-cess,” says Manfred von Vulte, vice principal at the German International School. “We’re too focused on producing edu-

cational products rather than helping students fill in gaps.”Von Vulte, the author of Comic Books and Other Hooks:

21st Century Education, said his book aims to show educa-tors what a process-driven, enriched curriculum will look like.

“With curricular developments a lot of things have been tried that are new,” von Vulte says. “Some work and some don’t, but a lot of things we have lost or forgotten that we shouldn’t.

“An example is the de-emphasis on experiential learning. We need to get back to that.”

According to von Vulte, experiential learning has added benefits to students, which the current arts, sciences and liberal arts-centric curriculum isn’t providing.

“Take science as an example — electricity,” he says. “You can teach electricity using movies or textbooks, but learn-ing is increased when you have students build a circuit.”

How learning by doing is making

a comeback

NOVEMBER 2014 EDUCATION GUIDE TOWN CRIER 5

I’M GOING INTO INTERNATIONAL

BUSINESS—Kailey, Grade 12, York School Student

TAKE ON THE WORLD!

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Experiential learning also engages all of a student’s senses, which is an important element to retaining knowledge, he says.

“If we use other senses, you provide a duality with experiences and it further cements memory,” von Vulte says. “When learning is added with a real experience it becomes part of a life experience.

“It is a working, tactile knowledge and becomes a super memory.”

Experiential learning can also apply to language arts. Comic books, for example, are playing a role in helping students learn the writing process.

“Comic books help show the element of preparedness in the writing process,” von Vulte says. “We use a lot of scaffolding to help students deconstruct the writing pro-cess before they start writing.

“They develop rich characters before they start writing any of their thoughts down.”

In older grades, von Vulte says, the pro-cess is reverse engineered.

“We take a text-heavy book and use comic books to de-compartmentalize the process,” he says. “The process with lan-

guage art instruction really teaches sequen-tial thinking and planning.”

Although some teachers use comic books as part of a literary strategy to engage reluctant male readers, von Vulte feels using comic books in the English classroom ben-efits both genders.

As a lifelong collector, comic books have helped von Vulte connect with the wider world, he says, noting that they act as a gateway to history, economics, science, social sciences and politics.

As a student, comic books helped him become “a sequential thinker, providing a nexus approach to reading and writing.”

As a teacher, he has seen, “comic books help reluctant writers and readers improve their skills.”

“It is a great learning tool for all learning levels — from struggling students to gifted students,” he says.

Learn more about how private schools utilize experiential learning by meeting one-on-one with top schools in Toronto, Halton-Peel and Ottawa at Our Kids Private School Expos: www.ourkids.net/expo/.

TOYMAKERSA highlight for Grade 3 students at Montcrest School is the annual Toy Fair, where they not only create and build their own toys but also promote and market them. This year they had the opportunity to pitch their ideas to Canadian toy icon Bryan Irwin, vice-pres-ident of Canada’s largest toy company, Irwin Toy. ALEX MALAKHOV/TOWN CRIER

6 EDUCATION GUIDE TOWN CRIER NOVEMBER 2014

JOHN ALONSO

The philosophy in my music program is to teach kids to love music, to feel good about themselves and to never underestimate their potential. Not every child or teenager rises to exceptional levels of playing. But what music gives all of

them is a voice, one that is distinctly their own. They learn to express themselves, to band together collectively, to convey emotion, to understand responsibility and to demonstrate leadership.

Here is a look at three exceptional students — Amandeep Singh , Ali Bush and Caleb Michalski — who gave back to the very program that began their musical edu-cation and love for music, and we have all been made richer for that.

Amandeep SinghHe was starting Grade 7 and had just filled out his three choices of musical

instrument, in order of preference. His first choice was trumpet. I remember him as he sat in his chair, trumpet case on his lap, looking quite anxious. I walked over and showed him the mouthpiece, demonstrating how to make a sound through it. He placed it against his lips and made that distinct buzzing noise that a trumpet mouthpiece makes. He was fascinated. He continued to buzz away, oblivious to the squawks, squeaks and laughter of his classmates. He then put the mouthpiece onto the trumpet, blew his first note — and magic happened.

That first year Amandeep progressed quickly. A few notes became short pieces, which grew into a repertoire. I watched him realize not only that he was very good, but that the more he played the better he became. By the end of the school year he soloed with his band.

