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BullHorn June 2012 1

The Science of Urban Farmingwith Mr. Schmitz

Léman Manhattan Prep’s

BullHorn

Avoiding

Senior Stress

Navigating New York’s FarmersMarkets

The Writer’sBlock

BeijingBound

Defning the“Word” onSesame Street



BullHorn June 2012 BullHorn June 2012 2

4 Scrapbook

12

Urban Framing

26Avoiding Senior Stress

6-7Trends in #EdTech

21 Athlecs

272012-13 Calendar

22Beijing Bound

8-9 TeacherUses YouTubefor Unique Educa-

onal Approach

20 Tips for selecng a Sum-mer Camp

10The Writer’s Block

25Internaonal Boarding

18Sesame Street

26Uniforms

Contents June 2012

page12 page22

page18 page17

SY2011-12: A

TREMENDOUS

CELEBRATION

This rst edion of the BullHorn

reects on an incredible year in the

life of Léman Manhaan Prepara-

tory School. World events that oc-

curred throughout the days, weeks,

and months have, to some extent,

shaped and possibly altered our

lives: Hurricane Irene, the end of

Kadda’s rule in Libya, the Occupy

Wall Street movement, the 2012

U. S. Presidenal campaign, the U.

S. and EU debt crises, the connu-

aon of the

Afghan war

and the end of

the Iraqi war.

It’s quite prob-

able, how-

ever, that our

Léman Man-

haan Prep

shared experi-

ences have

had an even

greater, and a

more enduring

and personal

impact on

who we are

today and

our future.

The BullHorn

magnicently

captures these

in photo and

copy.

As is the case

with all Léman

Manhaan Prep events, the involve-

ment of the enre community has been

instrumental in the successes being high-

lighted and celebrated. A key ingredient

to Léman Manhaan Prep’s current and

future successes is the posive partner-

ships exist-

ing between

teachersand sta,

parents,

and stu-

dents. And

because of

this partner-

ship, LMP

is poised to

connue

its mission of providing educ

excellence, supporng comm

partnerships and promong

cizenship and stewardship f

to come.

We have all shared the same

for the last ten months and a

greatly enriched for it. Cons

the year’s world and school e

may we all exit this year mor

thinkers, more as caregivers,

as friends, more as contribut

and more as humanitarians d

the LMPS experience. Thank

making Léman Manhaan Pr

tory School a dynamic, challe

caring, and compassionate co

nity.

For all, have a safe and renew

summer. In eager ancipao

the 2012-2013 school year, p

be reminded that Open Hous

for Wednesday, September 5

classes beginning on Thursda

tember 6. It’s obvious we ar

the stage for another year of

ing and celebraon!

Letter rom theHead o School

Yours in partnership ancelebraon,

Drew Alexander, Head School




Sc r a p Book Tribeca Family Film Festival Léman Manhattan Renaming

Ceremony 2011

International Day

Spring Benet

Pirates o Léman Carnival




Trends in#EdTech

Our own Josh Isaacs, a 10th grade

Chemistry teacher, posts YouTube

tutorials to help his students out with

homework.

Teachers are also using social

media plaorms like

Twier and Facebook to

remind students of assign-

ment due dates and link to

relevant arcles and cur-

rent events that compli-

ment course work.

Wiki Technology There’s lots of debate over

whether students should be

using user-generated sites

like Wikipedia when gather-

ing research and wring term

papers, but schools are now

harnessing Wiki technology

for use in the classroom.

We’ve already begun doing

this with our Touchpoints

program by using Wiki tech-

nology to foster collabora-

on among students at Léman and

other Meritas schools in the U.S. and

abroad. Students update their class’

individual Wiki site with knowledge

they’ve learned from teachers, guest

speakers, and research and then

share and compare with the learn-

ings of fellow Meritas students.

This allows for collaboraon, debate,

and peer-to-peer learning among stu-

dents from around the world, which

is a really unique way to promotecrical thinking skills.

Video Conferencing

A Léman Manhaan student engages

in a class debate with fellow students

in Florida using Video Conferencing

DigitalTextbooks

In early April

Secretary of

Educaon, Arne Duncan, announced

that all U.S. schools should transi-

on to digital textbooks within

the next 5 years, challeng-

ing schools to provide

the most advanced

learning tools

while teaching

students in a way

that is already

familiar.

Students are used to interacve,

digital, and visually smulang con-

tent in all other aspects of their lives.

Why shouldn’t that be the case with

their textbooks as well?

