TNCS School Lunch Program Gets a Refresh!

You may have noticed that The New Century School has been cooking up some fun changes for the 2017–2018 school year. One such change is happening in the the kitchen, where two new faces have appeared. With former chef Emma Novashinski* moving on to embark on a new professional chapter, TNCS school lunch has been taken over by veteran TNCS parents Danielle and John Moomau. Kibnesh Anebo, who assisted Chef Emma, now takes on the role of Lead Cook. (Click Garden Tuck Shop and Lunch Goes Global to read about the origins of TNCS school lunch.)

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Team School Lunch: Danielle, left; Kibnesh, middle; John, right.

Their kitchen takeover came to pass over the summer, when TNCS Co-Executive Director and Co-Founder Roberta Faux asked the Moomaus to consider assuming the role of kitchen manager. “At first we thought it would be impossible,” said Mrs. Moomau. “Considering that we operate our own full time food safety training and consulting business, how could we do the job of Chef Emma?” In fact, their proposed role would take a different shape. “Kitchen manager includes creating menus, overseeing production, maintaining regulatory compliance, food safety, inventory, and ordering,” she explained. With Ms. Anebo as Lead Cook and an additional new hire to assist with prep and clean-up coming on board, they realized they could manage. “And the idea of being able to engage more with our daughter, connecting with her classmates, all the teachers, administration, and other parents was appealing as well,” said Mrs. Moomau.

Wth a combined experience of over 50 years in retail food management, the Moomaus were a natural choice. “John and I both put ourselves through college working in the restaurant industry, working every position in the restaurant from dishwasher to bartender, and later working nationally doing multi-unit openings, culinary training, and finally regional operations.” They even met while working in the food-service industry. Mrs. Moomau is originally from New Orleans, and Mr. Moomau is from Silver Spring, MD, but they co-managed a restaurant in Washington, D.C. located at 14th NW and F Streets in 2003.

Then, in 2006, they left the corporate industry to start QRS Training, their own food consulting and training company, which offers classes and certification programs for food and alcohol licenses in the Mid-Atlantic region.

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Kibnesh prepares sesame noodles with faux chicken.

Now, 11 years later, they are bringing all of their expertise to TNCS students! The Moomaus are responsible for all food inventory and ordering of any supplies needed to run a smooth kitchen. They will oversee daily quantity of lunches needed and turn over the production line to head cook Ms. Anebo. Said Mrs. Moomau: “A local and clean path had been taken on by former TNCS Chef Emma and the founders of the school from the beginning when creating the lunch program. We seek to continue this and implement ways to influence the children with more international foods, but foods they will eat because it’s colorful, delicious, and fun.”

Although school lunch has a slightly new “flavor,” by far, most aspects of the program will stay the same. Mrs. Moomau explains:

Chef Emma started the school lunch with a different perspective. Understanding that she had to be compliant with the Maryland State Board of Education, which requires a protein, vegetable, fruit, and grain, she created menu’s that were colorful and different than what traditional school lunch programs offer. Keeping with TNCS’s promise to parents and students to be vegetarian and nut free, she researched and created lunches that offered children a new palette of flavors: soy nuggets that look and taste like chicken nuggets, colorful micro greens, and vegetables that the children planted and cultivated in TNCS’s own school garden. She got the kids excited and involved about the food they were eating. We wouldn’t change that piece of the program. Changes to the menu, however, will come as we get to know the children more and their likes and dislikes. But, whenever we introduce a new menu item, we promise to keep it delicious, healthy, fresh, and fun.

These menu adjustments have already started appearing in the form of food themes corresponding to each day of the week: American Mondays, Latin Tuesdays, Pasta Wednesdays, Asian Thursdays, and the already infamous and popular Pizza Fridays.They are trying new twists within these themes, too, such as avocado and cream cheese sushi rolls. “We don’t want to offer the children food that they don’t like, but we also want them to eat healthy, well-balanced, and low-sugar meals. So, we will continue to offer plenty of fruits and veggies that can be dipped into yogurts, hummus, guacamole. The children love to eat food with their hands, and dips are some of their favorites,” said Mrs. Moomau.

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Keepin’ It Clean and Green!

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Monica is making strawberry-blueberry parfaits.

