TNCS Spanish Immersion Camp 2018 Features Talented Guest Instructor from Spain!

Even after the official school year ends, summertime at The New Century School is no less full of wonderful adventures in the Arts; physical activity; and, especially, language-learning. TNCS has run summer day camps for several years and has hands-down the most diverse line-up of camps available in Baltimore for 2018.

Among the most popular TNCS summer camps are the Spanish and Mandarin Chinese language immersion camps. TNCS specializes in language-learning during the school year, but immersive camps are the best way to preempt the diminution of knowledge and skills that can happen over summer (known as “summer slide”) by providing a fun, engaging environment to practice in. Moreover, the cultural themes and activities explored during camps—like cooking, game-playing, singing, and dancing—boost and round out that knowledge, making it more meaningful and whole by connecting it to real life and real people.

In addition to being great opportunities not found elsewhere in Baltimore, they’re also just plain fun!

And, this year’s 2-week Spanish camp promises to be even more extra special, as TNCS welcomes Begoña Tocino Bredberg as guest instructor, all the way from Gävle, Sweden (although she is a native of Avilés, Spain). She comes to TNCS thanks to her relationship with Admissions Director Dominique Sanchies, who has worked with Sra. Bredberg through the education tour company Education First (EF). With EF, Sra. Bredberg has accompanied Spanish students to the United Stated to practice English, and she has stayed in close contact with Mrs. Sanchies ever since.

Meet Begoña Tocino Bredberg!

Living in Sweden, Sra. Bredberg has “[become] a la10402881_10204140141889513_8716699874326478148_n.jpgnguage learner again,” she says. “I have developed a better understanding of what it means learning to speak a new language. It is by being on both sides how a teacher develops their best teaching. My belief is that a teacher’s focus should be on the learning, i.e. how the learner learns. By doing this, the teaching will achieve the best results. Last but not least, it is communication that helps a better understanding, in all layers of work or life itself,” she explained.

She currently teaches English and Spanish language courses at the Swedish high school Vallbacksskolan and was at Murgårdsskolan 7-9 before that (in addition to having taught in the United Kingdom as well as Spain). When she first arrived in Sweden, her first teaching position was at the Internationella Engelska Skolan which is part of a network of bilingual schools created by American teacher Barbara Bergström. Sra. Bredberg also writes Teaching & Learning English—Enseñar y Apprender Español, a blog about language-learning that includes tons of helpful resources.

She comes to TNCS having just completed the Transatlantic Educator’s Dialogue program at the University of Illinois, a program “for educators in the United States of America and the European Union to come together online for shared exploration and examination of a variety of educational topics, such as immigration, religion in education, active teaching methods and issues related to identity and difference. TED represents a unique experience in educational diplomacy and facilitates the exploration of new and diverse cultures. It is also a fantastic chance to build networks with European colleagues and foster global learning opportunities.”

The program coordinator, Jeremie Smith, had this to say of Sra. Bredberg: “Begoña Tocino Bredberg is a passionate educator that has dedicated her life to helping young people develop language skills and knowledge essential to living in a global society.”

Additional high praise comes from some of her former students, who credit her with “making them smart,” “making them smile,” and “making them do their homework”!

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Even with all of her experience and credentials, you’ll get the best impression of Sra. Bredberg from this salutation she wrote to her soon-to-be TNCS campers:

Hola, chicos y chicas!
My name is Begoña Tocino Bredberg, and I will be sharing a summer camp week with you full of exciting activities, where you will be able to practice Spanish with me. You will learn more about my country as well as what kids of your age do to enjoy themselves. I come from the north of Spain, but I lived in Madrid for many years. Now I live in Gävle, a medium-sized town in Sweden, the north of Europe. I live with my 15-year-old daughter and my Swedish husband. Naturally, we like to go to Spain in the summer. Here in Gävle, I teach Spanish to students who, like you, want to be able to communicate in Spanish with other kids and learn more about Spanish-speaking countries.