Digital textbooks are generally

tablet-based applicaons that allowclassrooms to go paperless. Some of

the world’s biggest textbook publish-

ers like Houghton Miin Harcourt,

McGraw-Hill, and Pearson are begin-

ning to publish their textbooks in

digital formats bringing on a new era

of classroom learning.

Going digital with teaching materials

has a lot of benets when it comes to

reaching students:

1)They’re interacve – Digital text-

books integrate moveable and use-

able charts and graphs, on demand

video and audio, as well as more

visually capvang graphics and

photos.

2)They’re up to date – eBooks are

easy to update with the most current

facts and gures with a simple up-

grade or download, in lieu of purchas-

ing an enre new edion of hard copy

books.

3)They’re much lighter! – Textbooks

across subjects can t into one tablet

device, cung back on lugging and

schlepping a big backpack.

Social Media

The vast ma-

jority of stu-

dents these

days are

using social

media in some

capacity – 95% of all

teens ages 12-17 are

now online, and 80% of

those teens online are users

of social media sites according

to a study by the Pew Internet and

American Life Project.

Why not meet them where they

already are?

Teachers are nding ways to use the

most popular social media plaorms

like Facebook, Twier, and YouTube,

to reach students with course con -

tent and current events. For instance,

teachers can post subject specic

tutorials to help students with home-

work and during study sessions for

test prep.

In the age of Facebook, iPhones, YouTube and tablets, schools and faculty around the country are

looking for ways to better engage an ever-connected student body while ensuring that the focus remains

on top notch education.

- Michelle Murray, IT Director

Trend Watch

Top 5 Trends

in ClassroomTechnology:

technology.

People are using Skype and other plat-

forms to connect with friends and fam-

ily all over the globe. In the business

world, people use video conferencing

technology to connect with colleagues

in other oces and clients in other

cies, and students are now using the

same technology to connect in the

classroom.

Currently, Léman students are using

video conferencing to discuss, engage,

and debate with other students from

around the world as a part of our

Touchpoints program. The experience

is interacve and incredibly eye-open-

ing for students who get to experienceother walks of life in real-me.

SMART Board Technology

With communicaon becoming more

and more condensed into 140 char-

acters or less by sites like Twier and

microblog plaorms like Tu

it’s harder to keep the ae

of young minds. SMART bo

technology helps teachers

students engaged in the cla

room.

This 21st cen

answer to th

old chalk boa

allows teach

to not only w

notes for all

but to also p

video, audio,

ulize the fu

ality of a larg

computer.

Unlike the ch

boards of the

teacher’s not

and instruc

aren’t era

the end of

class. SMA

Board tech

nology allo

teachers t

e-mail, an

content created during cla

give to students for study a

of school instrucon.

Students at Léman are plug

in and really enjoying this c

edge technology in the clas

room!

Be sure to check out tech.l

manhaan.org to see how

students are using wiki tec

gy to share art projects and

class work!

Currently, Léman studentsare using video conferencingto discuss, engage, and de-bate with other students fromaround the world as a part

of our Touchpoints program.The experience is interacveand incredibly eye-opening forstudents who get to experi-ence other walks of life inreal-me.

“

“




Trend WatchSo you decided to do

something about it.

Exactly. Since the students had al-ready been exposed to the idea of doing homework tutorials and thenapplying that knowledge in class,I decidedthat Iwouldmake myown les-sons andput themonline.EventhoughI got theideain lastyear’sbiologyclass, Idecidedto try outmy self-madevideos inmy tenthgradechemistry class this year.

Did you have to go

through a learning

process of your own to

make the tutorials?

I had never posted any video onYouTube before I started creatingthe chemistry videos. In making

those tutorials I had to restructurethe way I think about the class timeand how I present the lesson ma-terials. I also had to gure how to

distill the lesson down into a reallyshort time frame. Also, I try to makethe tutorials enjoyable by couplinggreat information with some reallyawful jokes. To create a 7-minute

Have you heard about “stand-ing an idea on its head” to createsomething new and innovative?That’s exactly what Josh Isaacs,who teaches ninth grade biol-ogy and tenth grade chemistry atLéman Manhattan PreparatorySchool, a New York City privateschool, has done. We recentlyspoke with Josh about starring ina series of YouTube videos withtitles such as “Electrons” and“Real vs. Ideal Gas.” Here’s whathe had to say:

How did the idea come

about to do this talked

about series of YouTube

videos?

The idea actually originated lastyear during my biology class. I

became very inter-ested in looking atthe methodologies inteaching that sparkedstudents to be moreactive thinkers. Icame across the ideaof students doingwork at home andthen bringing it intoclass. Instead of deliv-ering lessons in class,new material wouldbe introduced at home througha tutorial. Then I could use thatrecovered class time for more

student-centered work, whether that be labs, small group work or entire projects.

