The Keyholders

Written by Alexander Jay Ludington

Class of 2010

I was in the Philippines for three weeks this January. I had heard of this well-known international school in my family's home town of Baguio City called Brent School. What I didn't know was that my family has a history teaching there: My great-grandfather taught there to support his eight children, and now two of my cousins teach there. I was also excited to learn, during my recent trip, that it is an International Baccalaureate school!

Beyond all the incredible things I learned in I.S. and lifelong perspectives it granted me, I think what validated the program's success was the conversation I had with one of those cousins who teaches IB English at Brent School. I had probably met her (Celeste Reyes) once before in my life, and our relationship that night reflected the polite awkwardness that distant relatives often share at such dinners. But once it was established that she taught IB English and I had graduated with a certificate in that class, the rest of the family disappeared from our periphery and all our attention was centered around this connection. We talked about the books that she assigns that I had read, the other classes I took that her school offers, and the overall effect of the IB program.

She was very interested in how my English teacher guided us through the curriculum, and strategies she used to engage her students. Since Mrs. Enochs was one of my favorite teachers, and I often think about the effect her class has had on me, I obviously had a lot to say. Verbalizing my experience in IB helped to shed more light on the incredible program it is. I explained to Celeste the four-part nature of the English department wherein each year would rely on concepts and terms that were expected to have been mastered the year before, and how there was amazing communication (or at least it seemed that way to me) between the instructors of each year. By senior year, I told her, we were able to dissect a page of narrative, rendering it nothing more than blocks of figurative language, themes, imagery, and a touch of authorial intent.

At many points of our conversation about the nature of IB, the Theory of Knowledge class was brought up. This was because we both are aware that this is really the cornerstone of the curriculum. It was then that I realized that what sets IB apart from all other types of secondary education, is its focus on meta-cognition. Instead of feeding the students information to the point where they could recite it to meet standards, IB really instills the value of knowing HOW to learn, and HOW we know what we know! These thought processes are what I will always have with me. This motivation to dig deeper and question everything is what I see as the mark of a true IB student.

The true success of International Baccalaureate is just that: it is international. There are other students being introduced to the joys of learning, and are being granted with the invaluable to synthesize information. As I said, this realization came to me during that awesome conversation with my distant cousin high up in the mountains of the Philippines. Thank you IB!

Unexpected Metamorphosis

Written by Ms. Berman
Dedicated to the c/o 2014

It is widely known that if there is a loss or change in the personal life of a teenager, a resilient young adult will undergo a paradigm shift and alter his/her behavior in order to compensate for this alternation.  But what happens when that change occurs in a school setting, and it impacts an entire group of students, rather than a specific individual?  This question can be analyzed upon my return to SDHS after a six week hiatus, and the results are quite remarkable.

My sophomores in Honors Chemistry, commonly called “the little kids,” began the first week or two of my absence expressing varied emotions, most of which mimicked panic.  Finals were rapidly approaching, semester grades were on the line, and there was a series of substitute teachers coming in to temporarily fill my position.  Every measure possible was taken to offer the students reassurance that things would work out, but with the competitive college application process on the horizon, self-assuredness is not easily maintained.  In addition, Chemistry is a difficult course to grasp conceptually and can rarely be self-taught. 

My peer tutors, known as Science Scholars, offered their support during this tumultuous time, as did their Honors English teacher who gave up instructional minutes during her class to allow for Chemistry tutorials.  This is one of the beauties of having dedicated colleagues working together in a small learning community.   The more important message gleamed, however, is that my sophomores gradually learned to become more self-directed, more assertive, and more willing to have faith that their choices would lead them to the desired results.  I don’t believe, for most of them, that any of this occurred on a conscious level.   I do know, however, that this transformation did occur because upon my return, they were not the same students.

My sophomores have collectively, in terms of sophistication, matured into juniors.  They no longer have the same attitude typical of a group of underclassmen.  There is an unspoken level of maturity that transcends throughout the classroom.   They can form lab groups in a matter of seconds, gather supplies, and get themselves on task.  They know how to ask probing questions, and even if they are too shy to ask in front of the class, they know how to contact me to get the assistance that they need.  They have developed a newfound level of patience and trust with respect to me, as they now understand that I always have their best interest at heart.  They are no longer “the little kids,” and I now look forward to more effective classroom discussions, laboratory collaboration, and test preparation with my students as a result of this unexpected metamorphosis.

A New Beginning

Written by Ms. Berman

Sitting at Islands Restaurant, on Friday the 13th, I was trying to absorb the upcoming teaching plan that Dr. Ankeney had laid out before me. "So Kelli Connaughton can take your IB Bio class and Carla Valdez will take over Marine Science. This will allow you to focus on your Honors Chemistry students upon your return."  Being that we were discussing other aspects of the Science Department, the students, and general school issues as well, I didn't have time to fully process this information until I got home.