I like teaching and interacting with young kids. I’m enthusiastic, flexible, out-going, curious, and friendly. I like reading and traveling, and my favorite sport is swimming.

I truly look forward to learning many things from you.

Ready to register your chicos y chicas? It’s easy—simply click here to be taken to TNCS’s camp registration page and ensure that your kids will make the most of summer 2018!

¡Hasta el verano!

TNCS Teachers and Admin Share School Memories, Part 2

As mentioned in TNCS Teachers and Admin Share School Memories a couple of weeks ago, with the 2015–2016 school year almost over, it’s a great time to reflect on all that The New Century School does for its students as well as all that education has given us. Prompted by TNCS Head of School Alicia Danyali’s questions, “What is your fondest memory of school? and What teacher/school event influenced you the most in your educational experience?” here is another round of teacher and staff responses that provide a window into who they are as people, as educators, and as friends.

Emma Novashinski, Executive Chef & Master Gardener

Chef Emma draws on her love of growing things and the importance—and rewards—of practicing environmental sustainability.

My fondest memory at the school was actually this year’s Earth day. I have always wanted to watch a weeping willow tree grow, and I bought one to donate to the school as they are too large for a conventional garden. It was a little bittersweet.
I heard they were going to plant it on Earth day and got a call during lunch to join them. When I got out there the whole school was there! They all clapped and thanked me for the tree! To put roots into the Earth on Earth day was so fulfilling. My heart burst with love for everyone at the school. So thoughtful and meaningful and kind!!

Dan McGonigal, Elementary STEM Teacher

Mr. McGonigal shows us where his drive for protecting the environment began to develop and also that sometimes you just can’t take yourself too seriously.

My most influential teacher was one of my high school teachers, Mr. Shearer. He taught Environmental Issues. I remember him because he was so passionate about what he did, and it really hit home with me. I always had an appreciation for the outdoors, but he made me look at our environment in a different way. He discussed things in his class that came true later in my life, such as climate change, population problems, and even the flooding of New Orleans. It was a very memorable class for me and has impacted my own teaching.
My most memorable school moment was also my most embarrassing. I was called to the foul line during our assembly in the gym to show how I used routine to help me shoot a foul shot for our basketball team. I started my routine and heard some people laughing, and I continued and made the shot. I was asked to do it again, and more people laughed, but I made the shot again. The third time everyone was laughing and I didn’t realize why. But as it turned out part of my routine was sticking my tongue out! It was something that still makes me smile when I think about it.

Johanna Ramos, Pre-Primary Lead Spanish Immersion Teacher

Sra. Ramos gives some well-deserved props to a colleague and probably speaks for many in so doing.

I could say that the teacher that influenced me the most in my educational experience is Mr. Warren because of his hard work and dedication toward the school and the students.

Kiley Stasch, Elementary Language Arts & Global Studies Teacher

In her recollection, Ms. Stasch demonstrates the undeniable value of service learning and of mixed-age activities—two core TNCS elementary values!

One of my fondest memories of school was when my school had what they called “Stewardship Day.” On this day, we were split up into groups from K–12th grade and assigned different tasks to help improve our community. Not only was this a fun time to have the chance to climb on top of school buses to wash them, go on long hikes to pick up trash, and clean up community gardens, but it was also one of the few times
out of the year that we were able to interact with students of all ages that attended our school!

Elizabeth Salas-Viaux, Pre-Primary Lead Spanish Immersion Teacher

Sra. Salas’s takes a different approach and gives a shout out to the awe-inspiringly involved families of the TNCS community.

One of the things that have inspired me as a teacher is to see how families and communities work along with teachers in order to provide the best positive learning experience for our students.

It’s true that the educational environment works best when all stakeholders are invested both internally and externally. The TNCS community is a beautiful synergy in the truest sense of that word, as the students who go on to enter the world as kind, compassionate, caretakers of it will reveal.