Did you try out your idea

right away?

I instituted that ipped-around

model at the end of last year. I

used materials that already existedon the Internet, including differentmedia options, biology tutorials

and various websites. I found thatI was very limited in scope by theway the information was presentedonline. When I had great onlineresources on topics, the classinteraction was really good. Whenthe resources weren’t that great,the interaction wasn’t either.

Science Teacher UsesYouTube or UniqueEducational Approach

Since the students hadalready been exposedto the idea of doinghomework tutorialsand then applying thatknowledge in class, Idecided that I wouldmake my own lessonsand put them online.

“

“

video it takes me about two hoursbetween planning it, recording it,editing it and posting it.

How many tutorial videos

have you posted so far?

I posted my rst chemistry video on

YouTube in July, but my students

didn’t see them until school started. Iwas already getting feedback on thevideos during the summer monthsfrom people all over the world. Somepeople wrote messages telling mehow much they appreciated the tuto-rials and some would ask me ques-

tions. That feedback has been anincredible delight for me. I now haveposted 70 videos, which will take myclass through February or March.I plan to create and post 50 or soadditional tutorials to carry the classuntil the end of the school year.

Josh Isaacs, Science Department Chair,

shares his latest innovation in teaching

Science.

How do you incorpo

the tutorials into yo

classes?

I give students a calendar signments that tells them wvideo to watch each night. whatever we do in class is

connethe vidwatchnight bThis eme to sure thable tothe notook frvideo

apply problesee inof themI now more tclass arounhelp instuden

Wha

been

reaction of your stu

to the tutorial series

Student reaction has beenpositive. They really enjoying able to pause and rewvideo to re-watch a certainfor clarication or to stop th

so that they can take notesreally gives them a comforwhere they have their own

and space to go over a lesagain without having to wathe next morning to ask mit. Having that kind of inforavailable at any time, literatheir ngertips is, I think, re

powerful.

By Josh Isaacs, Science Department Chair




RBAN

armingAt Léman, two things weaim to do with every

project and initiativeare to help students

develop a globalperspective and tocreate ways for our

small community to servethe greater local andglobal communities.Visiting the Battery

Park Urban Farm providesan opportunity toaccomplish both of these

goals.

Project

Based

Learning

The arm at Battery Park is

the rst o its kind in LowerManhattan since the Dutch

settlements o the 1620’s!We’re really lucky to have

our students be a part o it

not just or the opportunityto get down and dirty in

the outdoors, but to beable to bring what they’ve

learned and experienced

back into the classroom.

In the spring, urban arm-

ing is complimented bya ull unit in science class

on plants and agriculture.In addition to our work in

Battery Park, we experimentwith plant growth in class.

Students watch the growtho sprouts and roots rom

seeds, and then dissect the

grown plant to study itsstructure. Students then cre-

ate their own experiment bychanging one actor o plant

maturation, – water, sun-light, soil, etc. – observing

the dierences between theplant subjects as they grow.

The combined in-class

experiments and hands-onoutdoor arming give young

students a ull look at howscience plays a major role

in how ood comes to ourtables.by Paul Schmitz, Science Teacher

One o the great things about this pro

is that we get to taste the rewards o oorts! In June, we will be bringing harv

ood back rom the arm, and with th

o Che Tim, we’ll include them in schlunches and at our caé’s salad bar. Th

are very excited to get to eat some ogreat things they’ve been cultivating

the past ew months.

In addition to our own caeteria, ood

the Battery Park Urban Farm goes to aother school caeterias in t he downto

area and is sold to patrons at a local armer’s market to enjoy.

Giving our 3rd graders the experience o working on a arm, cultivating ruit and vegetables, and learn

about how ood reaches our kitchens has proven to be invaluable to their growth, not only or class, bulong term health as well.

We hope that the students take with them the dedication, patience, and attention to detail it takes to pduce a harvest, as well as the understanding o a healthul diet and liestyle.

From Farm to TableMost city kids don’t get the op-portunity to explore agriculturehands on by participating in theplanting, care, and harvesting ofplants. Getting their hands dirtyhelps our students understandwhere their food comes from andthe amount of care, knowledge, andtime that goes into its produc-tion.

