Spanish Heritage Night 2017 at TNCS!

On Wednesday, October 18th, for the second year in a row, The New Century School hosted a rousing celebration of hispanic culture. The culmination of Hispanic Heritage month, which runs roughly from September 15th through October 15th, this vibrant event featured choral and dance performances from TNCS students in kindergarten through 7th grade, a special guest performance by Mexican folk dancers Bailes de Mi Tierra, and a smorgasbord of traditional hispanic food provided by TNCS families.

IMG_2457As with last year’s Spanish Heritage Night, TNCS’s Spanish department (with help from the TNCS community) developed a truly spectacular show. Sra. Barbara Sanchez, Sra. Fabiola Sanzana, and Professor Manuel Caceres put their hearts into making the evening something special. In a gesture of support, they dedicated the evening to the people of Mexico and Puerto Rico.

Professor Manuel, a natural at em-ceeing, as it turns out, started by thanking everyone for coming, acknowledging the level of commitment that TNCS families, staff, and administrators bring to the school:

Muchas gracias, bienvenidos—thank you for coming, good evening, parents! It’s a pleasure for the Spanish department of TNCS and an honor for us to greet you here today. Enjoy this presentation by your beautiful children that they rehearsed and perfected in just 5 weeks for Hispanic Heritage month. Thanks to the administrators and teachers that we have here, we were able to prepare this celebration.

He also thanked TNCS mom Eileen Wold for the beautiful paintings she made and contributed. They will be making an annual appearance along with all of the colorful decorations created by TNCS students.

Finally, he spoke about what the chance to celebrate Hispanic Heritage means to him: “This month is an opportunity to show our solidarity, respect, cooperation, and engagement. No matter what part of the world we are from, we are human beings that deserve love, respect, and education.” And the kids took it from there!

Get a sampling of the evening with this wonderful highlight reel made by TNCS mom Sharon Marsh. (Just below it, you can view each presentation individually, if desired.)

The student performances were followed by two dances by Bailes de Mi Tierra, a Baltimore area dance troupe established in 2008 that boasts Professor Manuel among its members. On this occasion, Director Jose Reyes and dance partner Amanda Pattison kicked up their heels to “the second national anthem of Mexico” as well as danced and taught the “Mexican Hat Dance.”

Although no one wanted this fun night to end, it was a school night, so everyone wished each other a buenas noches and departed smiling. And humming. And stomping. And reciting, “café con pan.”

Hasta el año que viene! Until next year!

Adriana Duprau Becomes Curriculum Coordinator at TNCS!

With the commencement of the 2017–2018 academic school year, The New Century School scaled some exciting new heights. To name just two, the inaugural 7th-grade class made its debut, and the student body en masse has grown to more than 200 children. These milestones are impressive, certainly, but are also not without accompanying challenges. How does one small school accommodate an age range from 2 to 12 years? How do teachers keep all students engaged in mixed-age classrooms? With such a well-rounded curriculum, how is continuity of instructional approach maintained across so many diverse subject areas?

Enter Adriana Duprau, TNCS’s new Curriculum Coordinator (also known as Curriculum Specialist). Mrs. Duprau is already known to many among the TNCS community—in fact, there’s a very strong chance that she has taught your child in her classroom at some point, considering that she has been at TNCS since it first opened back in 2010. Being so familiar with TNCS operations, she was the natural choice to take on this new role, which, in brief, entails supporting teachers and giving them constructive feedback on how they are implementing the curriculum. Interestingly, however, she came into the role less because someone was actively being sought and more so because she was already the go-to when an instructor needed strategies for example, for differentiating lessons. In Mrs. Duprau’s case, as you’ll see, this support extends to students as well.

Job Description

She spends about 80% of her time in the classroom so she can see firsthand what teachers are doing. She makes sure, for example, that lessons are being appropriately differentiated to accommodate the varying skill student levels in each classroom. At the same time, she wants to see that students are being challenged. On a macro level, another thing she looks for is that students are transitioning smoothly among divisions (e.g., pre-primary to primary, primary to kindergarten, elementary to middle school).