TNCS Teachers and Admin Share School Memories

It’s just plain hard to believe that the 2015–2016 school year is almost over, but with only a handful of weeks remaining, this is a great opportunity to reflect on all that The New Century School does for its students as well as all that education has given us. In perhaps a similarly nostalgic frame of mind, TNCS Head of School Alicia Danyali posed the following questions to her staff recently: “What is your fondest memory of school? What teacher/school event influenced you the most in your educational experience?”

It’s interesting to note the various ways the questions were interpreted—some answering from their past school experiences as young students, and others bringing their more recent TNCS experiences to bear. Regardless, Dear Readers, what follows are their heartwarming, often funny, and always insightful responses. You will get to know these wonderful educators in a new way, seeing what particular experiences and moments shaped them into who they have become as well as whence the unique gifts each brings to the art of educating your children.

Tissues handy? Okay, in no particular order, here we go!

Teresa Jacoby, K/1st Math & Science Teacher

Mrs. Jacoby, fittingly, reveals being awed by the power of science.

I think my fondest memory is winning first place in my 8th-grade Science Fair. My father who was a plumber helped me build a water cycle table. My water cycle table actually rained and had thunder and lightning. It showed the path that water follows from the mountains to the ocean. My father being my first and best teacher taught me to weld pipes and install a small water pump, which pumped the water to a showerhead hidden in the clouds. The water then followed a small river from the top of the mountain to the seashore draining into a bucket where the pump pumped it back to the showerhead.

Catherine Lawson, Lead Primary Montessori Teacher

Mrs. Lawson shows us where her compassion for students and her fun-loving side may have begun to develop in earnest.

I have two vivid memories from attending Fernwood Elementary School in Bethesda, Maryland. The first was in the 3rd grade, when my class did a play called “February On Trial,” which was about February not having enough days to be counted as a month.  All of the holidays in February were represented by a character who were called on to defend why February was important to have. I was the bailiff and got to walk the defenses (characters) across the stage and have them say that they would tell the truth and nothing but the truth. These included The Groundhog, Cupid, George Washington, and February 29. I was very proud of my part. As I think back now as an adult, I realize that my teacher, Mrs. Reader, made up this part just for me because I wanted to be in the play so badly. I could not remember lines, so she simply had me have to say the same line over and over: “Do you promise to tell the truth and nothing but the truth?” I love Mrs. Reader for that.

The second activity was 6th grade Outdoor Camp, lasting 3 days and 2 nights. We had to hike to the camp, which was probably only a short hike, but I remember it feeling like miles. Once there, we got to dissect an owl pellet. It was so exciting to open up the pellet and finding the bones of a mouse—even a mouse skull. We slept on bunk beds in sleeping bags. It was very exciting. We had a dance one of the nights and all the boys were expected to ask all the girls to dance. The boy (Ralph Miller) who I liked from afar asked me to dance, and I thought I had died and gone to heaven. I thought nothing could be better than dancing with him. It is so interesting how your prospective changes as you grow up and mature. I know that we must have done more activities on that trip; however, these are the things that I can remember all these years later.

I hope as a teacher that I can make memories that children will remember all their lives. I am thankful for all the teachers that shaped my life and made me who I am today.

Dominique Sanchies, Admissions Director and Assistant Head of School

Mrs. Sanchies proves that teachers truly make a difference in their students lives.

I’ve had three life-changing teachers:

  1. Mr. Carlo Tucci, my childhood guitar teacher who made me sing during each lesson. This taught me that I had a voice.

  2. Mrs. Patricia Brawn my high school French teacher (4 years), who taught me that my voice (point of view and expression) was beautiful.

  3. My college Avant Garde Film instructor Ms. Kathryn Lasky, who taught me how to organize my voice to best be heard and to think outside the proverbial box.

Elisabeth Willis, Elementary Art Teacher

Ms. Willis demonstrates the undeniable value of differentiation in a child’s education and what it can do for self-esteem when teachers give the learner ways to use their strengths to grow!

