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Ciclo escolar 2018-2019, núm. 3
Creativity
GreetingsLiz PanchukHead of School
DirectoryACADEMIC AND ADMINISTRATIVE DIRECTORY
FOUNDERMargarita Arzac
HEAD OF SCHOOL Liz Panchuk
EARLY CHILDHOOD & ELEMENTARY ACADEMIC PRINCIPAL Yvonne Kogan
TODDLER CENTER PRINCIPAL Narda Vega
PRESCHOOL PRINCIPAL Stephanie López
EARLY ELEMENTARY PRINCIPAL Sylvia Karam
UPPER ELEMENTARY PRINCIPAL Pepa Pin
MIDDLE & HIGH SCHOOL PRINCIPALRosamaría Díaz-Vélez
SCHOOL ADMINISTRATION, OPERATION, AND PROMOTION DIRECTOR Cecilia Moreno
ADMINISTRATIVE AND FINANCE DIRECTOR Claudia Camacho
OPERATIONS AND SERVICES DIRECTOR Ma. Elena Ruschke
ADMISSIONS AND PUBLIC RELATIONS DIRECTOR Pilar Rodríguez
EDITORIAL STAFF Communication and Image Department Coordinator: Alejandra Torres
Graphic Designers: Carlos A. Ramírez and Jazmín SánchezEditors: Natalia Ramos and Gabriel Castro
COLLABORATORS
Alejandra García Medina, Andrea Oberhauser, Cecilia Royo, Danna Macías, Dylan Brennan, Elías Villalobos, Estefanía Salazar,
Fernando Díaz Ceballos, Gabriela Tamayo, Georgina de la Rosa, Gilda Cervantes, Gisela Ramírez, Ingrid Noeh, Linnea Palacios,
Liz Panchuk, Margarita Gutiérrez, Mory Domenech, Naomi Trego, Pablo Zubieta, Paola Oliveros, Paulina Terrazas, Pilar Rodríguez,
Rafael Díaz Ceballos, Rosi Ibinarriaga, Sandra E. Pérez, Silvia Costello, Sofía Ortiz, and Tanya Sánchez.
PHOTOGRAPHY Alejandra Torres, Andrea Oberhauser, Carlos Papaqui,
Carlos Ramírez, Elías Villalobos, Georgina de la Rosa, Jazmín Sánchez, Johanna Hernández, Karla Almeyda, Lara Parodi, Martha Mendoza,
Mory Domenech, Naomi Trego, Silvia Costello, Sofía Ortiz, and Tanya Sánchez.
Errata: Encuentro, 2018-2019, No. 2: Martha Mendoza.
ETON LOMAS Early Childhood
Alpes 1140 & Alpes 605,Lomas de Chapultepec, CP 11000, Ciudad de México
toddlercenter@eton.edu.mx preschool@eton.edu.mx
Tels. 5520-1142 / 5520-0410Preescolar SEP Acdo. #09050637, 23-08-05
ETON SANTA FE Elementary / Middle & High School
D. García Ramos s/n, Santa Lucía 220,Prados de la Montaña, CP 05619, Ciudad de México
etonschool@eton.edu.mxTel. 5261-5800
Primaria SEP Acdo. #988595, 19-01-98Secundaria SEP Acdo. #988804, 17-04-98
IBO-MYP-5397Preparatoria UNAM Acdo. #65, 12-08-80
IBO-DIP 000855
www.eton.edu.mx
I have always wondered about the difference
between creativity and innovation:
What does it take for a simple person to be either?
Is our uniqueness enough?
What most researchers agree on is that some of
the most important basic competencies for the
21st century include creativity and/or innovation,
critical thinking, communication, strategic thinking,
and problem solving, to face and deal with the
complex world we live in.
Theodore Levitt
Creativity is thinking up new things.
Innovation is doing new things.
