The Three Musketeers Multiverse

When I look back on the commentary from our U.S. Presidents, I have noticed that many shared similar thoughts on the powerful impact that art has on society. They’ve noted that while the arts provide aesthetic value by giving patrons an opportunity to disconnect and enjoy creative work, they can also also provide strong social commentary. The true power of the arts lies in the balance of creating a connection that is both emotional and thought provoking at the same time.
This week our students involved in the Upper School production, The Three Musketeers, take us on a journey that achieves both aims. While providing entertaining sword fights, a handcrafted set, and engaging dialogue, our students also present an alternative view into the landscape of a traditionally male dominated time period. Their performance provides a twist that forces the audience to grapple with issues of equality and societal norms. If you attended last night, you are likely to not only come away amazed by the physical performance put on by the cast and crew, but also in the way the actors challenge the norms of masculinity and femininity. It is a thought provoking production which marks the societal conversations currently happening against 17th century France. I would encourage you to read more about the show on The Gator.

In the Classroom- Modern World History

I recently had the opportunity to step into a Trench Warfare Simulation in a 10th grade Modern World History class. As I walked into the room, I found the tables turned on their sides and students throwing paper balls at each other. What started as an initial observation of student mutiny quickly turned into an observation of profound student learning. 
 
Students in Mr. Barker-Hook’s class were learning about trench warfare in World War I and its human cost. To help students grasp what happened, he turned his classroom into a mini battlefield with an attacking army trying to cross “No Man’s Land” to reach the opposing trench. Students were asked to move at a speed that would be the equivalent of running across the battlefield, yet no matter the rules put in place to help the attackers, they could not make it across.  
 
Through the simulation, students could feel the hopelessness that most soldiers felt as they charged across the battlefield. Students shared that even though it was a simulation and people were using paper balls, they still felt anxiety and fear when trying to cross “No Man’s Land.” They also began to question the purpose of the strategy and dove into the human impact, which is well documented by the History Channel in their series, Life in the Trenches of World War I
 
Simulations are a powerful learning tool. There has been an increase in the use of simulations by medical and nursing schools through multi-million dollar investments in specialized simulation classrooms because it gives students experience beyond the textbook. A 2016 National Institute of Health study showed that simulations were very useful in understanding how students will react in the face of stress, as well as to reinforce what they have learned in class. It is a particularly effective learning model for high school history classes because it allows students to build an emotional connection to historical events and to experience a small degree of what it may have felt like to live through those times. More importantly, it gives students the opportunity to practice taking the perspective of those who experienced these events. By experiencing events themselves “first-hand,” students are able to think about history in a more profound way. 

In the Classroom- Neuroscience

If you were walking around the halls last month, it would have been hard to miss what our Neuroscience students had been learning in class. After spending the previous week learning about how the brain functions, students were then tasked with identifying the different regions of the brain. Students assembled, colored, and identified these different regions by creating a “Brain Hat” and showed them off around campustaking advantage of an opportunity to share what they had learned with the community. 
 
Learning about how the brain works is interesting and critical to students’ understanding of how they learn. The topic of brain science has grown in popularity in schools as educators realize that understanding how the brain works can help inform best practices in teaching and learning. I’m excited that our students are exploring brain function as part of their Neuroscience class as it will help them more deeply understand their own strengths and areas of growth. 

Remembering September 11th

Each Wednesday morning, Brimmer’s Upper School comes together for a brief community gathering to start the day. During these meetings, after announcements have been made, for the past few years I have taken a few moments to talk with students and ask them to reflect on a topic. This year, as I prepared for the first Upper School gathering, I noticed it fell on September 11. While this year does not mark a major anniversary of the event, it was an important milestone to be aware of as high school educators.

Like most people who lived through September 11, 2001, I can still recall where I was when I heard about the attacks on the World Trade Center and Pentagon. I still have a vivid memory of sitting in large room with other students–huddled around a TV, watching the news coverage as the second plane made impact with the North Tower and the buildings collapsed.

In the first few years following 9/11, the power of the day was felt by everyone. Teachers and students were aware of what had happened, how the world was changing, and felt profoundly connected to the loss that came from that day. At the same time, I remember talking with colleagues about how this day would look in the future.

Would it become a national holiday?

Will people still feel deeply connected to the loss?

As time passes, will 9/11 become a day that loses its meaning for many people?

As I prepared to honor 9/11 in 2019, I realized only some of our students in the Class of 2020 were born before 9/11/2001. Others were born after that day, meaning that this is the last year that most high schools will have a class of students born before this tragedy reshaped our world. Even our eldest students do not have memories of the events or their aftermath. This feels significant.