In a short time, Amandeep quietly began to mentor those around him. Before long, he was recognized as the go-to person for help and advice on how to play. He began to take responsibility and ownership for his talent. He saw the big picture of playing in a band. We have a co-op music program at our school where older student

musicians act as TAs with me, working with younger bands and choirs. Amandeep embraced this opportunity, and I was amazed at the presence he began to have.

This sense of responsibility and newfound confidence spilled over into every aspect of Amandeep’s life. He had sometimes struggled academically in other sub-jects. But his music experience gave him permission to try, to realize he was better than he thought, and it taught him the value of hard work. His marks climbed in all subjects and he became a prefect — a model for the rest of the school.

Amandeep is now in university, having been accepted into a prestigious business school. Wherever his life takes him, he will face that future with the skills and confi-dence that he has earned through his dedication to music over the past six years.

Music is a part of him: a legacy that will enrich all that he does and all that he will become.

Ali BushAli Bush walked into my summer band camp the year before she began Grade 4.

She was carrying an alto saxophone case. Actually, I should say she was dragging the case, as it was almost bigger than her. Here was a very feisty little girl with an incred-ibly competitive spark, a willingness to take on the world and show that she could be the best. I remember she seemed a little nervous, but there was a look of sheer deter-mination on her face.

One of my camp volunteers was able to show her the ropes on how to play the sax while I worked with other students. She walked in the next day with a big grin and played five notes.

Already an accomplished athlete, I was not sure how much Ali would want to give to music. I was to be very pleasantly surprised. Like Amandeep, she rose quickly through the ranks of school and jazz bands.

Ali developed an unstoppable need to round up the troops, educate them and build team spirit. Before long she was assistant sectional leader and eventually sec-tional leader. Her involvement in music gave her an opportunity, not only to develop an incredible talent in music (she taught herself to play the clarinet and flute) but to develop outstanding leadership skills.

I watched as she took her saxophone section and the whole band to new levels. She was able to use her powerful energy to guide and inspire. Like Amandeep, Ali found her voice, and it was unselfish, encouraging and enthusiastic. Music gave her a platform to use that voice, to develop her passion and skills, to discover herself.

Ali also graduated last year, and is focusing on a kinesiology program and varsity soccer. She will try to fit music into her incredibly busy schedule.

Caleb MichalskiCaleb Michalski came into his first music class very quietly, and like Amandeep

tried to blend into the background. He had taken about a year of piano classes when he was younger, and hated them. He quit music. His academic work was exception-al, but expressing himself was difficult. I could sense an underlying frustration and a marked impatience about him. These are not traits that lead to great success in music.

Caleb first picked up a trumpet, and as he tried to make the first few sounds with the mouthpiece I could see his heart sink. He could not make a sound. He tried again and again, and still nothing. His defences went up, and he began to joke around with his friends.

I walked over and quickly handed him a mouthpiece for the euphonium (which resembles a baby tuba). With a sarcastic look he took the mouthpiece and buzzed. A sound came out. It was clear, it was pure. He froze, then did it again and again. He quickly inserted the mouthpiece into the euphonium and blew, and lo and behold a solid single note came out. He was fascinated.

Over the next few days he came into the music room and played more and more. I would walk into the class and hear that he was already figuring out pieces of music.

Once his ear for music was discovered, he explored all the possibilities that his new instrument had. I would sometimes be leaving school after work and see him walking home playing his euphonium. He had found a passion and, to my joy, it led to him rediscovering the piano. The result was a boy whose talent in music was astonishing. With limited piano training he began to play and play. His playing turned into improvisations and then into full scale compositions written for piano. His euphonium playing improved exponentially. By Grade 8 he soloed with the school’s high school senior band. He had a gift that went beyond words. His perfor-mances and his compositions were astounding and moving.

Where is Caleb, the boy who thought music was a joke, now? After having been a two time Provincial Honour Band member, a Canadian National Youth Band member, a member of the Toronto Youth Wind Orchestra and a member of the pres-tigious Hannaford Youth Band, he is at the University of Toronto studying music performance.

John Alonso is the music director at Newton’s Grove School.

Helping students find their voicesReflections of a music teacher

NOVEMBER 2014 EDUCATION GUIDE TOWN CRIER 7

develop

thr ve

www.montcrest.on.ca

discover

MontcrestSchool

BRIAN BAKERTown Crier

Enter St. Michael’s College School Arena and you’ll see the walls decked out in photos of NHL players.