These are tasks that Head of School Alicia Danyali has handled in the past, but as the school grows, it became clear that a dedicated role was needed so that Mrs. Danyali can devote her time to running the school.

Sometimes school teachers can feel overwhelmed. Mrs. Duprau is there to “close the loop,” as she puts it. “What are their challenges; what are things that I can help with?” she asks herself, to provide an extra resource to the teachers. In some ways, it’s also a means of quality assurance. “If teachers are having a hard time, how can I offer support? Or, they may be having a hard time with a particular student—what can we do to come up with solutions?” she explains. “Having an objective observer who can stand back and take notes can be very revealing in these situations,” she continued, “and together we can problem solve and brainstorm the best approaches to addressing the challenges.”

Mrs. Duprau also plays a big part in helping Mrs. Danyali with professional development outside of the classroom, such as by demonstrating lessons during PD days and doing trainings.

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Curriculum Coordinator Adriana Duprau

Although she has embraced this support role, taking on a new position also can come with challenges. For Mrs. Duprau, the one thing she most worried about was not having her own classroom. “But, as it turns out, I spend most of my time in classrooms, so I’m really excited that I still get to have that time with students and with other teachers,” she said. And, although she has found herself so far spending most of her time in elementary and middle school classrooms, she nevertheless has had to get to know all 200+ students on a first-name basis . . . now that’s a challenge!

However, the biggest challenge she has found so far is having her suggestions go unheeded, whether inadvertently or from an unwillingness to take feedback, although Mrs. Duprau anticipates that this will probably dissipate as teachers acclimate to the idea of having a curriculum specialist and get used to accepting support.

Job Goals

She says her main goals, at least initially, are to make sure that teachers feel supported and know what should be taking place inside their classrooms. For example, programs like Reading A–Z might be new to a instructor, so Mrs. Duprau guides him or her through implementation. Again, her experience—not to mention her particular area of expertise—come in very handy here. She also sets up technology in classrooms so that appropriate ages all have access to SuccessMaker, a stalwart in the TNCS math program. All this, says Mrs. Duprau, because “we want to make sure we see growth in the students. This will give us a ‘closer look’ at the kids.”

She then uses the data she gathers to close any would-be gaps, such as finding ways to help former Montessori students matriculate into the non–classic Montessori Kindergarten classroom, or, conversely, introducing students who did not come up through the TNCS primary ranks to the “Montessori feel” of the K classroom. The Kindergarten group, by the way, is the largest it has ever been, so this is an area of keen interest. Moreover, Kindergarten can comprise a wide variety of skill levels, from students who are not yet reading and writing to students already completely comfortable with chapter books. Helping teachers set up their Daily 5 stations, for example, can go a long way to successful classroom management in this heterogenous setting. This has given her ideas for how to manage next year’s K transition: “A goal for us is to figure out what objectives the primary kids should end this school year before ‘going up’ so that they are prepared and can thrive in the more structured environment,” she explained.

Incidentally, in her tenure at TNCS, Mrs. Duprau has always had children of this age in her classroom, but now she says, “having my own kindergartener at home and seeing where he is developmentally has taught me even more about this age than having been a kindergarten teacher for so long.” So now, she can bring a dual perspective to the support she offers current TNCS K teachers—that of the seasoned teacher as well as the parent.

“I also get to spend a lot of time in other subject areas,” she explains. Chinese, music, and art, for example, are not classes she would have been a part of as a teacher. Now she observes how those are going to make sure all aspects of the curriculum hang together in a cohesive way and that instructors are meshing well. “One thing I saw was that having all of one division participating in a specials class together made the class too big. Being able to be there and see what’s unfolding and offer potential solutions has been very useful. We are now splitting the groups and adapting schedules to make sure that students and instructors are getting what they need.”

Another goal is to firmly establish units of study (e.g., in Global Studies and Science) that rotate on a 3-year basis so that students are all getting the full breadth of each discipline. The information is taught at differentiated levels, and she envisions gathering all of these lessons together in a master curriculum.