Time is constantly moving forward, and it is easy to get lost in each day. However, we mark time by the pausing to honor moments and events that are meaningful and impactful. Eighteen years after 9/11, it is necessary to pause and mark the moment. It is important to honor the people who went to work or boarded a plane that morning and never returned home; to remember the first responders who rushed into the Twin Towers and never emerged; to empathize with those who are still suffering physical and emotional trauma from the losses of the day; to celebrate the way Americans came together; and to recognize the rise of Islamophobia that came as a result of this terrorist attack and the tragedies that has caused for many people.

Time will continue to move forward; however we can continue to draw meaning and power from 9/11. While our students are removed from that day and were likely born into a post-9/11 world, it is important that we continue to honor the lives lost by guiding our students to lead in a way that brings people together for the common good.

The Power of Our Voices

At the beginning of each school year, we welcome students and introduce the School’s theme. Below are remarks delivered on the 2019-2020 theme “Student Voice and Responsible Leadership”. They can also be seen on The Gator, Brimmer’s online newspaper at the 32:45 minute mark.

One of the few regrets I have from college is not taking a class with Elie Wiesel. Many of you have read his book Night. The Nobel Peace Prize winner was a renowned Holocaust survivor, writer, philosopher, and transformational teacher at Boston University where I went school.

To get into Wiesel’s class you had to apply through his secretary and make a strong argument as to why you should be considered for the course. I never spoke up to make my case. I did not have enough confidence in myself and I certainly did not understand the rare opportunity I was giving up. Instead I settled for hearing Elie Wiesel speak a number of times during large and small lectures thinking it was enough. But it wasn’t. Missing out on the opportunity to learn with Professor Wiesel’s is one of my biggest regrets.

So, when I learned of a book written by one of his former students and teaching assistants, I could not wait to read it. The book [Witness: Lessons from Elie Wiesel’s Classroom by Ariel Burger] transported me into the classroom I never had a chance to enter. I was so struck by the words Wiesel shared about teaching and the way they resonated with this year’s theme.

The book’s author shared that Elie Wiesel would begin each semester by telling his students with the deepest authenticity, “As much as you will learn from me, I will learn from you”(Burger, 2018). He continued to explain that Wiesel believed that students, like you, should be contributors and not passive recipients of information. That, together, teachers and students form a living ecosystem.

At Brimmer, your voices are important and help create our ecosystem. Whether it is the oceans or our school, we know that every ecosystem needs balance. In class we need you to participate to your fullest, bringing your understanding and experiences to discussions. In the hallways, you have the ability to create the community we strive to be through the ways you interact and hold each other accountable.

How do we learn from each other and attain what Wiesel strived for in his classes? To do it, we must bring people together with different perspectives and listen as we disagree. danah boyd, author and researcher, shares that as much as Social Media brings people together, it also creates segregated online micro-communities. We become closed off to the ideas of those who we disagree with, because we tend to follow people who have similar values and ideas as our own, thus shutting us off to alternative view points(Jenkins, Ito, and boyd, 2015). Both danah boyd and Elie Wiesel understood the dangers of only hearing one perspective.

What I learned from Elie Wiesel is that developing your voice is just as important as learning to use your voice to make a positive change on your community and the world. There are so many places that you hone your leadership skills at Brimmer- through sports, in Student Senate, in Clubs, and through performance groups. We talk about the skills you learn through these programs often, but right now, I want to focus on the little moments that go unnoticed. It is in these moments that Wiesel believes you have the most potential to build community. Being a leader does not require a title like captain or president. We are too often focused on the big and flashy moments that come from leadership. However, every day, each of you has the opportunity to lead this community through your choices. What does responsible leadership look like to me?

It’s when you see another person looking down, and check in with them to see how they are feeling;

it’s when you invite someone who is sitting by themselves at break or lunch to eat with you;

it’s choosing to clean up a mess you did not make;

it’s being willing to call out a friend when they are not speaking kindly about another person.

Elie Wiesel understood that he was given an incredible opportunity to use his voice and experiences to guide the moral leadership of many world leaders. He also believed that our collective success in responding to world changing events is measured by the small moments and encounters we have as humans. He believed that if we can act with greater sensitivity to others, if we act with courage and choose humanity over inhumanity, we can have a larger effect on trajectory of history. (Burger, 2018)

My hope for you this year is that you will carry out the legacy of Elie Wiesel and continue to develop the power of your voice and learn to use it to be a positive force in our community and world. Whether it is through official positions of leadership or small, meaningful acts, you have the ability shape our community and world.