They’re scattered about, with the current players in the front entrance, goalies above the heritage artefacts cabinet, and players of days past spreading the span of the back wall.

The players represented are all former students or play-ers who’ve passed through the ranks.

And it takes an historical figure like Father David Bauer to start a strong tradition of hockey at the school.

Bauer, a 1941-45 player for St. Mike’s, coached future NHL greats such as Dave Keon and Gerry Cheevers. The 1989 Hockey Hall of Fame inductee also helped to lay the foundation of why and how the school has been a hockey factory since the days of Ted Lindsay.

Current athletic director Chris DePiero, who coached John Tavares while he played in Oshawa with the Generals, credits St. Mike’s hockey reputation to the school’s rich his-tory of dedication to sports and academics.

“I think it obviously dates back to long ago, in terms of guys like Ted Lindsay, Frank Mahovlich, Dave Keon and Tim Horton coming from up north and coming down to Toronto to seek out education here at St. Mike’s,” he said. “But obviously, getting more exposure for their hockey careers, that allowed St. Mike’s to be a magnet for the mar-rying of academics and hockey.”

In February, the school further developed its hockey program by announcing a 10-year deal with being the feed-er for the Ontario Junior Hockey League team, the Buzzers.

Buzzers president Mike McCarron also credited the school’s history as being a catalyst for success.

“I think historically, as much as we’re still producing players, it goes back to pre-NHL draft when the biggest recruiters of the school were the priests and these small Catholic schools were very much revered at the time in society,” he said.

He recounted the recruitment of Hockey Hall of Famer Frank Mahovlich, who would go on to have a lengthy career in the NHL with Toronto, Detroit and Montreal.

“If there was a hot kid up in Timmins who could play hockey, the priests worked hard for the Basilian and the Leafs,” he said. “When the Leafs took their rights, they sent the Catholics to St. Mike’s and they sent the Protestants to

play with the Marlies.”It’s that connection to the Maple Leafs that started the

tradition. Former general manager Jim Gregory also attend-ed the school.

Still, DePiero doesn’t want hockey to shoulder all of the success at St. Mike’s.

He stressed it’s about shaping the entire athlete, and aca-demics plays a prominent role.

“I think the key for us is it’s always about the whole person, and the whole athlete,” he said. “It’s not just about hockey, but it’s about all of our sports.”

Other schools, like Notre Dame in Saskatchewan and Shattuck-St. Mary’s in Minnesota, have been emulating the St. Mike’s model the last eight years.

One of the best success stories to underscore the devel-opment of the entire athlete was Andrew Cogliano, who currently plays with Anaheim Ducks.

Cogliano studied at St. Mike’s from Grade 7 to Grade 12, playing on the U14, junior, senior and Buzzers teams.

“He’s emblematic of what it’s like here, to be through the process and be a part of every hockey team here,” DePiero said.

With the Buzzers on board with the school’s hockey pro-gram many players will get a greater opportunity to reach the NHL. McCarron drove that point home when describ-ing his role with the Buzzers.

“My job is very simple: to get kids to the next level, whether it’s an ex-OHL kid looking to play in the CIS,” he said.

“There are hundreds of kids who leave early and there are a lot of factors, but I think it’s the focus on quality individuals and the focus on development from a coaching standpoint, and our job as developers is to get ready for the next level.”

He rattles off names like Max Domi, Tyler Seguin, Luke Gazdic and Christian Thomas.

“When the scouts come into the building they know these are St. Mike’s kids: they are well-schooled, both on and off the ice,” he said. “They know they’re of high char-acter.

“I think it reflects the results. We get more deals than any other program in Canada and all you have to do is look at that wall at St. Mike’s to see all the success we’ve had.”

And the students who currently play on the school’s hockey teams are probably dreaming they too will someday end up on that wall in St. Mike’s Arena.

KEEPING THE TRADITION ALIVE: St. Michael’s College School athletic director Chris DePiero says the school focuses on developing the athlete on the whole, rather than just focusing on one sport, like hockey. BRIAN BAKER/TOWN CRIER

Hockey tradition rooted in history Read this and other

Town Crier guides online at

www.MyTownCrier.ca

8 EDUCATION GUIDE TOWN CRIER NOVEMBER 2014

You can't change the wind...but you can adjust the sails.

Neurofeedback plus coaching in Learning Strategiescan provide a lasting improvement in learning.

Research results are available.