Other ways that the Moomaus are ensuring continuity with the lunch program include continuing to order from food vendors who supply organic, fresh local produce, whenever possible; non-GMO ingredients; and no artificial coloring. “We’ve been establishing a clear expectation with our food providers that we want ‘clean and green’ food for our school,” they explained.

Of course, with any new venture, adaptations are inevitable. As before, one thing the new kitchen team wants to ensure is that the children they are feeding are eating. “We watch what goes into the trash everyday,” said Mrs. Moomau. “We approach the menu with the children’s perspective first. For example, today was ‘Asian Thursday’ and we offered Sesame Noodles, but our first thought was, the kids probably won’t favor rice noodles, so we’ll make the dish with an American twist and substitute whole-wheat, fat spaghetti noodles. It was a hit!”

Acclimating to the role might have been another challenge, but the Moomaus have found that support from the school administration has enabled them to surmount would-be obstacles:

Ms. Faux is so flexible and understanding that it makes the transitional period a lot less stressful. She has a solution for almost anything. When the founder of the school tells you, ‘don’t worry, if we absolutely have to, we can always order pizza,’ you know it’s going to go very well. And, although the first 3 weeks have had some bumps and learning curves, we’ve managed to get through without having to order pizza delivery!

They had this to say in closing: “We strive to do what’s right for our children and to make decisions that benefit their health.” And, let’s be honest, since kids like simple food and love to eat with their hands, dipping veggies in ranch or tortilla chips in guacamole or bean dip, for example, are not only kid favorites but are packed with vital nutrients.”

*Wondering how Chef Emma’s doing? She, too, has new adventures to share, and Immersed will keep you informed. Here’s a teaser: Emma’s Tea Spot will be opening in Hamilton soon . . .

TNCS Hosts Education Training Program for Chinese Interns!

Last week, The New Century School held a very special closing ceremony for a group of interns visiting from China. TNCS Co-Executive Director and Co-Founder Roberta Faux said, “We partnered with a group in China and University of MD to bring over nine college sophomore and juniors who are majoring in teaching for a hands-on training program. They spent a few days at UMD doing course work and then supported instructors at TNCS beginning August 23rd. They were each assigned a classroom and assisted the teacher with classroom set-up, new student orientation, and one-on-one teaching.”

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September 1st was their last day at TNCS, and the closing ceremony, moderated by Mrs. Faux with assistance from TNCS Chinese teacher Wei Li, was held in their honor. They included: Tingjing Zhu from Si chuan province, Wenmei Xu from Shan xi province, Tan Cheng and Feifei Xu from Shang hai, Yufeng Wang from An hui province, Yao dong from Ning xia province, Yaqian Ji from Zhe jiang province, and Ran an from Gansu province.

Mrs. Faux started off the fun with a game designed to illustrate the differences between fixed ways of thinking and creativity. What does it matter if you can recite the 100th digit of pi (9) or rattle off the word with the most consecutive consonants (Hirschsprung, as in the disease) if you can’t solve real-world problems as they arise in the moment? Even when she invoked the hallowed name of education guru Sir Ken Robinson, however, the Chinese interns did not buy it—they almost unanimously would have “hired” the guy who knew his facts. But they are probably all still pondering this interesting exercise!

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The group was awarded certificates earned for completing their training; they also gave and received speeches of gratitude.

Some transcribed here, these speeches provide a peek inside what the interns’ days were like at TNCS as well as how valuable the experience was for the teachers they helped support, the students they interacted with, and for themselves.

From Primary Teacher Maria Mosby: It was such a beautiful experience having the students from China visit, especially our dear friend, Ann Laoshi. They were warm, helpful, excited to learn, and we learned so much from them as well. Ann Laoshi is a natural Montessorian with a quiet grace that children and adults alike are drawn to. We wish her and all of the students much success.

From Primary Teacher Yangyang Li: Thank you so much for your hard work and support. Wish you all a happy and prosperous future! Best wishes!

From Upper Elementary Teacher Jon Wallace: It was really nice to have a caring, helpful, and curious person in the classroom. It made for a really fantastic week!

From Lower Elementary Teacher Barbara Sanchez: We will miss “Anna” very much. It’s like she knew what I needed her to do even before she asked me. She always helped the students in their small groups. The students and I will miss her very much.