Works Cited

Burger, A. (2018). Witness: Lessons from Elie Wiesel’s Classroom. New York, NY: Houghton Mifflin Harcourt.

Jenkins, H., Ito, M., and boyd, d. (2015). Participatory Culture in a Networked Era. New York, NY: Polity.

 

Living with Food Allergies

Just about a month ago, one of my family’s favorite restaurants, Acapulcos Family Restaurant in Needham, MA, closed its doors for good. Now, in the grand scheme of things, a restaurant closing is not a major event, but this restaurant represented much more than a nice family restaurant.

We are a family that has multiple people with life threatening food allergies. Our child was first diagnosed with a severe egg allergy at the age of nine months. As new parents, this news was debilitating and came on the heels of other medical challenges that seemed quite large at the time.

Food allergies have a way of turning a person and family’s world upside down. So much of our lives revolve around food, truthfully almost everything in life revolves around food, and at that moment we were left to wonder how we would feed our child that could not eat anything that had an egg in it or came in contact with an egg. Food is simply central to life and we knew that this would impact family and friend gatherings and holiday celebrations, would make it more difficult to just run errands on a Sunday, and would require us to carry a pantry of safe food with us where ever we went on a daily basis.

Sometimes you simply do not want to make dinner or bring a snack filled bag with you. This is where Acapulcos comes in. Acapulcos was the first restaurant that we found where we felt safe feeding our child. All of a sudden the world did not seem so hard and there was hope that we could regain some sense of everyday normalcy. It allowed us to have dinner out with friends without the need to go through every menu item with a server to determine what was safe and meant we did not need to spend time talking to restaurant managers about the way they prepared food in their kitchen.

So, when Acapulcos closed it caused me to reflect on the incredible progress that has been made over the past decade when it comes to food allergy awareness and education. Food allergies continue to grow, and it is estimated that one in thirteen children have food allergies. We have seen an improvement in food labeling on packages, awareness in restaurants, and new rules at schools.

Like many schools, Brimmer does more to keep children safe than most schools. As a parent of a child with food allergies and the spouse to a person with food allergies, I am constantly looking at food in a different way than most. While most people may gloss over the ingredients on a menu, I digest every word. This is one of the reasons I continue to be impressed with the lengths Brimmer and May Dining Services goes to during every meal it serves.

In addition to the incredible food they prepare each day, they go to great lengths to make meals accessible to community members. A quick glance at the labeling at lunch will show the ingredients that go into the meals, information on how they are prepared, and labels with major food allergens. Children and adults can quickly identify which options are safe for them to eat and our dining staff helps students navigate the options. On any given day, you may find a main dish prepared three to four different ways to try and accommodate the various food allergies and sensitivities that exist in the community.

Meals can be incredibly stressful for a person and family living with food allergies and it is important to celebrate those that are doing their best to make food accessible to people. While my family lost one of its go to places to eat, I’m proud to work at an organization that goes the lengths it does to make meals easier for those with food allergies.

 

Summer Reading List 2019

In the weeks and months leading up to a vacation, I start to revisit the books that have been on my reading list. I take a look at books that are currently in process, those that I purchased but have been sitting on a shelf(real and virtual), and the ones that I have heard people talking about recently.

Like most, my interests ebb and flow. I also tend to read more than one book at a time, usually balancing a more heavily researched based book with a biography, historical fiction, or more guilty pleasure, murder-mystery books.

So as we head into the Summer 2019, I thought I would share how my reading list is shaping up for this summer. I am sure that some new books will find their way on to the list and others may get bumped, but the best place to start is at the beginning.

Every Tool’s a Hammer by Adam Savage

81rv2mthYyLThis is a book in progress that I am in the final stages of reading. It started as a preview for a potential option for a faculty summer read and since that time was added as one of two options for faculty to choose from. Savage’s book focus on his journey as a Maker and the lessons he has learned over time. The book goes well beyond the ideas of physical making. His experiences creating are simply the way he introduces thought provoking ideas. I also really enjoy the way Savage defines Maker Culture and does not believe it is simply about building physical projects, but instead is rooted in the process that anyone takes to create something new.

 

Participatory Culture in a Networked Error: A Conversation on Youth, Learning, Commerce, and Politics by Henry Jenkins, Mizuko Ito, and danah boyd

61NsmghlY2L._SX350_BO1204203200_I was excited to find this book. It is based on a significant amount of research on the impact of virtual networks. I’m looking forward to this book, because it has a forward-looking approach, where as some other writings about technology look at the impact of technology solely from a place of deficit.