Director: Dr. Lynda M. Thompson (416) 488-2233Co-author with pediatrician Wm. Sears of The A.D.D. Book

www.adcentre.com

Which one has ADD?

Achieving below potential?• Attention Span is Short• Distractibility• Difficulty Organizing & Completing Work• Impulsivity• Learning Difficulties• Asperger’s syndrome www.addcentre.com

Achieving below potential?• Attention Span is Short• Distractibility• Difficulty Organizing &

Completing Work• Impulsivity• Learning Difficulties• Asperger’s Syndrome• Concussion

Three A+ students

opEn HousE scHEdulE

Visit our private and independent schools and see for yourself!

School Date Time Contact

Arrowsmith School Wed., Nov. 12, 2014 7pm 416-963-4962 Wed., Dec. 17, 2014 7pm www.arrowsmithschool.org

De La Salle College Call for information 416-969-8771 www.delasalleoaklands.ca

Hawthorn School Sat., Dec. 6, 2014 2pm 416-444-2900 www.hawthornschool.com

Hudson College Sat., Nov. 8, 2014 12noon–4pm 416-631-0082 Sat., Nov. 22, 2014 12noon–4pm www.hudsoncollege.ca

Junior Academy Wed., Nov. 19, 2014 10am–2pm 416-425-4567 www.junioracademy.com

Kohai Educational Please call to set up visit 416-489-3636 Centre www.kohai.ca

Maria Montessori Tues., Nov. 18, 2014 416-423-9123 School www.mariamontessori.ca

Metropolitan Thurs., Nov. 13, 2013 5pm–8pm 416-285-0870 Preparatory Academy www.metroprep.com

Montcrest School Fri., Nov. 21, 2014 9:30am–11am 416-469-2008 www.montcrest.on.ca

St. Clement’s School Fri., Nov. 21, 2014 8:30am–11am 416-483-4414 www.scs.on.ca

The Linden School Fri., Nov. 14, 2014 9am–11am 416-966-4406 www.lindenschool.ca

The York School Tues., Nov. 18, 2014 7pm 416-646-5275 Junior School 1639 Yonge St. www.yorkschool.com

WillowWood Thurs., Nov. 13, 2014 7pm 416-444-7644 www.willowwoodschool.ca

ERIC EMIN WOODTown Crier

If you take Sylvia Duckworth at her word, being declared one of the top 10 educators in the country had nothing

to do with her.The Crescent School French teacher,

one of 10 national recipients of this year’s Prime Minister’s Award for Teaching Excellence, credits her win to Accelerative Integrated Methodology, a system she uses to teach French to the midtown Toronto all-boys school’s Grade 3–5 students, and its cutting-edge classroom aids.

“A lot of teachers don’t use technology because they don’t have the resources,” says Duckworth, who began teaching at Crescent in 1996. “Whereas I have a great IT team that lets me pick up the phone and, five minutes later, they’re in my class-room.”

Duckworth received the award on Oct. 7 from Prime Minister Stephen Harper himself, and while events of the day lim-ited his time with them his wife Laureen ably took over.

“She had us eating out of her hand,” Duckworth says admiringly.

For their part, her students weren’t

surprised by their teacher’s honour: they trip over each other for a chance to declare how “amazing” she is.

“The stereotype is that boys don’t like French, but that’s not the case with my classroom,” Duckworth says, the one moment pride enters her voice.

Conducting her class like a choir, she begins her lessons by speaking the most basic vocabulary with gestures, while the students respond in unison. Her Grade 3 students soon learn irregular verbs their public school counterparts won’t hear until Grade 5 — and they don’t start writing anything down until Christmas.

It’s all part of the AIM program, which creator Wendy Maxwell designed by dis-tilling the French language to its most commonly-used words, resulting in what Duckworth calls a “loud, energetic, ram-bunctious” class that appeals to the boys’ sensibilities.

“My success in the French room has very little to do with me and much more to do with the program I use,” Duckworth says, noting that Maxwell herself, a former teacher at Bishop Strachan School, won a Prime Minister’s Certificate of Teaching Achievement in 1998. “I feel really hum-bled that I won this award years after her.”

Prize-winning teacher credits her IT team

TOPS: Sylvia Duckworth receives the 2014 Prime Minister’s Award for Teach-ing Excellence from Ste-phen Harper.