From Lower Elementary Teacher Megan DeMatteo: My intern was really good at assessing the students’ needs and jumping in where she was needed. The kids loved her!

The ceremony ended with Tingjing playing a song on the ukulele and the students responding with a choral performance, followed by a reception with refreshments.

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Working at the school is only part of their overall experience, however. Equally vital and enriching is what they do outside of the school day, and that’s where the host family comes in. One component of the TNCS identity is cultural exchange, so, multiple times throughout the year, TNCS families have the opportunity to be hosts to students and/or instructors from other countries (or even from around the United States, as in the case of the recent American Music System summer camp). “It’s been a joy to host our house guests. [Our daughters] have had so much fun!  We will miss you,” said Mrs. Faux. Other TNCS families also hosted and were kind enough to share some of their experience with us.

Said host parent Calvin Eib: “The interns are a great group. Our son has been having a blast with the two interns staying with us! It’s actually made for a great first week at New Century!” As has happened during other hosting opportunities (see Hosts with the Most, Parts 1 and 2 and TNCS Hosts Winter Exchange Program), the Eib family took hosting very much to heart.

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“It was so interesting getting their perspective on working at New Century,” said Mr. Eib. “They came home absolutely exhausted after school each day!” (Welcome to the U.S. student!) “In addition to what you can see in the pictures, we took them to the Aquarium, the Shake Shack, and so on.” The Eibs learned their likes and dislikes (very popular: sushi, blue crab, taco night at home, hot [not cold] water to drink, Trader Joe’s dark chocolate peanut butter cups, eggs and rice, evening showers. Not popular: coffee, beer, cold water, pizza at the school [sorry!], and Western-style food multiple meals in a row) and exchanged cultural experiences.

Continued Mr. Eib: “Ting Jin was a wonderful singing partner with [our son]—everything from 1,000-year-old songs to modern Chinese pop. He taught her songs and numerous games (thumb wars, that clapping “concentration” game).”

“They really took time to get to know each of us and we did the same,” said Mr. Eib.

American Music System Summer Camp at TNCS!

This year, The New Century School had the very special honor of hosting Baltimore’s first-ever American Music System (AMS) camp from August 14th through 18th. Directed by TNCS’s acclaimed strings instructor Yoshiaki Horiguchi, the camp was an unqualified success, and “Mr. Yoshi” and all plan to bring AMS camp to Baltimore (at TNCS) annually. If you missed out this time, mark you calendars for next, because a lot of magic happened over the course of that camp week.

According to their website, AMS-Baltimore gives kids in grades 1–8 “a chance to take part in the musical fabric of America.” What this means was described eloquently by the faculty who taught this year’s camp and follows, but in many ways, the video below captures the essence. One tenet of AMS is that context is relevant—where you make music influences the music, and the music you make in turn influences your surroundings. So, on a walk through Fell’s Point to let campers stretch their legs and grab a quick group photo, when the spirit struck, everyone joined together in a song by the water.

This lovely moment came right on the heels of the aforementioned group photo being photobombed by the local pirates, much to everyone’s delight—again, context is everything! Send out love . . . arrrr!

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The Who and the How

AMS-Baltimore camp would not have been the same without the amazing instructors who took a week out of their lives to come to Baltimore and share their talents and their sheer wonderfulness.

Pamela Wiley

It all started with Pamela Wiley, who teaches fiddle and violin. She helped Mark O’Connor develop the O’Connor Method (an approach to teaching strings), which eventually broadened to the American Music System Camp. She met Yoshi at a teacher training she was holding in Napa, CA in 2013 and was taken by his enthusiasm. For the next 3 years, he taught at her camp in Charleston, SC. He loved the concept so much that he expressed his dream of bringing the camp to Baltimore. As the head of AMS, Pam likes to be at all the camps around the country to make sure that the concept is being faithfully implemented.

One of the things that we really want to accomplish is that the kids actually learn something at the camp. They learn the different styles of American music, they learn to play a little bit in each style, and they learn to get comfortable making music together—not just their own skills but the concept of making music with their peers.

And that’s one of the primary principles, that at some point each day, kids play music together in “recitals.” These recitals are relatively unstructured and a way for the kids to experience the joy of playing music together but also to enhance their musicianship exponentially. Pam explains: “The kids get together with friends, and they put together little bands. Then they go up on stage and do a little arrangement of a song they’ve learned. It’s very nice, really truly educational. We teachers stay out of this part of the day.” Pam herself learned to fiddle in a similar way. Having played violin in a symphony orchestra for 28 years, she wanted to be able to jam with her guitar- and banjo-playing friends and so became a “back-porch fiddler” to join in the fun.