It’s very hard to pick just one. Growing up, I had art teachers who recognized my abilities at a young age and always encouraged me to do more. Each art teacher, from 1st grade through high school, all played a major roll in how I learned and what I strived to become.  In elementary school, my teacher created an AP art class based on me and a few other students in my class needing more than just one art class a week. It also meant skipping gym for a day, which, for a clumsy kid, was amazing.

In high school, my teachers all encouraged me to take classes outside of just what the school had to offer. I ended up taking classes at the Metropolitan Museum of Art and doing precollege at both Parsons and MICA. Without the teachers I had throughout my life, I’m not sure I would have become who I am now or have experienced all I have been able to experience.

Lisa Reynolds, Lead Primary Montessori Teacher

Mrs. Reynolds’ sense of humor shines through in these funny memories from her tenure at TNCS.

A student and teacher go into the greenhouse to pick grapes. The student walks in first with teacher behind him. They startle two doves sitting in the grapevines, and the only way out is the door that the teacher and student are standing in. The birds swoop toward them, as they both duck so not to get struck by the anxious birds. The student looks up with a serious grin and says, “[Teacher], you have bird___ on your forehead!” The teacher says, “Thank you . . . would you please hand me a leaf?” This always makes me laugh when I think back on it!

Another time, I asked a student if her unique name had a special meaning. She thought for a moment and replied, “I just might be related to poison ivy and [my parents] wanted to mix it up a bit.” LOL!

Yu Lin, Pre-Primary Lead Mandarin Immersion Teacher

Lin Laoshi’s fondest memory of her time at TNCS happened when she saw her hard work paying off in a surprising way and in a brand-new context.

We took a field trip to the Baltimore Zoo last year. I was so surprised that many of our children were able to name the animals using Chinese, and they sang Chinese songs about the animals that they had learned in class. I was so proud of them.

Wei Li, Elementary Mandarin Teacher

Li Laoshi used this opportunity to reflect on the new experience of teaching Mandarin as a second language in this country and how she will use it to inform ongoing improvements—a lifelong learner!

This is my first year at TNCS, and it is also my first job in the U.S. I am so excited to be a member of this big and warm family, and I really enjoyed my job in the past year. I gained tons of practical experience in teaching a second language (Chinese), and I am becoming better in communicating with students who are in various ages and learning styles. I believe with the support from all my friendly colleagues, I will run the Chinese program better and better in the following years.

Maria Mosby, Lead Primary Montessori Teacher

Ms. Mosby shares recollections that show her both coming to terms with the need to persist in the face of possible failure as well as her overcoming obstacles with her newfound resolve.

One memory of mine that had a big impact on me was a poetry reading I was supposed to participate in in high school. Only a few students were selected to read their poetry, and I had worked on it for weeks. At the assembly, my teacher could tell that I was very nervous. She asked me if I would rather opt out, and, without thinking, I said “yes.” Everyone else read their poetry, and I stayed in the audience, wincing. I was angry at myself for not having the courage to go up there. I have always regretted that moment and promised myself that I wouldn’t let fear get in the way of another opportunity.

One of my fondest memories would have to be an accomplishment from middle school French class. I created a model of The Louvre while dealing with pneumonia. Several students suggested that I give up and that I would fail, but I pushed through and did it. I was very proud of that model, and kept it for several years.

Martellies Warren, Lead Primary Montessori Teacher and Elementary Music Teacher

Mr. Warren not only gives us another fascinating peek inside his illustrious career, but he also demonstrates that sometimes “the show must go on” even in the face of unimaginable tragedy to lift spirits and spread some love.

In 2001, Wynton Learson Marsalis “trumpeter, composer, teacher, music educator” asked the Morgan State University choir to record his work “All Rise” and perform it at the Famous Hollywood Bowl. We were scheduled to fly from the Dulles international airport headed to Hollywood California on none other than September 11, 2001. This was a huge deal for all of us, and we quickly told everyone we knew. Three weeks before we were scheduled to leave, Wynton called the late and former head of the Morgan State University music department Dr. Nathan Carter to ask if it would be a problem to move our departure date up to September 9th. Dr. Carter agreed, and this decision probably saved all of our lives.