PHOTO COURTESY THE PMO

OCTOBER 2014 EDUCATION GUIDE TOWN CRIER 9

Find tHE BEstSchools and Activities for Your Student

DE LA SALLE COLLEGE “OAKLANDS”Enter to learn. Learn to serve.De La Salle College “Oaklands”, founded in 1851,

is an independent, Roman Catholic, co-educational university preparatory school.

The school offers programs for students from Grade 5 to 12. The College offers an advanced lib-eral arts curriculum, which is enhanced by a variety

of extracurricular programs, enabling students to develop leadership skills, self-confidence and a sense of social responsibility.

Our graduates go on to be scholars at some of the finest universities across the country and around the world. The school is accepting applications for

Grades 5 through 12 for 2015-2016. For more information or to arrange a tour of the

facilities, please contact our Office of Admissions: (416)969-8771.

www.delasalleoaklands.org

At Arrowsmith School Toronto we believe that education is not “one-size-fits-all”.

Arrowsmith School provides each student with an individualized learning experience, tailoring our cognitive program to address their unique needs.

Students participate in a program of cognitive exercises that strengthen the range of weak cogni-

tive capacities associated with learning difficulties. Established in 1978 by Barbara Arrowsmith

Young, the Arrowsmith Program is founded on the principles of neuroplasticity, neuroscience research, and over 35 years of experience.

With a dedicated teaching staff and customized curricula, the Arrowsmith Program provides students with the capacity to acquire, absorb, and retain infor-

mation, changing the way they learn and allowing them to succeed in becoming life-long learners.

We offer a full-time and part-time program, as well as detailed assessment process outlining a stu-dent’s individual learning profile.

For more information contact Incia Zaffar at i z a f f a r @ a r row s m i t h p ro g ra m . c a o r v i s i t www.arrowsmithschool.org.

ARROWSMITH SCHOOLHelping students become life-long learners

Lynda M. Thompson, Ph.D.Since 1976 there has been clinical research using

neurofeedback (brainwave training) to treat chil-dren who have ADHD. Awareness of the non-drug approach is increasing and the results are equal to improvements seen using medication.

Research documenting positive outcomes with neurofeedback has been sufficiently strong that the American Academy of Pediatrics gave biofeedback Level 1 efficacy (the same level given to medications)

in its November 2012 review of effective interven-tions for ADHD.

Unlike medications, completing 40 sessions of targeted exercise for the brain using neurofeedback produces results that last.

A study of 100 children who all received medi-cation, with 50 of them also doing neurofeedback, showed that both groups improved. A week after the children stopped taking the drug, however, all the children who had just taken the drug “went back

to square one” said Dr. Vince Monastra, the author of the study, published in the Journal of Applied Psychophysiology and Biofeedback, December 2002. All children who did neurofeedback maintained their gains. The advantages of the non-medication approach include no negative side-effects and results last after training is complete.

The ADD Centre has provided Neurofeedback in Toronto for 20 years. Contact us at 905-803-8066 or check our website at www.addcentre.com.

ADD CENTREBrain-computer interface training for ADHD

HAWTHORN SCHOOL FOR GIRLSA love of learning and good habits for lifeHawthorn School is the only accredited, indepen-

dent, Catholic girls’ school in Toronto, from Grade 1 to 12, with a co-ed preschool program.

Hawthorn graduates have a 100 percent university acceptance rate because the classical education they receive inspires a love of learning and provides tools for lifelong success: critical thinking, cultural literacy, and technology skills.

Hawthorn is the only small school for girls in Toronto. At Hawthorn, students receive the individual attention they need and deserve. Each girl is known and cared for.

Increased access to extracurricular activities allows each girl to participate and leave her mark – in athletics, the arts, student government, etc. Students are encour-aged to be generous with their time and talents.

An in-depth exploration of the Catholic faith fosters a strong moral compass and rich spiritual life in each girl. Hawthorn girls are courageous, confident and ready to face the challenges of adult life in the 21st century.

Contact us by phone at 416-444-2900 or by email at admissions@hawthornschool.com.

You can also visit us at our website at www.hawthornschool.com.

10 EDUCATION GUIDE TOWN CRIER OCTOBER 2014

JUNIOR ACADEMY Put your child on the path to successAt the Junior Academy, our teachers know two

things very well: your children and how to teach them.

The Junior Academy’s teaching philosophy is based on individuals. It’s a school where your child’s learning style is understood and embraced.

Our teachers work together to ensure that gift-

ed students, average learners, and those needing more support, are taught in ways that help them succeed.