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Editorial
From a Director’s Desk
Early Childhood
Creativity: Imagination in Action
Extended: Fostering Creativity through Reflection and Interpretation
Elementary
Turtles: Living Life in a Shell
Creatividad, investigación, entusiasmo e innovación:
ingredientes básicos para un gran proyecto
Middle School
Un escritor, una novela: La guarida de las lechuzas
High School
Personal Project
CAS
Ciencia y arte: la tabla periódica
A Project that Satisfied my Expectancy
Creativity and Costume Design
APF
Eton Day 2019
Children’s Day
Mother’s Day
Teacher’s Day
Campers at Pipiol and Kin Camp
¡Gracias!
Talent Show
A Warm Welcome
Cerramos un ciclo
A Well-Earned Retirement
Alumni
12th Grade Farewell
Class of 2019
Eton School provides a challenging academic program within an engaging learning environment.
We offer meaningful educational experiences, which support understanding, creativity, problem-solving, ownership of learning and self-discipline.
Eton students will then be capable of pursuing their life choices with commitment and joy, contributing to their community, their country and the world.
Eton School is a progressive and nurturing learning
community that embraces diversity, enhances
collaboration and provides opportunities for
individuals to develop their unique potential.
MissionVision
Index
In our cover page: Art work by 12th Grade
IB Art students.
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EditorialGabriela Tamayo
Elementary Teacher
Creativity: a Skill for the Future
uman beings are born creative. As kids, we have all
kind of tools to build original thoughts to make things in
new ways, to solve problems on our own, and see the
world with eyes wide open. But as we grow up, we lose
this ability: we make fewer questions, we do not play as
much, we suppress our internal voice, and we become
afraid to think different.
However now, our world needs creative hearts and
minds to lead the Human Race to a better place. It
needs people that dream, figure things out, and make
things happen for all and not only for themselves.
The good news is that even as adults, we can train
ourselves to develop a creative mind.
Ready to try?
H
Illustrations by Andrea Pinto, Isabela Tsutsumida, and Amélie Bretón, 4th Grade
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La creatividad es una de las habilidades naturales
más importantes del ser humano, ya que genera
ideas, conceptos, descubrimientos, así como obras
originales, útiles y satisfactorias para individuos y
sociedades; por ello, en un mundo tan cambiante, es
indispensable enseñar a los estudiantes a desplegar
dicha capacidad.
Asimismo, es un pilar fundamental de la educación,
pues involucra el desarrollo de las habilidades de
pensamiento y los procesos cognitivos que conducen a
los aprendizajes significativos. Desarrollar la creatividad
de nuestros alumnos es, además, una vía para ayudarlos
a afrontar su futuro al descubrir en qué son brillantes
y dejar que sus ideas fluyan para imaginar, inspirar y,
finalmente, innovar.
En el Colegio Eton, la creatividad se fomenta mediante el
trabajo por proyectos, el cual les posibilita expresar su
curiosidad e imaginación, aportar soluciones originales a
Pilar Rodríguez
Admissions and Public Relations Director
From a Director’s Desk
No son las máquinas las que conducen
y arrastran al mundo, sino las ideas.Victor Hugo
diferentes retos, asociar ideas y conceptos ya conocidos,
desarrollar autonomía e independencia, aumentar la
capacidad de análisis y síntesis, tener inquietudes y no
ser conformistas. Los proyectos estimulan la confianza
y la seguridad en sus capacidades para objetivos
concretos, además de permitirles descubrir talentos
que los pueden hacer destacar en la ciencia, el arte, el
liderazgo o cualquier otra esfera de la actividad en la
sociedad moderna.
Como a todos los individuos y colectivos, la creatividad hace
felices a nuestros alumnos, porque mejora su autoestima
y desarrolla su capacidad comunicativa y de adaptación al
cambio, así como en las relaciones sociales. Finalmente,
puede afirmarse que la creatividad ayuda a incrementar la
calidad de vida emocional de las personas.
Fomentar la creatividad como habilidad imprescindible en el siglo XXI
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Early Childhood
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As a group of preschool teachers, we took on the task
of analyzing and discussing documentation gathered
throughout the year in each of our classrooms. We
focused on identifying spontaneous moments of creativity
in our students and the impact these have on their
learning processes.