 

The Radium Girls by Kate Moore

51t862BXZO3L._SX327_BO1204203200_Radium Girls is one of the books that has been sitting in my Kindle app for a while. As a science teacher, I am a bit embarrassed that it has taken me this long to get to the book. However, I am committed to reading this story about the girls that were known as “shining girls” because of the work they did at the radium-dial factories for watchmakers. To ensure that it does not get bumped, I started reading it last night and it hits my interests of science and history.

 

Neuroteach: Brain Science and the Future of Education by Glenn Whitman and Ian Kelleher

51rW8gqCZXL._SX331_BO1204203200_I happened across this book from a Twitter recommendation by Rachel Frankil(@srtafrenkil). NeuroTeach comes out of the Center for Transformative Teaching. The book, which includes pages for the reader to complete, discusses the importance of teachers understanding how of “the brain receives, filters, consolidates, and applies learning for both the short and long term.” The underpinnings are that teachers have an impact on how a child’s brain develops simply by the nature of their work, so teachers should have a better understanding of how the brain works. This books has a textbook feel to it, so it should be like self-paced professional development.

 

21 Lessons for the 21st Century by Yuval Noah Harari

41ea1fBfXrL._SX329_BO1204203200_This book came highly recommended from a friend that has never missed on his book recommendations. 21 Lessons is Harari’s third book and completes the “trilogy” of Sapiens and Homo Deus. In his first two books he examines humankind’s history and writes about the future. In his newest book, Harari looks the issues we are facing at the present and will face in the near future. It has also been sitting in my Kindle App since December and it’s time dig into it!

 

A few other books that may make the summer list…

City of Thieves by David Benioff

Bitcoin Billionares by Ben Mezrich

Outcasts United: Story of a Refugee Soccer Team that Changed a Town by Warren St. John

I am not Your Perfect Mexican Daughter by Erika L. Sánchez

Here is what the NY Times had to suggest for summer reading

Class of 2019

One of the greatest honors I have as an administrator at a School, is the responsibility of overseeing high school commencement. In life, time is marked by moments where we push pause and can later recall the impact of the day. High school graduation is one of those moments. It is such a privilege to be able to be a part of such an occasion and be able to celebrate and reflect on those that you have seen grow during their time at your school.

At Brimmer we begin celebrating with families the evening before with a dinner for graduating class and their immediate family. It is a time to connect as a final time as a community and to celebrate.

Below are the remarks that were shared at both the Brimmer and May Senior Dinner and Commencement for the Class of 2019. Commencement may also be seen here through Brimmer’s online paper, The Gator.

SENIOR DINNER- May 29, 2019

Good Evening,

It is so nice to see everyone here tonight in celebration of the Class of 2019. A few weeks ago I was sitting down to watch an episode of Madam Secretary, but because of a late running sporting event a good portion of 60 Minutes was captured on the DVR. Usually when this happens I fast forward past the segments, but a story caught my eye on this particular evening. Anderson Cooper was interviewing an abstract artist by the name of Mark Bradford and something about this particular interview peaked my interest.

If I am being honest, as much as I enjoy looking at works of art, I do not always get their deeper meaning. I am more likely to revel in the beauty of a soccer match or a breathtaking sky, than a painting. I remember a trip to MOMA in New York City a few years back, struck by the beauty of the installations, but feeling at a loss about the deeper meaning the pieces were supposed to represent. Yet here I was sitting on my couch ready to watch Tea Leoni save the world through diplomacy-living out Brimmer’s mission I might add-and something clicked when I heard Mark Bradford describe the way he built his pieces.

Bradford starts with imagery of a meaningful historical event, sometimes a textured map or a photo, and then carefully puts down layers of painted colored paper on top or around the images building up the canvas. Effectively covering up portions of history. After creating these dense layers of materials, he begins to cut into them and pull back the paper, revealing portions of what is underneath- vibrant colors and new textures which had just been hidden. I found myself captivated by the levels of meaning he created through the work.

Bradford creates windows into histories that have been covered by the layers, revealing segmented views the same way an archaeologist learns about a society through the artifacts that are dug up. There were two ideas that resonated with me as I watched Bradford’s 60 Minutes segment. First was the way in which we are constantly applying new layers from experiences to our lives. The new layers cover up what came before, but at the same time, each new layer depends on what was laid prior to it.