Another principle is what Pam calls the “3M principle,” an acronym for music more than melody. “The AMS is holistic music. With most instruments, you learn melodies, one note to the next. Whereas with us, from the beginning, we incorporate harmony and rhythm and awareness of the chord changes,” she explained.

American music itself is also an essential component. “We incorporate as many styles of American music, as possible, including classical. There are several different kinds of fiddling, bluegrass, old time, and Irish, and then there’s jazz, ragtime, pop, and folk music. We also encourage singing.” This music connects us to our history and culture.

We are playing songs that our ancestors played, all of our ancestors played 300 or 400 years ago, so we are actually living American history. We’re playing the same music, the same songs, on the same instrument. We’re doing the real thing, and we try to talk about songs from the Civil War, the Revolutionary War. We’re playing “Cumberland Gap” in the old-time class and talking about where Cumberland Gap is and what a really big part of American history it was.

In addition to Yoshi and Pam, the team of instructors included Pattie Kinlaw from Greenville, NC; Rob Flax from Boston, MA; and Melissa Tong from New York, NY. “I’ve put this faculty together from the teacher-training classes I did from around the country,” said Pam. “I did about 35 states and could just tell from the teacher-training classes just who was going to fit into to this, and those are the people you see at the camp. They all wouldn’t know each other but for me, and I’m so really proud of that.”

It’s clear why she would be proud. In Yoshi’s words:

The most inspiring thing to me about the faculty who are working here is that they just don’t teach at a world class level, but they’re also playing at a world class level. There are very few people you’ll find who can do both. So the thing about this faculty is that every one of them have been amazing players and are trained and study their teaching as hard as they do, so you can tell that they are really committed to the kids and making sure that the music spirit kind of lives through the kids. I’m really inspired by that and glad to be able to work with them again.

Yoshiaki Horiguchi

Yoshi has been profiled here before (see TNCS Launches Strings Program Under Yoshiaki Horiguchi), but he has a lot more to say about his new role as AMS-Baltimore director. He explains that not actively teaching gave him a whole new perspective: “I am able to observe and absorb the teaching styles of these phenomenal teachers. It’s kind of nice to complete that circle.” He also got to see camp from a new vantage point:

It provides a nice balance between the kind of classical training that this area has loads of and that kind of jamming, improvising mindset. It’s nice musically for the kids but also for finding a balance between perfectionism and improvising through life. Once you’re out of school there are a lot more decisions that you have to make on your own. So starting that mindset early through music education is really a great thing. I’m seeing the students learn how to improvise and take more ownership in the decisions that they make. Instead of being told what note they have to play through sheet music or their teachers telling them it has to be a certain way, it’s them asking the questions that can be tough to ask, like, ‘Why am I doing this?’ or ‘What if I don’t do it, what happens?’ and realizing that the worst thing that happens is you play a wrong note, you learn from it, and you just move on. Seeing that manifest itself more concretely in music is a really great thing. Hopefully, they can take that out into their lives.

Jamming, it turns out, becomes a very good metaphor for resilience, and that’s part of why this camp is so vitally important to the dedicated instructors who give so much of themselves to hold it year after year. Music is art, wonder, humanity, math . . . and a vehicle for developing good people. But how do you get kids ages 5 years to 11 years to jam, exactly?

At first it was a little tough to get the kids to start a jam session, which is why we have most of the kids taking a ‘how to jam’ class. Imagine a classically trained player who has never performed anything before it’s perfected now being asked to play something on the spot that he or she has never seen. Having that mindset of the classical player and entering a jam session where mistakes are encouraged and kind of expected is challenging. So those two contradicting ideas were present at the beginning and everyone was a little bit shy. But over the course of the week, they realized that’s kind of the process. You are in a jam session, and you quietly try to figure out the notes. It’s okay to play wrong notes, and eventually you’ll play more and more notes that you know fit in certain parts of the song until the song is over. And that’s your jam session—and it’s okay, you don’t have to play it perfectly.