In one occasion, one of the teachers spread different
figures posted on sticks throughout the carpet and
allowed a group of five students to explore them. It was a
bright, sunny day, and rays of light were shining through
the classroom windows. The children noticed how
shadows appeared behind these figures that immediately
became shadow puppets.
Suddenly, the shadows were no longer there, which
aroused many questions. “Why did the shadows
disappear?” asked one child. His peers shared their own
hypotheses. “My figure got tired of making shadows.”
answered one girl. “They are hiding!” answered another
boy. One child got up and started blowing at the clouds
so they could let the sun come out again. The children’s
natural ability to generate new concepts and produce
original solutions by linking past knowledge becomes
evident in situations like this. They are constantly building
new possibilities and alternatives, as they develop critical
thinking skills at the same time.
Constructing original structures is another classroom
students’ favorite activity. One day, they decided to build a
snake. This was not an easy task because the materials
they chose had to be assembled in a specific way. This
gave way to a streak of collaborative work as five children
worked relentlessly on achieving their common goal. When
they were done, they decided to compare the length of the
snake to their own. “Am I longer than the snake?” asked
one boy. Straight away, some children observed in detail
the snake and the child, trying to perceive the difference
in size. Others decided to lie down next to the snake,
comparing their own length and size. We observe how
children creatively find different possibilities to solve the
same problem, not being afraid to try over and over again.
Accompanying children in their growth and development
implies many responsibilities, and for us, the most
challenging and rewarding experience is to constantly
question ourselves how to design learning contexts that
can enhance their innate abilities, impact their cognitive
process, and promote their critical thinking skills at the
same time.
Creativity becomes visible when adults try to be more
attentive to the cognitive processes of children than to
the results they achieve in various fields of doing and
understanding.Loris Malaguzzi
Creativity: Imagination in Action
Rosi Ibinarriaga, Andrea Oberhauser, Cecilia Royo,
Estefanía Salazar, and Margarita Gutiérrez
Toddler Center Teachers
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As a teacher, one of my goals is to
foster creativity in my students. As
we work together in all our projects,
I follow the steps that have to be
taken into account in my planning
by reflecting and interpreting the
gathered pedagogical documentation.
Afterward, I provide the children with
connecting activities that set the
pace as the topic of study emerges
and develops. I consider creativity a
core skill to practice with the children
and essential for the development of
other abilities. As I provide them with
an inspiring atmosphere, resources,
time, and freedom to express their
ideas, children become active and
engaged learners who, in turn, allow
me to understand their learning
process and nurture their immediate
needs. By closely observing my
students and their work, I develop
an action and support plan aimed at
extending their learning as they build
upon their knowledge.
Extended: Fostering Creativity
through Reflection and Interpretation
Alejandra García Medina
Preschool Teacher
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I always see our classroom as an evolving
learning environment that contains the
children’s work that represents, for
instance, the different phases of a project.
I make sure all students have access
to supplies and learning materials, and
I consistently promote collaboration
and teamwork. Finally, by planning and
preparing meaningful setups in different
areas of the classroom, children feel
invited to lead play and exploration,
making learning a meaningful and
enriching experience.
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Elementary
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Mory Domenech
Elementary Teacher
Turtles: Living Life in a Shell
The wider the range of possibilities we offer children,
the more intense will be their motivations and the
richer their experiences. We must widen the range
of topics and goals, the types of situations we
offer and their degree of structure, the kinds and
combinations of resources and materials, and the
possible interactions with things, peers, and adults.
Loris Malaguzzi
During the last three months, together, we embarked
on a learning journey to discover the fantastic world of
sea turtles. It all started with a provocation when we
invited the lab turtle to our 1st Grade class. Students
had the opportunity to appreciate the characteristics of
the turtle. Soon, they developed their natural curiosity by
asking interesting questions that led us to discover the
amazing world of sea turtles.