Health and Science




Ingredients

INGREDIENTS FOR THE SALAD

1 cup resh shelled peas

1 pound asparagus, stalks trimmed

2 cups pea shoots, cleaned

4 large, arm-resh eggs

1 tablespoon vinegar

Coarse salt

Freshly cracked black pepper

2 tablespoons vegetable oil

INGREDIENTS FOR THE DRESSING

Juice rom 2 large lemons

Zest o 2 large lemons

1 teaspoon Dijon mustard1/3 cup olive oil

1 small shallot, minced

2 tablespoons chives, nely chopped

Coarse salt

Confronting Childhood Obesity The latest CDC data say that

nearly 17% o U.S. childrenand adolescents aged 2—19

years are obese. At our school,we put a strong ocus on the

health o our students (both

through athletics and physicaland health education) and our

partnership with the BatteryPark Urban Farm helps us ur-

ther that ocus.

Teaching students where ourood comes rom and how it’s

produced helps them to makehealthier more knowledgeable

meal choices. Exposure to themany varieties o ruits and veg-

etables leads them to try ood

they wouldn’t normally reach or.

Helping guide students to make

smart dietary decisions at a

young age makes or easierindependent choices as they

grow up.

Through this type o commu-

nity service students develop a

sense o responsibility or theirschool community, their sur-

rounding neighborhood andthe entire world.

Procedure

1. For the Dressing: Combine lemon juice, zest, shallots, and mustarda small bowl. Slowly whisk in olive oil until well combined. Stir in thchives and season to taste with salt. Set aside.

2. For the eggs: Bring a large saucepan o water to a very gentle, bare

bubbling, simmer– there should be about 3-4 inches o water in thpan. Add vinegar and 1 teaspoon salt. Break one egg into a small bSwirl water in pot with a spoon and careully lower egg into the waRepeat until all eggs are in the water. Cook the eggs, gently turning

eggs occasionally, or about 2-3 minutes (the whites should be set the yolks should still be runny). Using a slotted spoon, careully remeggs and transer to a bowl lled with warm tap water. Set aside.

3. For the Asparagus & Peas: Preheat a grill to medium-high heat. On

stovetop, bring a large pot o water to a boil and add a good amouo salt. Spread asparagus out on a plate or tray and drizzle with ol-ive oil. Sprinkle with salt and toss to combine. Careully place on thpreheated grill and cook or approximately 5 minutes, turning ever

minute or so. Return to plate or tray. When cool enough to handle,

asparagus into bite size pieces. Cook peas in boiling water until justtender, about 1 minute. Drain peas rom the hot water and place inbath o cold water and ice. Remove rom the ice bath once comple

cool and set aside.

4. To assemble: Toss pea shoots, asparagus, and peas in the dressing,seasoning with salt & pepper i necessary. Divide the salad among plates. Careully remove an egg rom the warm water with a slottedspoon, blot on a paper towel, and place on top o the salad. Repeat

with remaining eggs. Crack black pepper on top o each egg and seimmediately.

Asparagus and Pea Salad with Poached EggServes 4

A Favorite

Healthy

Spring RecipeFrom Che Jenny Gensterblum

Health and Science




To begin with, oods grown locallysimply taste better. Convention-

ally grown produce comes romplaces like Caliornia or Mexico, andis shipped long distances to ar-rive at your grocery store. Varietiesplanted on these arms are selected

or characteristics having to do withlonger shel lie and their ability tohold up to a lot o handling. They arealso picked beore they have ripened.When the produce nally arrives, it’s

chemically treated with a ripeningagent. This all adds up to a piece o ruit or a vegetable that looks nice,but probably is rather tasteless. Local

produce is not only rich in variety –

there are more varieties o tomatoavailable locally than I could ever listhere: Brandywine, Early Girl, Chero-

kee Purple, Green Zebra, Russian, Ro-man Candle.... – but it is also picked

when it is ripe and deli-cious, and travels a very

short distance to arrivein NYC. And no chemi-cals necessary!

There are also many en-vironmental reasons toconsider when we think

about where our ood isgrown. Think o all theuel it takes to ship oodrom Caliornia to New

York. On average, ourood travels 1,500 milesto get to our plates. Allo those trucks emit greenhouse

gases that are damaging to theenvironment. The large industrialarms that produce most conven-tional produce are also a danger

to the environment. These largearms require massive irrigationsystems and use synthetic ertiliz-ers that damage the soil and the

aquiers that carry resh water

under the soil. All o the armersat the Greenmarkets use meth-ods o production that minimize

damage to the environment andare sustainable in the long term.