Pattie Kinlaw

As a violinist and fiddle player, Pattie Kinlaw teaches classical as well as American roots music and specializes in bluegrass. Enthusiastic and energetic, she says she probably had as much fun as the kids did during camp.

This week has been great! The kids are learning all different tunes, ways to play, and ways to work together. They are a range of ages and also a range of abilities, but, as teachers, and especially because this is a non-method camp, we just want the kids to interact with one another, create music with one another, and make decisions about their own creativity—just really get out of the box. It seems to work really well on various levels.

Although this wasn’t her first visit to Baltimore, she appreciated the opportunity to get to know it a little better, “to hang out, get a feel for the city, get vibe of the people. It’s been a very wonderful experience.” Back in North Carolina where she both teaches and plays, her ensemble Hank, Pattie, and the Current just released their second album.

Rob Flax

“I play things with strings, I hit stuff, and I sing. I consider myself an artist, teacher, scholar, an instrumentalist, songwriter, composer, producer, and educator,” said Rob, whose sense of fun is immediately apparent.

I’m a multi-instrumentalist and I play a lot of different instruments. I’m a strong believer in multi-instrumentalism, and I think that it was something that was very valuable for me. So I am teaching, officially, violin technique, and co-conducting an orchestra here at camp, and I’m also teaching drumming on buckets, and shakers, and other hand percussion. I am here on faculty as a bassist and as a mandolin teacher as well. I’m not teaching much mandolin or bass, but I am playing those roles as needed. Everybody in all of my classes will sing as well, because I’m a strong believer in singing as part of that multi-instrumental strategy. There’s also a little bit of dancing here and there—that should be connected to music, I think, especially with the drumming classes.

He isn’t kidding, as you can see here:

He also enjoyed camp very much, saying it went “fantastically well.” “This is the first year of this camp, and everything is running very smoothly. The faculty is outstanding—I’m really honored to be working with these tremendous musicians and educators. The kids are all very enthusiastic, which helps, too.” During his downtime, Rob found bands to jam with all over Baltimore.

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“All the faculty are amazing to watch teach. The kids look like they’re having a good time, and they’re getting a nice balance between music time on their own instruments and music making on other instruments.”–Yoshi Horiguchi

Melissa Tong

As a freelance violinist, pianist, and singer, Melissa plays with orchestras as well as rock bands, pop artists, and singer/songwriters in addition to her own blues band. She also sits in on recording sessions and plays on Broadway.

How she has time to teach AMS camp is a mystery, yet it’s clear why she’s here:

It’s been really inspiring to watch the students blossom throughout the week. On day one, everyone is naturally hesitant and shy, and we’re throwing a lot of new ideas and experiences at them. Then, to watch them open up and embrace it; to jump at the opportunities and take control; to start arranging their own tunes, organizing bands, and performing at the recitals has been really beautiful. One student in particular, who is visiting from China for the summer and speaks basically no English, was at first not engaging in the group activities. But, as the week went on, we have found music, of course, to be the universal language and he has really come around. Also, the kids have started counting off in Chinese for him. When he had his first recital, I almost started crying when he hopped on stage.

Melissa has friends in Baltimore so was able to meet up with them during her spare time as well as get out to see some shows and experience the Baltimore restaurant scene. She also tapped into the Baltimore acro-yoga community and made some new friends while upside down.

As each of her colleagues did, she felt it important to mention how special their coming together is. “We’re all a family; it’s hugely important for us to just get together for camp. We feel like the dream team. We really wouldn’t want to be working with anyone else.” “I hope that we can keep growing it,” she added. “I congratulate Yoshi and the school and community for a great first year.”

Final Concert 

On the last day of camp, parents and families were invited to a performance of all the great American (and other) music their children so enjoyed learning throughout their glorious week. From instrumentation to vocalizing to “learning to jam” class, they were immersed in music and being musicians. Here are their songs in the order they were played.

South Appalachian Old Time Class

Blues Class

Piano Class

Guitar Class

Violin Class

Cello Class

How to Jam Class

Meyer Orchestra

Ungar Orchestra

AMS-Baltimore Choir

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And Thank You, Host Families!

Said Yoshi, “The community has been amazing also, between the hosts and the area around here. The hosts especially have been so incredible to house our faculty for the week and make them feel really welcome. I’ve gotten word from all of the faculty that they’re really enjoying where they’re staying.”