As a teacher, I was attentive to what the children had to
say, by enabling their cognitive process through creative
explorations, providing them with multiple experiences
that supported their understanding.
To enrich our experience with turtles, we visited the
Inbursa Aquarium, where we could admire a beautiful
green sea turtle. We found answers to our questions by
carrying out hands-on experiences.
Along the project, learners chose from a wide range of
possibilities that kept them engaged. They researched
about the seven species of sea turtles, their reproduction,
diet, and other characteristics. They had the opportunity
to learn from experts, as they discovered facts and
incorporated technology.
Learning about the importance and beauty of sea turtles
in our planet was amazing. Learners are now looking for
ways in which they could impact the environment, to
benefit both animals and humans.
Illustration by Niklas, 1st Grade
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Creatividad, investigación, entusiasmo e innovación:
ingredientes básicos para un gran proyectoGeorgina de la Rosa, Tanya Sánchez, Sofía Ortiz y Silvia Costello
Docentes de Primaria
El pasado 26 de marzo, los alumnos de 6.° grado
presentaron a la comunidad Eton su proyecto
Civilizaciones Antiguas, en el que trabajaron arduamente
a lo largo de cuatro meses, en los cuales alcanzaron
metas y superaron situaciones que representaban un
verdadero reto. ¿Cuáles fueron los ingredientes del
éxito?
Creatividad
Los alumnos mostraron un despliegue de creatividad
que los llevó a una sinergia en la que deseaban seguir
realizando representaciones. El estudio del legado de las
civilizaciones les pareció, en primera instancia, lejano, pero
al encontrar las conexiones con el presente, los alumnos
desearon compartirlo con la comunidad de manera
clara, vistosa y creativa. Es así que se logró montar una
exposición digna de llamarse Museo de las Culturas.
La creatividad también se manifestó por medio del uso de diversos materiales y recursos con los que crearon desde acueductos y sarcófagos hasta edificaciones como el Partenón y la Muralla China, así como elaborados videos en stop motion y HP Reveal, por mencionar algunos.
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Investigación
En el desarrollo del proyecto, los chicos realizaron
diferentes producciones como cuadros sinópticos,
webs, mapas conceptuales, líneas del tiempo,
síntesis mediante viñetas y más, lo que los llevó
a la aplicación de las estrategias de lectura de
comprensión, organización, análisis y manejo de la
información, y les permitió hacer representaciones
con mucho sustento.
Entusiasmo
El trabajo colaborativo entre grupos resultó un
gran reto de inicio que les permitió ampliar su
perspectiva, responsabilizarse de su aprendizaje,
comprometerse para poder compartir información
y sentirse parte de algo grande que los involucraba
como generación.
Las reuniones intergrupales se desarrollaron de
forma periódica y con la participación de diferentes
alumnos de cada salón, moderados por una
maestra de 6.° que, mediante preguntas, llevaba
a los participantes de la reunión a encontrar
conexiones entre las diferentes civilizaciones, sus
formas de vida, la organización, las creencias y, lo
más importante, su relación con nuestra vida diaria.
Estas sesiones tenían como objetivo intercambiar
información para profundizar y generar una visión
más profunda no sólo de las civilizaciones, sino
del legado cultural heredado de todas ellas. Estas
reuniones despertaron un entusiasmo en los
alumnos que nos sorprendió; esperaban con ansias
las reuniones, querían ser los representates del
grupo, preparaban sus anotaciones, y regresaban
con descubrimientos y más deseos de investigar.
Innovación
Es la primera vez que se realiza un proyecto
intergrupal basado en un solo tema central para
toda la generación con sesiones compartidas, el
cual culminó en una presentación generacional que
mostró calidad en las representaciones, profundidad
en los trabajos de los niños, sus habilidades de
comunicación al exponer y una distribución centrada en
el legado que compartían las civilizaciones.
De esta manera, los cuatro ingredientes —creatividad,
investigación, entusiasmo e innovación— llevaron a
los alumnos de 6.° grado a una presentación que es
culminación gozosa y admirable de tantos años de
trabajar con esta metodología.