Reflections

“Although I really miss having my own classroom,” says Mrs. Duprau, I am really enjoying this new position, and I think it’s very beneficial to the school. “There are aspects of the role that I am continuing to grow in, because I have never held a job quite like this one before—I now work as much with adults as I do with kids!” She finds the position perfect for her current situation, with two young children at home to care for, and she is also learning a tremendous amount about teaching from this new vantage point.

“My primary objective is to be helpful and to facilitate smooth operations,” she said. “My interest was sparked when I would help other teachers who were unfamiliar with the mixed-age and mixed-language approach, and I found that I loved that interaction. I broached the idea of having a curriculum specialist in some capacity at TNCS, and the administration agreed immediately.” She learned her superb classroom management skills both as a Baltimore City public school teacher and by her first mixed-age experience at TNCS.

If she ever does return to the classroom, she says she is considering trying an older cohort to see what that would be like. In the meantime, Curriculum Coordinator suits her just fine!

 

 

 

 

TNCS’s Annual Elementary and Middle School Back-to-School Night!

back-to-school-night-2017Now that summer has officially ended, and school is back in full swing, The New Century School kicked off the 2017–2018 school year with its annual Back-to-School Night. The focus of the evening was to meet your student’s teachers and to present the student’s daily schedule, a curriculum overview, and school policies.

Welcome!

The evening began in the gymnasium of building north with Head of School Alicia Danyali warmly welcoming parents, new and old, and introducing TNCS’s teaching staff. “They make the school an amazing experience for the students everyday, with their nurturing and professional expertise that enables a professional learning community,” said Mrs. Danyali. She also reminded the packed audience about the school’s Core Values. As the school’s foundation, these values of compassion, courage, respect, and service are displayed throughout the school and emphasized daily by all at TNCS, as well as during classroom lessons, assemblies, and restorative circles.

As TNCS enters its 11th year, it’s worth noting how the school and its programs have expanded and grown to what they are today. Changes each year are inevitable, but TNCS has stayed true to its identity and has successfully weathered those changes, transforming would-be obstacles into opportunities and growing the student body to more than 200 children. (To get a look at past year’s back-to-school nights or just to reminisce about the school’s early days, read TNCS-Back-to-School Night, 2013Back-to-School Night, 2014Back-to-School Night, 2015, and Back-to-School Night, 2016.)

Elementary/Middle School Break-Outs

Once the initial introductions and welcome message concluded, parents moved on to spend time with their child’s teachers. This was the opportunity to learn about what the school day looks like, what the educational goals are for the year, and what the expectations are of both parent and child. Upper Elementary and Middle School was jointly hosted by veteran Math and Global Studies teacher Beatriz Cabrera and new English language arts and Science teacher Jon Wallace. Mr. Wallace introduced himself, saying:

This is my 15th year teaching, 13 in private, and 2 in public recently. I’m very happy to be here with this amazing bunch of students who are all so diverse, and it’s wonderful working with the parents. I became a teacher because I really enjoy seeing the students learn. It’s a great thing when you see the light bulb go on. When I child first realizes a concept or becomes good at doing something, learning skills, to see that happen is just amazing. I come from a family of teachers and I’m working hard to give the students the best education I could possibly give. I’ll be here early, and I’ll be here late to try and give the best to your children.

Sra. Cabrera handled many of the practical details, reminding families of the importance of being on time. Class begins promptly at 8:25 am with key information and planner assignments, all things you don’t want your child to miss. “Check the planners and make sure to sign them. You will receive four quarterly report cards, we and will have two parent/teacher conferences, one in November and one in February. We are always available to meet with you and discuss anything you want,” she said.

A deeper dive into each subject’s curriculum followed.

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Specials

New art teacher Eunhee Choi made a cameo appearance (she had several classrooms to visit) and told the group, “I was born and raised in Korea—South Korea,” she clarified, to audience laughter. “I’ve been teaching 17 years. I’m very happy to teach here, I feel very comfortable in this school,” she finished. Students have music, physical education, and art twice a week.

English Language Arts

ELA uses the Daily 5, which consists of: Read to Self, Read to Someone, Listen to Reading, Work on Writing, and Word Work. Reading themes will include realistic fiction, fantasy, biographies, mystery, immigration/migration, historical fiction, and folktales. Writing will focus on a variety of skills including narrative, informational, persuasive/opinion, and poetry. We will continue using Lucy Calkins in the classroom throughout the year as well. (See State-of-the-Science Elementary Writing at TNCS for more on her acclaimed approach.)