TNCS Chinese Immersion Summer Camp 2017!

tncs-chinese-immersion-summer-camp-2017Over 2 weeks in July, The New Century School hosted a Mandarin Chinese Immersion summer camp that not only boosted participants’ language acquisition and speaking skills, but also emphasized the importance of having fun while learning. Xie Laoshi (a.k.a., Jewel) believes that young learners will gain fluency faster when they are doing something while learning a new language, rather than focusing just on the language itself. Thus, camp was built around activities, and specific lessons in vocabulary and grammar related to those activities.

Jewel has a lot of experience in teaching Mandarin summer camps for children. She taught Startalk camp at TNCS in summer 2014 and again in summer 2015 as well as developed her own camp last year. She employs the 5 Cs of language acquisition developed by the American Council on the Teaching of Foreign Languages (ACTFL) that TNCS has been using all along in its multilingual language program curriculum. Communication, Culture, Connections, Comparisons, and Communities inform every language-learning activity the day holds. The most effective language program designs activities in which these five concepts intersect, which is exactly what Chinese Immersion Camp achieves, as photos throughout this post eloquently demonstrate.

This year, Jewel was joined by assistants Monica Li and Maggie Tao and 15-year-old volunteer Dylan Wang. Each week had a unique focus.

During week 1, campers “去中国旅游 Visit China,” in which a group of friends sign up for a trip to China. Students first decided the city that they want to travel to and then researched basic information about the city: the price of tickets, the weather, the transportation, the hotel, and the attractions in the city. Their learning objectives, which were differentiated based on the student’s current skill level) included:

  • Purchasing tickets
  • Making a hotel reservation
  • Developing itineraries
  • Conversing with taxi drivers
  • Creating a passport

tncs-chinese-immersion-summer-camp-2017For week 2, campers paired up and studied Chinese endangered animals. Each pair selected an animal to research, such as both of Chinese and English names, current population, where they live, what they eat, and why they became endangered, and used their findings to make a poster as a culminating project.

They also made papier-mâché masks of their selected animals as well as animals of their choice (or bowls of wontons in a couple of cases) with air-dry clay.

Side activities included lots of cultural activities—origami, singing, dancing, cooking, and eating . . lots of eating including during a Chinese tea and snack session.

Attendees really did learn by doing—another TNCS Chinese program tenet. Plenty of movement and physical activity also took place each day to work off all of that delicious Chinese food they made and consumed!

Their last-day party was also an occasion to be remembered—campers gobbled up take-out Chinese with gusto!

If you notice a bump in your child’s Mandarin skills over the next few weeks, you have the rich cultural experience of TNCS Chinese Immersion Camp 2017 to thank. If you notice a simultaneous craving for green onion pancakes, well, thank Jewel for that, too (and see slide show below for how to make your own—they’re delicious)!

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TNCS Spanish Immersion Summer Camp 2017!

Just as with last summer, The New Century School is hosting language immersion camps in both Spanish and Chinese for summer 2017 to keep students’ minds engaged and provide practice during the summer months. They’ll return to the academic school year refreshed from the break but revved up to hablar!

Spanish camp took place from June 19th through June 30th. The 2-week camp immersed campers in Spanish language—from vocabulary to activities to culture, TNCS Spanish campers improved their pronunciation, willingness to use the language, and confidence in speaking it.

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Camp daily schedule!

This increased skill and fluency can be attributed to the fun students are having both inside and out of the “camp-room.” Instructors Gloria Jimenez (who is originally from Spain and already known to the TNCS community as the assistant Spanish teacher most recently in Sra. Hackshaw’s primary classroom) and Yurisan Gonzales (from the pre-primary Spanish classrooms) make sure of that. Sra. Jimenez says she believes strongly in interactive learning: “For Week 1, we were concentrating on food, so we talk, learn some food-related vocabulary, which is important for the unit, and then we cook!” They also engage in role-playing such as acting out going to a restaurant and interacting with the waitstaff. This is training for real life, she explains.

In between, campers get plenty of opportunities to “vamos” to the playground and get some physical activity in. This is essential for keeping kids happy and focused, especially because the camp roster comprises students of widely varying abilities. Some have never spoken any Spanish, while at the other end of the spectrum, others have been learning Español for 6 or more years. Sra. Jimenez nevertheless finds way to differentiate the lessons and make sure each camper is benefiting. Ages also vary from age 6 years through 9 years.