Finally, buying locally supports thelocal economy and instills a sense o

community. Money spent with local

armers and purveyors helps to buildour local economy, instead o beinghanded over to a corporation in an-

other state or country. Food movesthrough ewer hands, so a greatershare o your dollars goes directly tothe armers responsible or grow-

ing the ood. Personally, I like to seethe ace o the person who growsmy ood. I have a greater respect orood because I know how much it

took to get it in my hands. It’s alsoun to see your ood producers havea personal connection to what theyare growing and get excited when

they have something new to sharewith you.

Spring means warmer weather, sunnydays, and delicious ood! Farmers

markets in the spring are such a joyto simply walk through with all thecolors and smells that typically arelacking during the winter. I usu-

ally keep an eye out or the morerare spring jewels like spring garlic,

ramps, morels, nettles, ava beans,and rhubarb.

There are a wide variety o criteria

you can ollow when picking oquality ood. For me, the trusti

your senses is key to procuringreshest ingredients. See it, tousmell it, and most importantly,it.

by Tim Mangun, Che

Navigating New York’s Farmers

Markets

I smell just aboueverything I buy market. Let yourdive in and take a

whi.

Smell

Touch

The rmness or sot-ness o a tomato that isperectly ripe can meanall the dierence i youwant to make the tasti-

est marinara sauce.

Sight

Spring oers copiousamounts o oods that

are vibrant in color. Myrule o thumb is the morevibrant the color, theresher the ingredient.

Taste

I you are able, taste abit o the ood you arebuying beore you buyit. For instance, the

dierence in sweet-

ness between a dayold green pea and aweek old green pea is

quite remarkable. Tryit sometime, and you’llsee what I mean.

Listen The sound o reshly bakedbread makes when youbreak into it is so uplit-ing to me. It tells me: “thebread you are about to eat is

crunchy on the outside, sotand warm in the inside, andis ready or devouring”.

Che JennyGensterblum's Reasonsor BuyingLocal

Buying locallysupports thelocal economy

and instills a sense

o community.

Health and Scie

“

By Jenny Gensterblum, Che




Students rom Ms. Mann andMs. Schembri's second grade

classes had the rare opportunity

to be interviewed by Murraythe Muppet or the "Word onthe Street" segment on Sesame

Street on Friday, May 18. Thesegments will air in Septemberand October.

Sesame Street was conceived in1966 during discussions be-

tween television producer Joan

Students Defne the “Word”

on Sesame Street

Ganz Cooney and Carnegie Founda-tion vice president Lloyd Morrisett.

Their goal was to create a children’s

television show that would “masterthe addictive qualities o televisionand do something good with them”,

such as helping young children pre-pare or school. Sesame Street wasbuilt around a single, breakthroughinsight: that i you can hold the at-

tention o children, you can educatethem.

1

2

3

4

5

Can you tell me how to get...howget to Sesame Stree

And the

WORD is...

By Brylee Maxeld




Choosing the RightSummer Camp

Tips to help narrow down the search andnd the right camp for your child

By Steve Levin,

Director o Ater-School and Camp

For today’s blog-reading, web-searching, two-working parent fam-ilies, deciding where to send your child to summer camp can be likewalking down the cereal aisle in asuburban supermarket. The choic-es seem endless. Director of Sum-mer Programs at Léman Manhat-tan, Steve Levin offers tips to helpnarrow down the search and ndthe right camp for your child.

Picking a Location

“Word of mouth” is the tried-and-truemethod. Consult with neighbors or your child’s classmates’ parents,particularly those with older children.The web is a terric source.

Knowing its Reputation

It’s always best to go with a campthat is run by a school, communitycenter, or other children’s recre-ation site that you are familiar with,keep in mind summer camps canbe run by additional staff.

The Right Fit

I cannot answer that for you, buthere are some questions to askyourself and your child:

What are your child’s interests andpassions? How much physical ac-tivity does your child need to thrive,and is this in sync with the camp’sprogram? What is the camper-to-staff ratio? Who is on the staff?

And do they have the proper expe-rience to work with your child andothers his/her age? How large isthe program in general, and will itbe too overwhelming for your child?Do the logistics make sense for your family (hours, location, costs)?

Will your child knowother children there?is the program co-ed and what do Iwant for my child?

Price

This is a very tricky question, asthere is a broad range of pricingfor camps. In New York City andthe surrounding areas, day campscan cost anywhere from $300-1000 per week. This may includetransportation and/or lunch. Hours

can also vary, which affects theprice. Sleep away camps likelyrange from $500-1500/week. Youwant to know that you are gettinga good value, but more importantly,you want to ensure that you’re get-ting a high quality program for your money.