In spelling, Wordly Wise 3000 and Spelling Workout will be incorporated. Wordly Wise 3000, focuses on improving students’ vocabulary by furthering their understanding of new words and concepts. Spelling Workout is a more traditional spelling program to help improve on identifying spelling patterns. “Our goal is to focus on vocabulary development, which will enable students to read increasingly challenging texts with fluency and improve their chances for success in school and beyond. Spelling will be focused on helping improve student writing,” explained Mr. Wallace.

Science

The major science themes throughout the year that will guide learning and understanding will include electricity and magnetism, chemistry, the Scientific Method (Science Fair), and oceanography.

Math

In math, students will work in small groups and independently everyday as well as do Khan Academy—the Daily 3. “They will do different math games and once again participate in Math Kangaroo, said Sra. Cabrera. “We will practice these problems in class and continue to use Singapore math. I will work with them in small groups mostly. I think it’s better to help them gain confidence.” Middle school students will be introduced to the Go Math curriculum.

Global Studies

Global studies will comprise both United States history and World history. The Elementary and Middle School programs will focus on the same unit of study but we be differentiated based on grade level:

  • Quarter One, Ancient World Cultures
  • Quarter Two, World Cultures and Geography
  • Quarter Three, Civics
  • Quarter Four, American History

Mandarin

As for language immersion, we are fortunate to have two wonderful, enthusiastic teachers in Wei Li, Mandarin, and Fabiola Sanzana, Spanish. Chinese will be learned through various activities and projects with assessments being mainly performance based. “Better Chinese will continue as our backbone curriculum as well as our Daily Four,” said Li Laoshi. In Daily Four, students are divided into small groups and use different levels of books according to their language proficiency. The students rotate among the four centers, which are meet with teacher, computer, reading, and games. “Friday will be the weekly Activity Day featuring various activities that integrate Chinese culture, such as calligraphy, Tai chi, Kung Fu, Chinese games, and cooking Chinese food,” she continued.

Students will be assessed the traditional way (pencil and paper); however, the main approach of assessment will be performance-based. For every new unit, formative assessment will be used daily and summative assessment will be used at the end of each unit.

Spanish

Spanish learning will be taught through the use of different games, dances, and songs. I was born in Chile, and this is my second year as lead Spanish teacher,” said Sra. Sanzana. “Spanish class is a little bit of everything—grammar, vocabulary, talking, reading, and listening,” she said. As in other subjects, teaching is differentiated. “I divided students into groups based on levels,” she explained. “Don’t be afraid of whatever comes; I will be here helping them.”

Homework

The question on BTS attendees minds’ was, “what’s up with homework?” Here is the breakdown:

  • Chinese: Grades 3–7 will work on a small packet the 2nd and 4th weeks of the month.
  • Spanish: Grades 3 and 4 will work on a small packet the 2nd and 4th weeks of the month; 5th- 6th, and 7th-graders will have homework weekly.
  • Math: Homework will consist of 15 minutes of problem solving or Workbook completion.
  • Language Arts: Each week, there will be one lesson in Wordly Wise, a list of vocabulary words to know, and various assignments to complete.

Forging Ahead!

Although BTS night is over, know that “teachers and administration are always available to answer any questions regarding your student’s development as we partner throughout the school year,” as Mrs. Danyali put it. Also know that you’ll be meeting teachers new to TNCS in Immersed profiles throughout the coming year as well as hear more from staff who are adopting new roles and taking the school in new directions! Stay tuned!

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.

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 :)!

Hosts with the Most, Part 2: Interns!

As promised, this week Immersed brings you what the hosting experience is like from a slightly different host family experience: hosting The New Century School interns!