For just a “taste” of the activities they undertook, see these photos of tortilla-making . . . and eating. Note that in order to prepare this ages-old Spanish recipe that Sra. Jimenez has been making her whole life, campers needed to be able to follow instructions given in Spanish. This is no easy feat but certainly attests to their understanding of the language if the results below are any indication. Sra. Jimenez handled the actual cooking, but her campers took care of all preparations. Also note that tortilla Español is quite different from a Mexican tortilla, as it is made with eggs, onions, and potatoes and resembles an omelette. Delicioso, indeed!

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Another cultural activity Sra. Jimenez introduced her campers to was salsa dancing. She made utterly sure that her campers didn’t have time to feel bored or restless—let alone to realize how much Español they were steadily absorbing! Learning by doing is unquestionably the most effective way to learn a language. Gracias el campamento de inmersión de Español en TNCS*!

*Immersed would like to once again thank former TNCS Pre-primary Spanish Immersion Lead Teacher Raquel Alvarez for translation assistance :)!

TNCS Head of School Attends NAIS Conference!

This year, Baltimore City had the good fortune to host the 2017 NAIS conference—and The New Century School didn’t pass up the convenient opportunity to attend!

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NAIS stands for The National Association of Independent Schools, a nonprofit membership association that provides services to more than 1,500 independent private K–12 schools in the United States. They define independent schools as . . . “independent in philosophy: each is driven by a unique mission. They are also independent in the way they are managed and financed . . . each is primarily supported through tuition payments . . . They are accountable to their communities and are accredited by state-approved accrediting bodies.”

NAIS’s mission, according to their website, is to empower independent schools and their students. “The association offers research and trend analysis, leadership and governance guidance, and professional development opportunities for school and board leaders.”

The NAIS Annual Conference, then, is the “premier professional development and networking event for administrators, trustees, and teachers at independent schools.” In the course of this year’s 3-day event, the theme of which was “Make Your Mission Matter: From Vision to Values,” thousands of participants attended. See highlights in the short video below.

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TNCS Head of School Alicia Danyali in her bustling office.

TNCS Head of School Alicia Danyali was thrilled that the conference was in Baltimore; previous conferences have been held at various cities across the United States. She wanted to experience the conference first-hand, she said, having never been able to attend until now. She networked with various groups, visited the different vendors associated with education, and sat in on some of the speaker sessions. She describes it this way:

They have an unlimited amount of resources for independent schools. The conference is attended by well-versed, well-educated people in the field of education in every aspect. They had individual booths for everything—from admissions to school psychology to gender-specific schools to service learning to extracurriculars. Debbie Rothman, for example, had a whole day dedicated to health education. She helped us develop our health education program at TNCS.

(See Right from the Start: Talking with Elementary Age Children about Sexuality for more on Baltimore’s health education guru Debbie Rothman.)

In addition to local, well-known education experts, internationally acclaimed speakers also presented. The keynote speaker, in fact, was Sir Ken Robinson, whom Ms. Danyali calls, “one of the biggest and most respected names in education.”

His landmark 2006 TED Talk “Do Schools Kill Creativity?” (shown below) and subsequent follow-ups have earned him the distinction of being the most watched TED Talker in the history of TED Talks!

Ms. Danyali explains that her primary reason for going was to network, in particular about her particular professional interests:

 I think about us as a young school, and I also think about what would be vital to network about in reaching out to these experts in the field who can help us to grow. Especially now that we’ve grown into a middle school, one of my focuses, of course, has been restorative, and how that looks and how people deal with behavioral issues. I’m also always going back to character development—how do we identify self as a learner? I think about students I’ve taught and people I’ve hired. What stands about them and how they’ll model behaviors to influence our population? It can be really challenging in a multicultural population. So this was a good way to get names and information.

See TNCS Brings It Full Circle with Restorative Practices! for more on how Ms. Danyali has adopted restorative practices at TNCS.

“Another area I was very interested in was how to involve schools in helping the environment,” she said.

“The conference brought a lot of like-minded people together, and I’m grateful to have gone.” Another aspect they offer is webinars and recordings. She plans to utilize this service next year, when the NAIS conference will be held in Atlanta so she can stay closer to campus but avail herself of the presentations and break-out sessions on best independent school practices.