Day vs. Sleep Away

Sleep away camp can be an in-credible growing experience for achild and their parents! “Lettinggo” is often harder for you than for your child. I usually tell parentsthat if their child is talking aboutsleep away camp, it’s an indica-tion of how independent they feel.If you are not quite sure aboutsleep away camp, there is a newtrend you may like, shorter sessionlengths. You can nd “trial” sleep

away sessions of 1, 2 or 3 weeksthat may be great for a rst time

camper.Final Thoughts

Remember this is a fun experiencefor your child! Camp is an opportu-nity for your child to explore their interests, build on their skills, ex-press their independence, meetnew children, and have experienc-es they will remember for a lifetime.

Léman Manhattan is n

Running with the Bul

Ater much discussion and a stvote in all divisions, the ocialcot or the Léman Manhattan P

ratory School is now the Bulls.

The Boys' JV Basketball team lost46-40, in what was an inspiring andincredible run by our “SpectacularSeven”. The Bulls took on #2 seeded

Packer at Packer on Saturday, Febru-ary 25. Despite a determined come-back, they couldn’t recover rom thedecit beore the nal buzzer. With

home court advantage on their side,Packer was condent and domi-nated three out o our quarters. Ourstudents never gave up and showed

their character in the ourth quar-ter. Down by ourteen points in theourth and with captain Billy Byrnein serious oul trouble the team was

reduced to one sub, the Bulls slowly

and methodically chipped away atPacker’s lead. With less than two min-utes let they were within six points.

Unortunately, Packer seemed tomuster up what little determinationthey had let and prevented the Bullsrom getting any closer.

Great nish to an incredible year theentire Bulls Community should be

proud and the boys on the teamshould be congratulated:

Billy Byrne, Daniel Blatto, JordanHenry, Jordan Wright, Najee Hall,

Leo Gitleman, Harrison Ceruto, andCoach: Paris Francis

Recap rom this incredible run:

• Eight consecutive wins coming

into the semi-nal game

• Harrison Ceruto averaging over15 points a game

• Jordan Wright average over 14rebounds a game

• Final record 15-5 last year 5-14

Athletics

The qualiying meets or the Go-tham Games (the championship

meet or our MS/9th Grade track league) were held over two days(Wednesday May 16 and Wednes-day May 9) at Icahn Stadium at

Randall’s Island. Léman runners,as they have all year, posted an-tastic results and ensured that theschool will be well represented at

Bulls MakePlayos or the

rst time ever!

Monday’s (5/21) citywide nals

kids have consistently risen to challenges throughout the yeatheir coaching sta could not bprouder o their accomplishme

As you scan the list below, keemind that, even though we’re ateam, it’s all about the percentFor every event that Léman run

entered, we’re sending qualiethe Games, and almost every aon the team qualied in some(most in multiple events). Prett

some…major congratulationsthe runners!

9th grade boys’qualiers (in oleague, 9th grade boys can quain selected events at the Gotha

Games):

• Osiris Vanible (400m, 800m4x100m relay)

• James Dinh (shot put)

• Nathaniel Pearson (400m,

4x100m relay)

Léman Track Qualies

or Gotham Games




Beijing

Bound

Nine Léman Students Travel toChina or Spring Break

On Friday, March 16, while many stu-dents headed home or Spring Break,Léman Manhattan’s High School

Mandarin class few halway acrossthe world to Chengdu, China homeo its sister school Léman Interna-tional School.

According to chaperones Mandarin

Teacher Claire Maccabee and SocialStudies Teacher Ben Cope-Kasten,students had the experience o alietime. While traveling rom places

like Chengdu to Beijing to the Forbid-den City, students were encouragedto practice Mandarin and immerse

themselves in the culture.

“The kids did great and learned a lotwhile having a lot o un,”said Cope-Kasten.

“I think one o the best memories was

when the students went to numberseven middle school in Chengdu andinteracted with the Chinese students.

They exchanged emails, contacts with

the students,”Said Maccabee. “TheChinese students prepared gits,cards, and notes to give to our stu-

dents as mementos. One girl gaveone o our student s elt -sewedlotus fower.”

While on the trip a select group o

students kept blogs, which theysent back to the United States tobe posted on Léman Manhattan’s

Tumblr blog.

I can’t wait to go to China! I nd it amazing that some-thing that started as just adiscussion in Mandarin classhas actually turned into sucha great opportunity or all o us. — Mikayla Barnett - Junior

March 15, 2012

“

We saw private reworks producby the Samuels amily. It was oneo the most amazing things I’veever seen. The next day we got upand went to the US Embassy, andlearned a lot about working intenationally rom a Foreign ServiceOcer. — Leo Gitelman - Junior

March 18, 2012

“

We visited the Great Wall o China

which was originally constructed or deensive purposes (by the Mon-golians). We were able to get to theGreat Wall itsel by a gondola, and we easily came down riding a to-boggan which everybody enjoyed very much.