I went into my office and sat staring at my computer screen. I wanted to bring up my IB Biology class roster, but couldn't bear to do so.  Although I would still be posting grades for the remainder of the semester, these students were no longer mine.

Instead of the icon for school attendance, I randomly clicked on The Common Application Online icon.  My list of seniors, for whom I had written college letters of recommendation, appeared, all with the word submitted next to their names.  Checklist completed!  There is this section on the teacher letter of recommendation form in which the instructor rates the student on 15 categories, with options such as average, above average, top ten percent, top five percent and "one of the top few I've encountered."  The highest assessment, "top few I've encountered," most of us educators rarely mark, or we will lose our credibility with the Admission's reps.

Just as a particular student may be "one of the top few I've encountered," on rare occasions a class will also warrant such a rating.  This is not to denounce the individuals whom I have taught in previous years, but rather to acknowledge that sometimes there is a magical combination of students who are all focused, thoughtful, collaborative, intelligent, and simply a pleasure to teach.  I was blessed with such a group of 41 students this past fall in IB Biology.

I am acutely aware that my medical leave has inconvenienced many people.  Decisions must be made that are in the best interest of the students.  And Dr. Ankeney is rightfully trying to create a schedule that will lighten my work load so that I can focus on the students who have been most impacted by my absence.  In addition, Mrs. C. is a stellar teacher who will take on the class with the energy and enthusiasm in which the students deserve.  Every justification validates this transition.

But what I am grappling with is that students are not merely a list of ID numbers.  Each one has their own story.  Some were new to me this year and I hadn't even had the chance to get to know them.  But for the ones whom I had, it was never about the Biology for them, but about my role in validating their self-worth.  I am thinking about the ones who had been told that they were not college material, or whose parents were unemployed and they knew I would find a way to discretely spot them cash for a school event, or the students who feared they couldn't handle the demands of the full IB Diploma program and trusted me to break that news to their parents.  This is what I am leaving behind.  This is what makes it so painful.  And yet I am the adult here.  I am the one expected to model adaptive behavior.  It is my duty to make my exodus with gratitude for the time we did spend together, as well as provide a genuine welcome to their new teacher and mentor.  After all, I am the one who recruited Mrs. C. to SDHS.  I should be proud to afford her the opportunity to work with these once in a lifetime students, and they with her.

I glanced back at my Common Application roster.  I reflected upon how once that letter is submitted, my professional relationship with the student begins to shift.  In many ways, it is liberating, as the element of academics is removed from the equation.  I typically sigh with relief as I close their file of transcripts, essays, and resumes, and transition to mentoring them as needed.  Perhaps this is the philosophy that I need to adopt with my Biology students at this time... It is not really good-bye after all... It is more like a leave-taking.  Although I won't be the IB Biology teacher on record, I will still be teaching.  For Mrs. C. and I don't work in a vacuum, but as a team, and will continue to do so.  Our collective brainstorming and energy always has, and always will, center upon the needs of the students.  I will support the students by hosting tutorials in order to prepare them for the quizzes and exams.  I will assist them with their upcoming college applications.  I will continue to talk to them about "life skills."

Just as I have been a mentor to over thousands of students throughout the years, I have been fortunate to have received professional support and guidance from my superiors as well, in this case, Dr. Ankeney.  Once I allowed myself to reflect upon this teaching plan from a renewed perspective, I realized that it was in best interest of everyone involved.  This is not the end of my teaching career.  It is a new beginning.

Honors Chemistry Question Site

Hello Honors Chemistry Students:

Being that not all students use the Science Scholars Facebook site , texting, nor have they joined the Science Scholars website, I have chosen to use this venue as a threaded forum for this class.

Please post questions and concerns regarding Honors Chemistry on this site, rather than texing or emailing me.  I am striving for efficient and effective communication with all of you.

I apologize if I don't respond to every email and text of support.  I enjoy hearing from you and look forward to my return in a few weeks.

Ms. Berman

Everyone has an Opinion

Written by Ms. Berman

Dedicated to all of my SDHS students

"Have you tried acupuncture?"

"You shouldn't be eating XYZ..."

"Your brother can get you an appointment with the top neurologist in LA."

"You should take off the rest of the school year."

Though well-intended, these words come at me like porcupine quills as I am trying to decipher the recommendations the professionals are providing me.  As I step outside myself, for a snippet in time, I realize that my life is momentarily not so different from that of some of my students.  Suddenly almost everyone has an opinion  about what I should and shouldn't be doing.  I know that these suggestions stem from their love and concern for my well-being, and yet it is not my responsibility to please others.  Sometimes in our attempts to calm and satisfy those around us, we drain ourselves of the energy required for our wellness.