Meet the Interns

First up, let’s meet the interns! “Rocky” and “Carlson” (nicknames) are both from Beijing, China and attend (Rocky) or attended (Carson) Beijing Normal University, although they did not know each other back home. They served as TNCS in-class assistants from January 17th through February 15th. Both had wonderful experiences and were thrilled to have been at TNCS. They loved every minute of it! As you will very quickly see, TNCS was incredibly fortunate to have welcomed them. They are two very special people and were universally loved by staff and students alike during their stay.

img_0710Rocky, age 23, was in Kiley Stasch’s kindergarten and 1st-grade classroom and also helped Wei Li (“Li Laoshi”). A graduate law student in his first semester, he naturally organizes his thoughts and draws logical connections. Thus, he describes the three aspects of his visit to the United States that made it so meaningful to him:

The first is travel. I used my free time to visit places around the United States, like New York City, Philadelphia, and New Haven to visit Yale University law school. I also went to a lot of museums. The second is the time I spent with my host family. They are so nice and so good. They provided a lot of resources for us and a lot of help. [Ed. note: Awwwwwwwww!] The third part is the volunteer experience. I’m enjoying this time with the children very much. It’s hard to express how much knowledge I learned from this experience, but I can say that it was a very valuable time for me and for my life. I will never forget it. It’s going to be a very beautiful memory.

You might be wondering how and why a future criminal lawyer ended up volunteering in childhood education. Rocky explains, “The answer is very easy. As an undergraduate, I majored in physical education.” Not surprisingly, then, one of his favorite teaching moments at TNCS was when he got to teach t’ai chi to the elementary and middle school students. “I’m so happy they liked it!” he said. As it turns out, Rocky is a national champion (and now the origin of his nickname starts to become clear) of t’ai chi in China.

Regarding the students, he found them “open” and “full of energy,” qualities that he found both endearing as well as helpful. Communicating and interacting with them was very easy, he says, whereas Chinese kids of the same age are generally pretty shy. “They don’t want to talk. They’ll just work by themselves. I was glad to find that Ms. Stasch’s students had no trouble asking for my help or to play games.”

After departing Baltimore, the two interns were headed to Chicago. From there, Carlson headed home and Rocky made one final trip to Los Angeles to visit some Chinese friends studying at UCLA before returning to China by February 25th to resume graduate school studies.

img_0714Carson, age 25 and a postgraduate in child development psychology, interned in Mr. McGonigal’s 2nd- and 3rd-grade homeroom. Although not his first time to North America (he was once an exchange student in Canada), this was his first visit to the United States. He describes his experience this way:

During this month, the experience has been very special and a chance to compare the characteristics of Chinese and American educational systems. I think they are very different. American students are very active, especially in the class. In the classroom I volunteered in, the students are so open. The answers they gave to questions from the teacher impressed me. They are very clever and very cute.

Carson found that the lack of reserve he saw in TNCS students led them to make intellectual discoveries and be receptive and curious. This was a very positive aspect of American education in his estimation. On why he wanted this volunteer experience, he says, “I wanted to learn more about the characteristics of children and the differences in the psychology between American and Chinese students. It’s interesting and useful research for me in my future career.”

He also enjoyed traveling to various cities around the country, with the museums in Washington, D.C. being a highlight for him. “It was amazing for me to learn more about American culture,” he said.

Carson says he will miss a lot about his experience once he has returned home, but one thing he will remember fondly was celebrating Chinese New Year abroad for the first time. “It was a very special experience for me,” he smiled. Top of the list, though, is his host family [Ed note: Awwwwwww!].

Meet the Host Family

As described, a huge part of the richness of both interns’ exchange experience was their host family, the Browning/Desais. After reading TNCS Admissions Director Dominique Sanchies’ email describing the need for wintertime host families, they thought hosting would be a lot of fun for their three children. “The process through the agency was very easy,” said Ms. Browning, “we just filled out a 1-page form and were sent a 25-page handbook. The agency checked in with us after the first day and went over everyone’s roles and responsibilities.”

We wanted two interns,” she explained, “and that worked out really well. They did their homework [assigned by their agency and related to their volunteer program] together, hung around together, compared notes, etc.”

Fun for the children happened in spades, but Ms. Browning was pleasantly surprised by how much she and her husband also enjoyed hanging out with Rocky and Carson after the kids went to bed. “They were super interesting to talk to,” she said, “and we all had a lot of fun together.”