— Kevin Kim - Junior

March 20, 2012

“

We keep eating great meals on th

trip. Last night we had roast duc

you eat it in a wrap with onions a

sauce and it tasted even better th

I expected it to taste. It’s a specia

ood o Beijing and it is hen hao c(delicious). Can’t wait or tomorr

and the day ater that!

— Nyree Addison - Jun

March 20, 2012

“

By Brylee Maxeld




Avoiding Senior Stress A recent New York Times article focus-ing on college counseling at New YorkCity’s independent schools raised thequestion “How soon is too soon tostart planning for the college searchand application process?” At Léman Manhattan, we believe itis in the best interest of students andparents to start the process early. Byspeaking with students early aboutthe choices that lie ahead and creat-ing a collaborative environment thatinvolves teachers, parents, and peers,we can give students the knowledgeneeded to make good choices abouteducational and career possibilitiesbeyond high school.Of course students are constantly

growing and evolving, so our collegecounseling program is designed tomeet students where they are andempower them to take an active rolein this process. Our early conversa-tions encourage students to engagein a process of self-discovery in theyearly years of high school which canhelp mitigate the stress and anxietyoften associated with the college ad-missions process in Junior and Senior years.

Five Tasks Juniors Can TakeOn Now to Lessen Senior

Stress:

Keep your coursework the toppriority. The most important pre-

dictors of future college success arethe grades that students earn in highschool. Think about it: you spend thevast majority of your time focused onyour high school academic course-work. It’s no surprise that this holdsthe most weight in the college admis-

sions process.

2 Make the most of summer. Thesummer before senior year is an

important time to pursue an experi-ence that will help you grow personallyand intellectually. Think about your genuine interests and then try toidentify a way to pursue one of themthat is meaningful to you. Think aboutall those sparks of interest that you

experience during the school year thatyou might not have time to t into your

busy schedule. Choose somethingthat sends an authentic messageabout your interests and values, don’tchoose an activity because you think itwill look good for college.

3 Start your research now. Whenyou’re able to take a break for

your academic and co-curricular activi-ties, spend that time perusing collegewebsites and guidebooks. Think abouthow all of the qualities you are lookingfor in your college and start to keepsome notes about what colleges feellike they might be good matches. Attend some college fairs and start toplan some visits. You have about sixmonths until you need to nalize your

college list, but the sooner you startthe sooner you’ll be able to identifycolleges that would be the best matchfor your personal and academicneeds.

4 Use your trusted sources. Thereare many, many people and

organizations who will try and share or sell their opinions and servicessurrounding this process. When youhave questions about this process,seek information directly from thesource: either your college counselor who speaks with college admissionsofcers on a regular basis or the

college itself. College admission

By Hillary Hewins, College Counselor

ofcers want to hear from you to

answer your questions about their colleges and are often willing to putyou in touch with current students whocan provide even greater insight. Asyour college counselor, my door isnearly always open. Bring your questions, concerns, and goals to meand I’ll support you throughout everystep of this process. College guide-books such as The Fiske Guide toColleges, The Insider’s Guide to theColleges, and The Best 376 Collegesare wonderful resources, as arewebsites such as unigo.com andcollegeprowler.com which aggregatecomments, ratings, images, andvideos from students at collegesacross the country.

Make a month by month plan for now until December (when your ap-

plications are due!). Spend some timewith me to plan which college searchand application tasks you want toaccomplish each month between now

and the time your applications aredue. This plan will include standard-ized testing, the various pieces of theapplication such as essays and lettersof recommendation, and meetingadmission and nancial aid deadlines.

This is a highly individualized process,so every student plan is going to beunique.

1

5

Léman Manhattan Prep willbecome the rst school in NewYork City to provide ull boardingservices or international students

beginning in the all o 2012. Stu-dents rom around the world willlive in the heart o vibrant lowerManhattan, a short walk to Lé-

man’s two campuses.

“New York City is such a tremen-dous destination, has such aninternational favor and is such a

highly sought-ater location,”saidHead o School Drew Alexanderin an article or the Wall Street Journal .

The dormitory-style housing

acility will be located at 37 WallStreet. Boarding will be oered orstudents rom grade 9 - grade 12,and in the initial year students will

come rom Brazil, China and Eu-rope. Two ull-time house parentswill live in the acilities with thestudents, ensuring a comortable

and sae environment.