The human body is a real life application (RLA) of Le Chatelier's Principle.  When equilibrium has been displaced, it must work diligently to restore balance.  At times, medical intervention is needed to assist in this restoration.  The teenage brain, however, is also an RLA of this principle.  It is taxed on a daily basis as equilibrium is shifted for a myriad of reasons and a young adult must utilize energy until the body has equilibrated.  Being surrounded with positive people who provide a calming influence will enhance this process.  Associating with critical, impatient, and demanding people can impede it.

If it is a challenge for me, a strong-willed, established adult, to remind my loved ones that I must pave my own way, I can only imagine the obstacles that some teens face.  This post does not devalue the immense support that I receive from many wonderful people on a daily basis.  Support being the key word here.  It is merely a reminder to all of us, young or old, that even during difficult times we should be collecting data and having faith in our own hypothesis.  This is not only what we have been trained to do, but it was what we were born to do... as the scientific method is within all of us.  Sometimes we might just need a little space in order to recognize it.

'Tis the Season

Written by Ms. Berman
Inspired by my co-teacher, Ms. Kelli Connaughton

Dedicated to my IB Biology Students

You only have to do two of the three free response questions, I told my IB Biology students as they were starting their test last Friday.  We had just finished a fast paced tutorial and I was excited because I knew that they were ready for the exam.  “Can we do the third one for extra credit?” a high achieving student asked.  Shocker!  I should have seen that one coming, I thought.  An incredibly polite and hard working group of students, I wanted to say yes, but wasn’t sure if I was letting down my guard too early in the semester.  I turned to my co-teacher, who was on her prep period working at the computer, with a questioning look, and she gave me the perfect answer, “’tis the season.” 

Okay, so here’s the thing.  Can a teacher simultaneously cut her students some slack and yet push them to do a substantial amount of work for her class?  Students in this generation are under such incredible pressure, do they really need one more teacher threatening them with grades in order for them to succeed?  If I merely set the bar and define clear expectations, will my juniors keep up with the rigor, or will they push me for more opportunities for extra credit, cutting corners on assignments, asking to turn things in late?  These are questions that can’t be answered at this point in the school year as this is the first time that I have taught this course as an IB non-testing class, and have had the luxury to set my own pace.  This is the first time that I have had 41 students in a classroom with no discipline problems.  This is the first time that all of my students are motivated and I don’t have a single student failing at the 12-week grading period.   

So, juniors, formerly the sophomores who felt negatively perceived by the IS staff, you are the members of my experimental protocol.  My hypothesis is that given the proper data pool (i.e. a certain level of maturity on the part of the students), an IB science course can be taught in a less stern and rigid manner.  Students will maintain a sense of decorum, do the required assignments because it is the right thing to do, and successfully learn the curriculum.  In my analysis, I will address the fact that when a student asks if the non-required free response question could be used for extra credit, a progressive instructor should be thinking, “Isn’t it grand that my students know enough Biology to tackle that optional question?”

Attitude is like a Virus

Written by Ms. Berman

Attitude is like a virus.  Just as a virus cannot exist without hijacking a host cell and taking over its machinery, attitude cannot exist without entering a person’s mind and becoming a part of his or her thought processes.  Some viruses are innocuous and don’t have a significant impact on our immune system, just as some thoughts have little effect on our way of thinking.  In other cases, the effect can be more unhealthful and destructive. 

All of us hear negative messages spoken on a daily basis.  The decision we have to make is how to respond to such messages.  Useful questions to ask are “What are the odds that there is validity to this information?” and “How does this information benefit me and/or the people I care about?”  It is critical to take the emotion out of the intellectual processing of such situations in order to properly assess the value of the many incoming messages that are flung upon us each day.  We, as humans with the ability to reason, get to choose which statements we are willing to process and integrate as a part of our stream of consciousness (or subconscious mind).  In addition, we choose which messages we will reinforce by either repeating such messages to our peers or ignoring them.   The relatively recent emergence of the internet and smartphones has made it easier for “attitude networking” to occur.  Thus, a simple statement, initially based upon opinion, can quickly start to appear as a fact as it is transmitted through a network of people in a short period of time.  As humans, it is easy to forgo control over our cognitive processing center, and react on an emotional level to such statements as they typically elicit such a response. 

The old clichés “thick-skinned” and “let that roll off your back” are applicable to the concept of attitudinal responses.  Those who tend to be less reactive to the attitude networking that typically occurs in any group environment, will usually end up with fewer negative messages cluttering their brain.  This requires filtering fact from fiction, but enhances autonomy and self-empowerment when it comes to decision-making down the road.  There are enough things in life that are beyond our control.  Attitude, however, is within our control and drives everything that we do in life.  In fact, self-esteem and attitude have been proven to be more essential than raw intelligence when evaluating whether an individual will achieve success, happiness, and contentment in life.  At the very least, if we listen with discretion and take control over what we are willing to internalize, then we can aim to develop more positive thought processes.  Over time, the mind will be freed up of the influx of negative messages, just as the aim for a healthy body is to be virus-free.