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Middle School
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Un escritor, una novela: La guarida de las lechuzas
Sandra E. Pérez
Docente de Bachillerato
En la clase de Español de 7.° grado organizamos
una videoconferencia con Antonio Ramos Revillas,
autor de la novela La guarida de las lechuzas. Esta
lectura dio pie para que los estudiantes pensaran en
cuestionamientos que plantearon al escritor, quien
respondió de manera amable y precisa, con lo cual se
cumplió uno de los objetivos generales del Bachillerato
Internacional: “los alumnos utilizan la lengua como
vehículo para: pensar, crear, reflexionar, aprender,
expresar, analizar e interactuar socialmente”.1
Al cierre del proyecto, los alumnos expresaron
agrado al evaluar con mayor exactitud sus puntos de
vista; comprendieron y reflexionaron acerca de los
argumentos del autor para crear su novela, así como
las diversas acciones de los personajes; y, finalmente,
escribieron una crónica para relatar lo que sucedió
durante su charla con Ramos Revillas.
1 Programa de Años Intermedios. (2005). Guía de Lengua y Literatura, 16. Bachillerato Internacional.
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High School
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Personal Project Danna Macías10th Grade student
This project is an opportunity
to experience and learn about
anything. Therefore, I decided
to create a Streetwear fashion
collection. I was able to challenge
my creativity and design seven
fashion looks. This experience
taught me about the process
of fashion and the Streetwear
movement, as it also taught
me to work in a professional
environment. I could share my
vision in terms of design and
cultural expression.
Pablo Zubieta10th Grade student
Personal project is the biggest
task up to date that I’ve received in
school. It is a long and challenging
assignment that requires countless
hours of focus and hard work. At
the beginning, the project seems
simple and a good grade seems
easily reachable. Later on in the
school year, you realize you should’ve
worked from the beginning and
that is when the real challenge
comes in. I learned a lot about time
management and work schedule
distribution; it is essential for day to
day life. I also learned that you should
always give your 100% in any task or
assignment you receive, if not what
is the point of doing it. It was a fun
but energy taking project to do, and
the satisfaction of a well-done job in it
is something I’ll never forget.
Linnea Palacios 10th Grade student
The Personal Project is not a
big deal for some people, and in
reality, it isn’t, at least regarding
academic standards; but the
personal project is an opportunity
to explore our own tastes and
discover new talents. There
was no question whether or not
I liked arts, and I discovered a
part of me that has to do with
the feeling of nationality and how
having different points of view is a
beautiful quality, as I also learned
the world has no boundaries.
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CAS (Creativity, Activity and Service)
Gisela Ramírez, High School Psychologist (Grades 11 & 12) and High School Counselor,
and Dylan Brennan, High School Teacher
Prague
On April thirteen, students and two teachers took part in
the 10-day CAS Trip Project. CAS (Creativity, Activity and
Service), along with Theory of Knowledge and Extended
Essay, is a core element of the IB Diploma programme
and, therefore, of utmost importance to our syllabus.
Students from around the world came together to work
on a variety of projects that focused on sustainability,
community service, diversity, and consciousness. Along
with students from IB schools from places like Qatar,
Australia, Turkey, Kenya, Ecuador, Peru, and Rwanda,
Eton students ran with a marathon runner to raise
awareness for water safety, took part in sustainable
design workshops, cooked for the homeless community
in Prague, and engaged in many other worthwhile
activities.
One of the major aims of this project is for students
to see how people from other communities (both in
Prague and around the world) implement the CAS
programme for the benefit of their own communities.
Eton students can then formulate their own innovative
projects that can be developed upon their return
to Mexico. The programme was a success in that it
represented a wonderful opportunity for our students
(and teachers!) to learn from the dedication, skill, hard
work, and talent of a variety of change-makers from
around the globe. We intend to make CAS Trips an
integral part of future academic cycles, and we are
already planning next year’s trip, which will be a multi-
city project in Prague and Berlin.