On September 11, 2001, I awaken in Hollywood, California to several choir friends crying and frantically trying to call loved ones. I looked at the news and saw the first airplane fly into the World Trade Center. It was like something out of a horror movie, except it was really happening. Shortly after, the second airplane flew into the other tower, and we watched in horror as both buildings came crashing down. I had been trying to call my parents to let them know we were safe and that we had already flown out prior to the 11th but could not get through. My family and friends thought I was on the flight that left Dulles and had been calling my parents all day with their condolences.

Shortly after the 11th, Wynton and the producers felt that we should still do the show at the Hollywood bowl. We opened the show with an arrangement of the “Star-Spangled Banner” and sang to a packed stadium of patriotic concertgoers. A day later, we were cleared to fly back across the country to Dulles airport, where we learned we were the first flight allowed back into Washington, D.C. airspace! I’ll never forget being escorted into D.C. by fighter jets that surrounded our aircraft (yikes!). We landed safely and taxied to our gate on a runway lined with pilots waving American flags and cheering.

This experience shaped me as an educator. My life was spared for a reason. I have purpose and a duty to educated and provide the highest quality of education I can provide. It was that experience that helped shape me into the passionate educator and musician I am today!

Alicia Danyali, Head of School

And here’s what it all comes down to. Mrs. Danyali reveals both how important it is to be nurtured as a learner, in this case as a young teacher, as well as how essential to provide a nurturing space for the teachers now in her care as Head of School.

The teacher–mentor dynamic can be life-changing in every profession, especially in education. My most significant mentor, whom I find myself quoting throughout my career, is a 3rd-grade teacher, Mrs. Sharon Bleumendaal. Mrs. Bleumendaal was my first mentor and colleague in my first position after graduating from Florida International University with a BS in Elementary Education. I was given the opportunity to work overseas as a Grade 3 teacher, and my path into the international educational community allowed me to grow as a professional in ways I never expected.

Mrs. Bleumendaal was a veteran teacher who had many degrees. Of all these, the Montessori Philosophy was closest to her heart, even though the school where we taught was not Montessori. She opened my eyes to a community of learners who, under her guidance, were compassionate, intrinsically motivated, and excited about being in her classroom. This was the environment I aspired to create as an educator new to the profession. The key to her student success was her ability to differentiate instruction, meet the students right where they were academically, and challenge those students to tap into their full potential.

I was the luckiest new teacher in the world! I could throw out the traditional views and assessments through standardizing tests in the public domain, a bureaucracy that instilled fear into the generation of teachers from the early 90s and beyond, teachers who were, and are, desperately trying to make a difference, even with many odds against them.

At a recent staff development day in my current role, as Head of School, I quoted Sharon Bleumendaal while discussing the application of differentiating techniques to student needs, and not conforming students by honoring their learning style. Mrs. Bleumendaal was nurturing but held her students accountable. The classroom shined with high self-esteem and teamwork, years before these “buzzwords” were a concern for stakeholders worldwide.

Mrs. Bleumendaal was tapped into her students, and offered her full attention and dedication to them daily. She also trusted her students, which goes a long way in making choices that can guide decisions all the way through adulthood. It would be a big claim to state that if I never had Sharon Bleumendaal to mentor me right out of university, I can’t say if I would have stayed in education. My experiences and opportunities since those early days have undoubtedly shaped my career path and my own intrinsic motivation to stay in the field.

Want more? Never fear, Part 2 of this lovely exercise (thanks Mrs. Danyali!) will be published in future, as more responses come in from those who have not yet had a chance to share. The prospect might just make closing out another great year at TNCS bearable!

Why You (Yes, You!) Should Consider Becoming a Host Family!