It was clear to the Browning/Desais that the interns were reaping a lot from their exchange experience. “They were so nice and so grateful to be here. Everything was an honor for them, they said—even washing the dishes, which we did not expect them to do! That was an added perk!” she laughed. They lent their helping hands frequently—and, with two students to get to TNCS plus a baby (and a cello), Ms. Browning was appreciative of their innate desire to be of service in small ways such as holding doors open for her.

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Besides the fun it promised, the Browning/Desais had another impetus for becoming a host family. The saw it as a way to make a statement about welcoming people from other countries: “We want to show our kids who we are and what this kind of ‘mini-activism’ can do” she explained. Hosting also ties into TNCS’s ethos, and the Browning/Desais have been part of the TNCS community for years.

“We got to experience Chinese New Year (Rocky is a rooster in the Chinese zodiac and Carson a goat, by the way) with them, and that was great. We went to D.C. to see the celebration at the Sackler and Ripley Center at the Smithsonian, which was spectacular. Rocky and Carson then took the “wheel” and escorted them to Chinatown for a hotpot meal, a new experience for the Browning/Desais and featuring such exotic ingredients as cowtail.

As other host families have similarly described, time together was precious, and there never seems to be enough of it. “They traveled around some,” said Ms. Browning,” “but when they were in Baltimore, they were with us 100%.” Other outings they enjoyed together included TNCS’s night with the Baltimore Blast. Rocky and Carson had never seen a soccer match, let alone a live one, and they were amazed. They also got to watch their first Super Bowl, but Ms. Browning reports that despite the excitement of that game, they were much more impressed by Lady Gaga’s halftime show. (Of course, things would have been different had the Ravens been playing.)

“Other than that, we spent a lot of time just hanging out,” said Ms. Browning. Both interns liked to work out, and Rocky gave some more personalized t’ai chi lessons to the Desai children, which the kids not only loved but was also a great way for them to expend energy before bedtime!

The difference in personality between the two interns also played well with the Desai children. “Rocky was the energetic, playful one, and Carson was the love-bug,” said Ms. Browning. The two complemented each other perfectly, she said. Another unexpected benefit was hearing about their kids’ academic performance, especially regarding their Chinese language ability, from the interns’ unique vantage point as classroom volunteers and native Chinese speakers.

Once again, feeding their interns proved to be one of the biggest surprises the Browning/Desais met with, but not in the same way that some of TNCS’s other host families have described (see Hosts with the Most, Part 1). They happily ate whatever was served to them (spaghetti was not a breakfast requirement!), but, given his energy expenditure and to maintain his muscle volume, Rocky has to eat four times the amount of protein an average adult male consumes. Ms. Browning quickly adjusted and quadrupled every recipe she cooked, and she made sure she prepared a wide variety of foods so they could try lots of new things, such as tacos and lasagne. “It was a real ego-booster—they even took pictures of the meals.” Fortunately, the Browning/Desais got stipends for hosting each intern that covered the cost of room and board. Also, whereas the younger exchange students were not accustomed to eating cold meals, Rocky and Carson fell immediately in love with sandwiches. Chili was Rocky’s favorite, though, which they ate for the first time while watching the “Big Game,” and sweets also were a big deal, because at home he’s always training and has to avoid sugar altogether. They also enjoyed a visit to MOM’s organic market and were amazed by some of the unfamiliar vegetables, let alone the section of sustainable proteins (colloquially known as the “bar of dead bugs”).

The Browning/Desais also hosted a student age 7 during the Winter Exchange Program and so have a dual perspective on hosting. The student’s stay overlapped with Rocky’s and Carson’s, but she was shy and did not interact much with the interns. The Browning/Desais are emphatic that they would host again but feel that having interns rather than students was a better fit for their household, at least for the time being.

Carson sums up the experience he and Rocky shared with the Browning/Desais with these heartwarming words:

In my homestay, something very good happened. They are very nice and made me feel at home. I have many words to express, but it’s very difficult. In one word, I would say, “unforgettable.” If I have any opportunity to come again, I definitely want to. It was very special.