She also took home some great reading material thanks to the conference’s pop-up bookstore!

Resources and Tips to Avoid the Summer Slide in 2017!

Since its opening for the 2010–2011 school year, The New Century School has annually offered resources to families to help prevent the “summer slide” phenomenon that can happen to kids over summer break when they might be less academically engaged than during the school year and lose scholastic ground as a consequence. Although this problem disproportionately affects underserved communities, it is nevertheless felt to a certain degree across the board, as teachers find themselves re-teaching concepts that were learned the previous year and then forgotten. Some research has shown that students can lose as much as 3 months of reading and math achievement over the course of just one summer. (See Making Summer Count for more details on relevant studies.)

The best way to slow the summer slide, according to the research, is to provide students with resources and educational activities. Head of School Alicia Danyali provides the following ideas:

1.  Visit museums with your child/ren. Between Washington, D.C. and Baltimore there is an abundance of great, educational opportunities. Depending on the age of the child, together or independently, visit the museum website prior to the visit. If the museum has dedicated tabs for educators or parents, peruse to get ideas of a focus for activities to make the experience a learning one.

2.  Reading is key in the summer to encourage and reinforce a love of reading in spare time, as well as discussions related to comprehension and how authors can open a wide range of interests.  Visit the library weekly and allow your child/ren to choose books of interest. Forming a summer “book club” can bring like-minded kids together to make it a rewarding experience.

3.  Whether it is on car rides to camp, the grocery store, at breakfast, or together time, play language, math, and vocabulary games to keep skills fresh.  If you are comfortable with online platforms (elementary and up) for introducing or reinforcing topics of interest or need, Khan Academy is one of the best with its interactive and descriptive teaching tools (video, examples) built into practice.

4. We encourage you to have your child work through a supplemental workbook selected by your child’s teacher over the summer. The books are published through Singapore Math and align with the backbone curriculum taught at TNCS. They will be collected and reviewed in the first week of next school year. Parents are encouraged to review work completed periodically to ensure students are staying on the right track. Order one here.

To point #2, making sure children have access to books is something Enoch Pratt Free Library is all about in summer. Their former “Summer Reading Program” has become the Summer Reading Challenge for 2017, the challenge being to “Build a Better World.” The challenge incentivizes kids to read, read, and read some more during summer, offering related activities and even prizes.

Señora Sanzana offered these tips for continued Spanish language learning (in addition to what is shown below):

  • One way is reading: Scholastic’s Spanish website offers many titles for young  readers that can be purchased at a low  cost.
  • Pekegits.com is also an amazing website where you will be able to  find readings, tales, games, and grammar  review.

Websites by Category

TNCS students have been introduced to multiple websites throughout the year. These are either free, inexpensive, or can be easily accessed. The children should be familiar with their log-in information because they are familiar with these websites.

Math

Math skills can also be lost without regular practice. Here are websites that TNCS students can use during the summer months:

Language Arts

After TNCS students have worked very hard on their reading and comprehension all year long, to keep these skills sharp, try to read with your child each day and ask questions or talk about what you have read together. Here are suggested lists of unforgettable books, differentiated by grades:

And here are websites:

World Languages

To keep current on both Spanish and Mandarin Chinese skills, your kids can visit the following websites (they will already know their log-in information for some of these):

Handwriting

 Students entering grades 3 and higher are expected to write in cursive. We recommend having your students continue writing throughout the summer. A fun way to do this is to have them write to friends and relatives. There are also handwriting workbooks that try to make the task fun or valuable. Here are two such books, available on Amazon:

Wacky Sentences Handwriting Workbook

Cursive Writing Practice: Inspiring Quotes

Typing Skills

There are a number of great apps and sites that will help to teach typing in a fun way, for students who are not yet typing by touch. This skill becomes more valuable as students advance in school.

Finally, see Hit the Ground Learning in Summer 2016 with TNCS-Approved Resources! for additional websites and resources differentiated by age for keeping English Language Arts, Math, Mandarin Chinese, and Spanish skills sharp over the summer.

The TNCS elementary team looks forward to seeing their students back for the 2017–2018 school year, refreshed and ready to once more hit the ground learning!