Given its firm emphasis on global citizenship, The New Century School is working harder than ever to expand cultural programming for 2016. In addition to the ongoing guest interns from around the world who act as assistant teachers and immerse TNCS students in their native languages in the classroom, a big part of this year’s push will include hosting separate groups of teachers and students (and chaperones) both during the rest of the school year and during the summer months.

International Campers

Camp Instructor Craig Lapreziosa and our Chinese and American friends say cheese!

A trial of such programming happened in the summer of 2013, when a group of three Chinese girls age 9 years and the mothers of two of the girls attended a 2-week International Camp at TNCS. On the heels of that initial success, TNCS Co-Founders Roberta Faux and Jennifer Lawner are finding ways to make international exchanges a regular happening.

Later this month, for example, a group of 15 Chinese kindergarten and preschool educators will be visiting Baltimore, hosted by TNCS, for a week-long conference on various aspects of education. Their conference will include lectures on such topics as Montessori education, multilingual education, classroom management, and more as well as school tours of John Hopkins University, Loyola University, The Key School, the Baltimore School for the Arts and—of course—TNCS. Immersed looks forward to covering this visit and conference, so please stay tuned!

In the meantime, there are other possible programs in the works that are more student oriented. Groups of both Chinese and Spanish elementary-age children have been invited to join TNCS this summer—opportunities so rich in possibility for both host and visitor that this topic bears exploring even before program details are finalized.*

tncs-new-admissions director

Hosting Expert Dominique Sanchies!

Depending on the group and its country of origin, the programs will likely vary in certain details, but they will all include the chance for the TNCS community to act as host family to one or more visiting children (and, possibly, chaperones). Admissions Director and Assistant Head of School Dominique Sanchies, in fact, is a huge fan of hosting and says, “I can’t say enough about hosting. I’m very passionate about it.” You may recall from a post back in the fall that Mrs. Sanchies put herself through college working as a group representative for EF Foundation for Foreign Study, a foreign exchange student company headquartered in Switzerland.

What was not reported in that bio, however, was that her family also hosted while she was in high school. Mrs. Sanchies says that the French girl, Gabine, they hosted remains her best friend to this day. The idea was that would improve her English during her stay with the U.S. family of French Canadian origins, but Mrs. Sanchies says that her own French also improved immeasurably at the same time. “She came into our home and was like an adopted child—my sister—for the entire summer. I was driving, so we went everywhere together. It was this great opportunity for me to learn all about Parisian culture, to live with somebody from that culture . . .to have her cook for us one night, to see how she dressed . . .it was just lovely. It was the best experience.”

Drawing on the memory of this wonderful time, it was a natural choice for her to join the EF Foundation. She worked with groups of Spanish 30 students ranging in age from 14 to 18 years to make hosting and being hosted an experience available to others. Her primary task was to place students with host families from the community, which came easily to Mrs. Sanchies because her first-hand experience and obvious passion quickly won over prospective hosts. Another part of Mrs. Sanchies’ position included hosting the Spanish teacher who accompanied the students. This friendship has also held fast through the years.

“Growing up in Portland, Maine, I was starved for culture,” said Mrs. Sanchies. “But the world opened up when my family hosted an exchange student, and the same will be true of TNCS families who host. Your kids are studying Chinese and Spanish languages, but imagine what could happen if a Chinese or Spanish student stayed in your home and accompanied your child throughout the day. The language fluency, the relationships, the cultural understanding . . . it just makes the world more accessible.”

Mrs. Sanchies and her husband have also hosted Chinese and Japanese students themselves in the past and may do so again, circumstances permitting. “I would love to host a child from another country—any country,” she said. “It’s just so enriching.” As for what is required of the host family, besides providing appropriate accommodations and meals, “it’s basically just keeping [the visiting child] safe and sound. Just like you’d do for your own children,” said Mrs. Sanchies. “It’s not much work. But the benefits could potentially explode.

Hosting Benefits

Never hosted or even considered hosting? Here are some of the tangible and intangible reasons why hosting is a transformative experience for both host and guest, most courtesy of ExchangeStudentWORLD.com and of Pitzer College. (You’ll surely add your own benefits to this list once you join the ranks of host families!)