During your time at Brimmer you have been creating your own layers. Each of your classes have built upon each other helping you develop more complex ideas, and these have been enriched by athletic contests, performances, Winterim travels, Model UN trips, and time spent talking with people in the community.

The second meaning I pulled from the Bradford art is the way in which the tears in the canvas create imperfections – imperfections that are beautiful and reveal what is not always visible and may easily be forgotten.

Our failures and mistakes are like the tears in the Bradford canvas. They help us reflect on what is exposed and how to grow from the experience. They reveal truths that we were unable to see before and help us look at a problem from a new perspective. Whether it was at Brimmer or will be in the future, if you view your imperfections and mistakes as a way to grow you will unlock new perspectives and opportunities.

One of the iconic figures from my early twenties was Mia Hamm. Hamm said, “You may get skinned knees or elbows, but it’s worth it if you score a spectacular goal.”

To the Class of 2019, I hope that in the coming years you continue to work hard, building up layers upon layers of experiences, but that you also get skinned knees, exposing what is underneath and giving you fresh perspectives, so you can reach your spectacular goals.

 COMMENCEMENT- May 31, 2019

I present to you the Brimmer and May Class of 2019!

As we near the end of commencement, I want to take one last moment to address this year’s graduates.

Earlier this year at the Bissell Grogan Humanities Symposium, Keynote Speaker, Dr. Raj Panjabi, spoke to the school, sharing his message “no condition is permanent.” Bringing his light, optimism, hope, and expertise to the global health crisis that is threatening the world. Dr. Panjabi is using his message to produce a light that is piercing through that darkness and creating hope.

That phrase, “No condition is permanent” can be explained in a number of different ways. Here you sit in front of us, gathered together for the final time. Whether it was fourteen years or two, each of you have changed tremendously during your time at Brimmer. Some of you have literally grown up.

All of you have each changed your own condition, whether it was stretching yourself to play a new sport, performing on stage for the first time, taking on a leadership role, or enrolling in classes that would stretch you intellectually. Not one of you is the same person as when you entered the school. Nor are you the same as a grade as you were at this time last year.

I remember so vividly sitting in the Rec Hall at Camp Wingate*Kirkland this past August listening to you describe the ways you wanted to be better individuals and as a group how you wanted to lead the school with kindness and optimism.

But you did not stop there. You took it a step further, visualizing your leadership and creating a plan. You immediately put into action what you hoped to accomplish. Yes, there were bumps in the road and moments you veered off course, but each time you found your way back. You defined your legacy as a class. You created something new at your School. You have left an indelible mark on our School.

Dr. Panjabi uses his father’s mantra, “no condition is permanent” to motivate his work to solve a global issue. While we do not expect you to follow in his footsteps, we do hope that you take this mantra to heart. You are in control of your own path. You do not need to accept anything as permanent.

As you move forward, I hope that no matter the circumstance, how dark it may appear around you, how unsure you are of your path, you always remember that you carry a light that is powered by the kindling of what you have learned during your time here at Brimmer.

Today you take the first steps towards taking your light from Brimmer and shedding it on the darkness you encounter. Each of you possess the tools you need to be successful. Each of you have your own unique light that you will use to illuminate the world.

You have left your mark on our community and we cannot wait to see how you change conditions in the future. Congratulations to each of you and your families.

 

Notre Dame Cathedral

The devastating news of the fire at Notre Dame Cathedral in Paris, France shook the world this past weekend. During the news coverage, I found myself entranced by social media feeds filled with constant updates on the progress of the French firefighters, pictures of friends standing outside the iconic landmark, and reflections posted by many. Thankfully, there was no loss of life in the fire. While this was not the first fire at the famous cathedral, bearing witness to the event left us acutely aware of the potential loss of historical works archived by the landmark.
Over the past few days, my mind began to wander to the truly awe-inspiring places that I have traveled and those that our students have visited during their time at Brimmer. Different experiences and sites move each of us. Many of my strongest memories revolve around the mental images from my first experiences at places–stepping out of the tunnel at Fenway Park and seeing the bright green grass in front of me, seeing the morning mist dissipate over the Grand Canyon, exposing the breathtaking chasm in the Earth, walking up the steps of the Parthenon in awe of what humans had built, and experiencing the power of the Western Wall and Temple of the Mount in Jerusalem.
As a school, one of the reasons we believe so strongly in global education is to learn about different people and cultures, develop a more profound understanding of our world, and learn about the power and beauty of our planet. Having just returned from Winterim, we have confidence that the experiences students gained during that time has enriched their understanding of our world and helped them appreciate the richness of the people they met and the importance of the sites they visited both locally and globally.