Call us today to learn more about our kindergar-ten and junior school programs as well as our high school prep curriculum.

Your child could be on a better path to success

sooner than you think. Please contact Pat Kendall to book your visit

today: pk@junioracademy.com or 416-425-4567. Register now: Open House on November 19th

from 10 a.m. to 2 p.m. at 2454 Bayview Avenue, Toronto.

Visit us online at www.junioracademy.com.

HUDSON COLLEGEDedicated to developing the whole childHudson College is a co-ed ,non-denominational,

school offering superior academic programs from JK to university entrance.

Our goal is to ensure that all students are pro-vided with a safe, nurturing and rewarding learning environment that allows them to reach their maxi-mum potential.

Recognized for our excellence in delivering a bal-anced curriculum, small class sizes and promise of a

Total Personal Support system dedicated to devel-oping the whole child — academically, socially, and emotionally — we ensure that 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 cam-pus in Toronto, our newly expanded facility features spacious classrooms, a wireless campus, a state-of-the-art computer lab, a science lab, a large gymnasi-um, a library, plus music and fine arts rooms.

Our outdoor recreational amenities include bas-ketball, baseball and soccer play areas. We offer AP courses in senior-level Math, English, Business and Science.

KOHAI EDUCATIONAL CENTREFocusing on the needs of each studentKohai Educational Centre is an independent

day school specializing in teaching students with language and cognitive delays.

This fall marks Kohai’s 42nd year in operation. With students who range in age from 4 years

to adulthood and face a variety of learning chal-lenges, Kohai’s dedicated teachers take a unique

approach to each student’s education and provide a fully enriched curriculum, regardless of skill level.

Principal Barbara Brown describes Kohai as a unique place to learn, “Students will often come in with huge gaps in their learning and many of our students have autism. We acknowledge the

label but then look at where their skill level is. Within a group we have an individualized pro-gram, focusing on the needs of each student while teaching them how to be in a small group.”

Brown believes that Kohai’s individualized approach is “a really valuable way to give people an opportunity to be their best.”

METROPOLITAN PREPARATORY ACADEMYNurturing the potential of studentsMetropolitan Preparatory Academy is a semes-

tered, coeducational, university preparatory day school located in Don Mills. Since 1982, Metro Prep Academy has been preparing Middle School (grades 7–8) and High School (grades 9–12) students to realize their highest potential. The school provides a structured environment with small classes that are geared for success at the university level. We imitate no one. We are totally original in thought and actions.

Metro Prep Academy is committed to nurturing

the intellectual, physical, social and creative potential of students through a supportive yet challenging aca-demic environment. The school places emphasis on the individual, where strengths are refined and weak-nesses are overcome through academic and social supports. The faculty at Metropolitan Preparatory Academy is integral in fostering a safe environment where students feel confident expressing their indi-viduality, thinking critically and receiving the assis-tance needed to excel. In order to facilitate an optimal

learning environment, organizational skills and study habits are emphasized, along with teacher-parent communication. Extensive athletic and extracurricular opportunities foster the physical and social potential of each child.

For over 30 years, Metro Prep has been preparing students for the academics of university and the skills needed for life-long success.

Preparation begins NOW!Please visit www.metroprep.com.

MONTCREST SCHOOLDiscover * Develop * ThriveMontcrest is small enough to honour the indi-

vidual and big enough to provide an exceptional academic experience with balanced opportunities in leadership, the arts, and athletics.

Our school challenges children to discover and acknowledge their own voices, so they can understand and make meaningful connections with the world.

Montcrest offers a challenging core curriculum through critical inquiry in a structured and nurturing environment.

A dedicated faculty provides excellent instruction and individual attention in small classes.

Our many outreach programs reflect the val-ues of our Standing for Character Program: Respect,

Responsibility, Integrity, Compassion, and Courage. Smaller classes for children with learning disabilities are offered from Grades 2 to 8.

Please visit us to see how your child could dis-cover, develop, and thrive at Montcrest. Next open houses: Nov. 21 and Jan. 16.

Website: www.montcrest.on.ca.

OCTOBER 2014 EDUCATION GUIDE TOWN CRIER 11

Power Soccer provides a comprehensive range of training programs from the beginner to the elite player.

We emphasize fair play, skill development and the maximization of each child’s potential. Our pro-grams are presented through a creative age appro-priate soccer training model.

We focus on giving players the opportunity to express their individuality while providing clear

feedback on how improvements in their game can be made.