  • Personal and familial development. Be it travel, school or work, foreign interaction with diverse cultures is a part of life. When individuals and families open their homes to students, personal development is inevitable. Familiarization with another culture and ethnicity expands the mind. It offers the entire family a study on how to be adaptive to intercultural interactions and demonstrates how different yet similar we all are.
  • The chance to help a student experience life in another country and culture. This is an amazing journey. They will have many questions about why you do things. They will want to try new activities and learn about your traditions. You will get to see your culture and your town through another’s eyes, which will likely be rejuvenating. This is also an excellent chance to learn about their country and culture as well.
  • The chance to gain a son/daughter. This experience will give you the chance to bond with a child in a way you never expected. Many will have so much gratitude for the opportunity you have given them. You will share many laughs along the way and make memories to last a lifetime. Often you will remain in contact long after they return home, and if you are really lucky you will get to see the child again!
  • You help your children to learn and grow. If you already have children this is a great way to help them learn about another country and culture—they will have a Host Sibling right there! Kids are great at asking questions and often you will learn through their questions. The bond children make no matter the age is wonderful to watch.
  • New language possibilities. Learning another language as a host family can be a lot of fun. Children in host families—even adult children—develop and expand analytical skills and even improve their English when they compare languages. As globalization redefines the world we live in, learning a new language is a rapidly growing asset in the business world. It can be beneficial for both a host and their family. When children are exposed to exchange students, they can learn the fun and simplicity of learning a new language.
  • Lifelong attachment. Although it might be hard to let go at the end, it is such a great feeling to know you have made this special bond with this student. You will make plans to email and call each other. Maybe he or she will want to come back for college, or to come back in a couple years to see you again. Maybe you will plan a trip to their country to see him or her. You have spent time getting to know this person, and the bond can be deep.
  • Have fun. Host families and students laugh. A lot. Whether giggling over the mispronunciation of words or sharing students’ excitement about newfound joys, host families have a tremendous amount of fun.
  • Change the world. Most important is the rewarding sense of fulfillment you will experience as a host family, knowing that you have played a key part in helping a young person achieve his or her dream.

But Mrs. Sanchies sums it up best: “You’ll fall in love, the kids will remain in touch, and who know what the future might bring.”

Additional Resources

Now that you’re convinced of the benefits of hosting and ready to host a student or students yourself, here are some other helpful resources for making the experience the best it can be:

From the Bureau of Cultural and Educational Affairs: Commonly Asked Questions

From Wandering Educators: 8 Tips for Hosting an Exchange Student

From One Life Log: Advice for the Host Family

*Although the enthusiasm for these programs is very much in place on all sides, the inevitable red tape surrounding foreign travel might take a little longer to work out in some cases. But it will happen!

Meet the Newest Addition to TNCS’s Administration!

tncs-new-admissions director

Welcome to TNCS, Ms. Sanchies!

This summer, The New Century School welcomes Dominique Sanchies to the vibrant and dedicated administrative team. Ms. Sanchies will adopt a somewhat new-for-2015 “combination role”—she will take over as Admissions Director (the position recently vacated by Robin Munro as she returns to the Biology classroom) as well as becoming Assistant Head of School to support current Head of School Alicia Danyali.

Ms. Sanchies and her husband moved to Baltimore in March from Portland, Maine, a move she expected to be a bit of an upheaval. Instead, she says, “We love it here. In fact, Fell’s Point is a lot like Portland, which in turn is a lot like Portsmouth, New Hampshire, which is Fell’s Point’s sister city.” Good to know! So far, they are glad to see the cobblestones, which remind them of home, but are still acclimating to the notorious Baltimore accent (“hon”). Also, hailing from the “Pine Tree State” as she does, she notes that we have a lot more deciduous trees, whereas Maine features largely coniferous varieties.