Léman Manhattan is an interna-tional learning community thatserves students rom early child-

hood through 12th grade. Havingboarding students rom aroundthe world will build on the school’s

international ocus by allowing studentsto study and learn in a truly global set-ting.

“As an educator who has headed

schools throughout the world, I haveseen rsthand the benets or studentswho are able to study side-by-sidewith peers rom dierent countries and

cultures,”said Drew Alexander, Head o School at Léman Manhattan PreparatorySchool. “By welcoming internationalboarding students to Léman, we will

provide our students with a truly uniqueacademic environment that oers ex-traordinary opportunities to learn aboutdierent cultures and understand new

perspectives. The world is becomingsmaller and more globalized every day,and it is essential or tomorrow’s leadersto have the international insight and the

academic skills to work with their peersaround the world.”

Part o the Meritas international net-work o schools, Léman’s curriculumplaces a great emphasis on global

collaboration and the development o critical thinking. Léman Manhattan hasalready begun the IBO World Schoolcandidacy process that will result in o-

ering the coursework necessary or stu-dents to graduate with the prestigiousInternational Baccalaureate Degree (IB).

The IB program will begin all o 2013, with graduatesclass o 2015 being ully cewith the degree.

The boarding program is at or Léman Manhattan. Ao the Meritas network o sstudents at Léman Manhat

already engage in transnatprojects and cross-border ling opportunities. The 10 Mschools together educate m

than 11,500 students in EurAsia, Latin America, and NoAmerica. Léman Manhattaa sister school o Collége d

man, a school with a 50 yeatory o graduates that is locin Geneva, Switzerland.

Located in two state-o-the

campuses on Broad Street Morris Street, Léman Manhis a vital part o Lower ManWith the oering o the IB d

the school will continue to a diverse student body romYork City, while also attractternational students who renize the value o studying a

school in the heart o one oworld’s most dynamic cities

International BoardingDowntown

school will be

the rst in New

York City to

house students

rom around the

world




School Uniormsor All Students School Year 2012-2013

CalendarAugust

23, 24 New Hire Orientation

27, 31 Full Faculty In-Service

November12 Full Faculty In-Service –

No Student Attendance

21-23 Thanksgiving Break –

School Closed

February18, 19 Presidents’ Days-

School Closed

May27 Memorial Day –

School Closed

September3 Labor Day School Closed

4 Full Faculty In-Service

5 OPEN HOUSE Lower & UpperSchools

6 Opening Day of School

17 - 18 Rosh Hashanah – SchoolClosed

26 Yom Kippur – School Closed

December21 Winter Vacation Begins @

12:00 PM

March15 Spring Vacation Begins @

12:00 PM

June11 Students’ Last Day of

School @ 12:00 PM

12,13 Full Faculty In-Service

13 Faculty’s Last Day

@ 12:00 PM

October8 Columbus Day – Scho

Closed

January 20137 Classes resume

21 Martin Luther King D

School Closed

April1 Classes resume

29 Full Faculty In-Service

No Student Attendan

JulySchool Closed for Summ

Vacation!

Thank you orall you broughtto Léman and

best wishes oryour uture

Lorraine Briggs

Kindergarten Teacher

Faran Cohen

Pre-Kindergarten Teacher

Rob Cousins

Head o Lower School

Helen Graziosa

School Nurse

Maurice Jones

Cae Staf

Christopher Joyce

3rd Grade Teacher

Roger Legendre

Facilities Manager

Phyllis Lemkowitz

Enrichment Teacher

Monica Margolis

Kindergarten Teacher

Christopher J. Mateer

Woodworking Teacher

Michelle Murray

Director o Academic Tech-

nology

Steven PiMath Teacher

Elaine Winters

Director o Middle and

High School Admissions

Ashley Yelverton

Physical Education Teacher

School uniorms will be

required in the H igh School

beginning next school

year. School uniorms are

being required as they

create a sense o ambas-

sadorship and loyalty to Lé-

man Manhattan Prep High

School;

• Equalize student dress

so students will not be

known by what they

wear but by who they

are;• De-stress the daily

routine o choosing the

appropriate attire;

• Build a sense o commu-

nity spirit in the students;

and

• Encourage a sense o pro-

prietary and discipline.

We are pleased to continue

our partnership with Land’s

End to provide school uni-

orms. To view the approved

uniorms, please visit Land’s

End at:

http://www.landsend.com



BullHorn June 201228

41 Broad Street 1 Morris Street New York, NY 10004

Tel: 212.232.0266 Fox: 646.770.9577

www.lemanmanhattan.org @lemanmanhattan

acebook.com/lemanmanhattan

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