Clinics and camps focus on ball control, move-ment with and without the ball, dribbling, shoot-ing, defending and accurate passing.

Players experience soccer sessions which are rewarding and enjoyable.

Power Soccer coaches conduct challenging sessions which provide an opportunity for full

participation for each player. We build player con-fidence through a program includes lots of game play.

Improved ability level and a marked increase in game enjoyment are the results of participation in Power Soccer programs.

Please visit our web site at www.powersoccer. ca or call us at 416-425-6062 (local call) to learn more about the Power Soccer School.

POWER SOCCER SCHOOLPower Soccer — advanced technique training

WILLOWWOOD SCHOOLLimitless learning for 35 yearsWillowWood offers student-centered, individu-

alized education for diverse learners, by experienced and specialized teachers.

We find and focus on strengths, address needs, and respect the dignity of every student.

We have small classes, robust program offerings (including recent additions of Personal Fitness and

Film Studies courses), full Ontario curriculum, and great facilities (including a full gym, workout room, climbing wall, library, art studio, Science lab, play-ground, nearby pool and more).

Our students go on to embrace dreams — of college, university, workplace, apprenticeships and entrepreneurships.

Grades 1 to 12 are offered. Visit our website for more information — and

call us for a visit. The next Open House is on Thursday, November

13, 2014 at 7 p.m. Call 416-444-7644 or visit us online at

www.willowwoodschool.ca.

ST. CLEMENT’S SCHOOL Developing outstanding womenSt. Clement’s School is an independent, university

preparatory day school for approximately 470 girls in Grades 1 to 12.

Reflecting the School’s mission of developing outstanding women who are intellectually curious, courageous and compassionate, our girls are support-ed to discover and define their own pathways.

They do so in the context of an overarching sense of community that is a defining feature at our School.

Founded on the principle of academic excellence, we inspire and encourage a passion for lifelong learn-ing. We foster intellectual curiosity and we instill the courage to take risks, which leads to discovery and

innovation. The Junior School (Grades 1 to 6), Middle School

(Grades 7 to 9), and Senior School (Grades 10 to 12) are distinct but interconnected communities that work together to create a supportive environment and exceptional school spirit.

Explore more at www.scs.on.ca.

THE YORK SCHOOLProgressive, contemporary, international, urban and uniqueThe York School offers a challenging and

progressive independent school experience. Located on Yonge Street in the hear t of

midtown Toronto, our two campuses feature a marriage of contemporary and classic architecture, flexible classrooms and close proximity to the green spaces, landmarks and institutions of this world-leading city.

Our inquiring, knowledgeable and caring students are engaged citizens of the world well before they graduate.

We integrate the vigour and richness of the International Baccalaureate curriculum with innovative technology, thinking and practice.

We create a real-world, hands-on learning environment.

We immerse our 600 JK–12 students in a co-ed, non-denominational setting that emphasizes equality, adaptability and social justice.

And we create a local school with a global focus by exploring Toronto’s cultural diversity, offering ser vice learning trips around the world, and through an engaged, international community of families and faculty.

THE LINDEN SCHOOLWhere girls find their voice.The Linden School, celebrating 20 years of progres-

sive education from Grades 1-12, offers an enriched and supportive learning environment. Each day our mission is put into practice by providing as many opportunities as possible for girls to find their own voices.

Our core strengths are a dedicated staff, a commit-ment to small class sizes, and a conviction that relation-ships are essential to achieving academic excellence.

We provide a variety of empowering experienc-es which ensure meaningful connections are made

between our challenging academic program, the out-side world, and to one another. At Linden everything is connected, and we believe everyone can make a difference.

Linden teachers know how to provide engaging lessons based on expert knowledge of how girls learn and develop. Our classrooms are spaces for exchange. Equity, inclusivity and community are prioritized. Asking questions, getting answers and being heard deepens confidence and curiosity.

The arts are not an add-on at Linden; they are

central to the life of the school. Music, visual arts and drama provide opportunities for students to joyfully express their creativity.

The Linden School athletics program fosters a unique no-try-out space where all girls participate in a variety of competitive and non-competitive sports.

In addition to our challenging academic pro-gram, Linden girls are engaged in a wide-range of co- curricular activities every day.

Book a tour soon to see our remarkable learning environment for girls here in your neighborhood.

12 EDUCATION GUIDE TOWN CRIER NOVEMBER 2014