She arrives at TNCS with quite a diverse background, experiences that will serve her well in her new multifaceted position. Her degree is in Communications, earned at the University of Southern Maine. After graduating from college, she first worked in the television industry as Affiliate Relations Manager for Resort Sports Network (RSN), an independent cable sports network now known as Outside Television. In addition to traveling all over the country and getting the chance to “ski in some really wonderful places” she negotiated contracts between RSN and their more than 30 affiliate networks in all of the key U.S. destination skiing and golf resorts.

After 6 years with RSN, she became an account executive for a local Portland network where she fortuitously encountered a former colleague who was starting up her own local production company. Ms. Sanchies was hired as Director of Sales for Bohler Productions, a lifestyle television network with multiple Emmy-award-winning shows to their credit. “We sold nontraditional television media to area businesses,” she said, for such shows as Maine Home and Design and The Best of Portland. “Instead of traditional commercials, we sold 90-second spots that told the story of the business.” What emerged was basically a showcase of the best area spots for dining, shopping, lodging, etc., which was a very effective approach to advertising, a testament to Ms. Sanchies’ ability to innovate.

“From there,” she says, “I went corporate!” She became a Senior Analyst with the Fortune 500 insurance company UNUM, adjudicating claims in the long-term disability department, which she says was a surprisingly nice experience. “I had been accustomed to working for small companies, so to go to a major organization where I was pretty much just a number taught me the value of accountability and giving really clear expectations to not only myself but also to the people I was mentoring and managing. So, it brought a lot of formality that was kind of new to me but that I grew to love.”

The experience showed her that the right systems can be actually liberating rather than confining. Here at TNCS, she hopes to help the team implement a similar structure with upcoming initiatives and future school planning, “so that we work smarter, not harder to realize our new goals” she said.

While certainly dynamic, Ms. Sanchies’ résumé is nevertheless unified by a common thread. “I’ve been a relationship manager the whole time. If I were to distill selling media, for example, or working as a long-term care analyst, it all still comes down to relating to people,” she said. It’s this capacity for civil collaboration that will make her the ideal fit for her new position at TNCS, in which she will interact with teachers, other staff members, families, and, of course, students from ages 2 to 12.

Oh, and by the way, she’s multilingual—yet another plus! She grew up in a bilingual French/English household with most of her relatives from Québec, Canada speaking only French. She also picked up some Spanish along the way as she put herself through college working as a group representative for EF Foundation for Foreign Study, a foreign exchange student company headquartered in Switzerland. Her role was initially to find host families and teachers for her group of 22 Spanish students, but she ultimately traveled to Madrid, Spain to teach English as a second language there.

As if this impressive portfolio wasn’t enough, she is also a musician and has spent time as a part-time preschool music instructor—yet another boon for music-loving TNCS students! She describes the music in her two albums as “Cheryl Crow meets Dave Matthews.”

So what are her initial impressions of TNCS? “It’s summertime, so I haven’t gotten to meet all of the teachers—let alone the students—but what I’ve seen during the summer session is a charming place with lovely little people and a really dedicated staff,” she said. “So far so good!” She thinks the multilingual approach is “brilliant” and speaks from firsthand experience. Scientific research (see Immersed‘s Resources and Links pages) demonstrates that TNCS students are at the perfect age to learn languages because their nimble young brains are so nimble. “It also wards off dementia in old age and is really good exercise for the brain,” she said. (This phenomenon is known as “cognitive reserve”; read Ellen Bialystok and team’s fascinating research here.)

Pine TreeIn closing, Ms. Sanchies says she is “looking forward to meeting all of the students and families and really getting into her new role. And from what I’ve seen so far, the staff is invested on such a deep level.” Of course, there’s aways a bit of trepidation associated with taking on an entirely new endeavor, so perhaps to make Ms. Sanchies feel more at home, TNCS could debut a “Pine Tree Classroom” for the 2015–2016 school year. That would make a lovely addition to TNCS’s growing arboretum of Lemon Tree, Apple Tree, Pear Tree, Gingko, Oak, etc. classrooms :)!