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Ciencia y arte: la tabla periódicaGilda Cervantes
Coordinadora del Centro de Información y Recursos
La UNESCO proclamó el 2019 como el Año Internacional
de la Tabla Periódica de los Elementos Químicos. En
el Centro de Información y Recursos (CIR) decidimos
unirnos a la celebración y dedicar la exposición de este
semestre a dicho tema.
Invitamos a participar al Profesor Antonio Buitrón
y su generación de 10.° grado, quienes se unieron al
proyecto con gran entusiasmo.
A cada uno de los alumnos se le asignaron uno o dos
elementos de la tabla periódica para que investigara y
sintetizara la información de manera que pudiera quedar
plasmada en un cubo. Todos los cubos se montaron en
un bastidor de madera giratorio.
Me atrevo a decir que el resultado fue algo más que
un trabajo escolar convencional; se logró la creación de
una pieza artística, atractiva por su colorido y diseño.
Esta obra está provocando en toda la comunidad escolar
la curiosidad por conocer no sólo la historia de esta
herramienta gráfica publicada por Dmitri Mendeléiev
hace 150 años, sino el interés por acercarse de una
manera sencilla y comprensible a la química, una materia
considerada densa y compleja.
La creatividad no es sólo generar ideas; también es
encontrar nuevas formas de acercarnos al conocimiento.
La creatividad es el punto de convergencia entre
la ciencia y el arte.
Arthur Miller
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Paulina Terrazas
12th Grade student
A Project that Satisfied my ExpectancyThe Ability to Create Self-portraits
Since preschool, I have taken different classes
where I was given the time and space to explore
what surrounded me. And later, the liberty to build,
sometimes with instructions and others freely. The
labs, art classrooms, and other spaces around the
School granted me the ideal environment to develop
a creative mind. It has been those activities that today
allow me to apply this creativity not only to the arts,
but other subjects, such as mathematics, physics,
Theory of Knowledge, and literature. By doing this, my
critical thinking, understanding, and appreciation of
new concepts improve every day.
Now, at the end of High School, I am able to stand
outside of that thinking box and develop projects that
satisfy my expectancies. For example, for my final IB
Everybody has within themselves the ability to create.
Whoever treasures and develops this virtue is used
to systematically thinking outside the box. Their
unimaginable ideas become possible, their vague
concepts turn into originalities, and their deepest
thoughts are portrayed in harmonious compositions.
Nevertheless, it is rare to find people who consider
themselves creative. I do. Creativity may come in
different disciplines: the visual, auditive, literary and
performing arts, as well as the engineering, logical,
and philosophical reasonings. I have developed most
in the area of visual arts.
Throughout my life, I have always been very interested
in the visual representations humans may give to
whatever crosses their minds. There are materials that,
when brought together, manage to form depictions of
what was conceived in the mind or copied from reality.
For a very long time, I believed these could only be
physical, such as paintings, sculptures, photographs,
among other traditional media. However, during my
learning process at school, I have been introduced to
new media and possibilities; new windows, making the
box I think inside of, much bigger.
Final project for IB Art, 12th Grade
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Visual Arts exhibition, I created a series
of self-portraits that retrospectively
explore my identity in different stages of
my life. This is accomplished through the
demonstration of how colors can achieve
optical effects, such as mixed tones,
intensities and opacities, regardless of
the materials used; these were thought
accordingly to the stage of my life they
represent. My innovative process to
design these pieces went through my
past experiences to remember those
conventional physical materials that
surrounded me, and I assimilated them
into figurative compositions. This project
clearly shows the outcome of how my
creative mind incorporated science
knowledge about the physics of colors,
my own desire of self-exploration, and
the artistic skills I have developed.
Reliving all those experiences that
promoted creativity at Eton School,
either artistically of critically, was very
important for the result of the pieces in
the exhibition.
I am grateful for the way Eton School
has shaped and helped me treasure my
creativity and very proud of how far I have
come in guidance of my teachers here.
Early approaches to artistic expression, Nursery
Field trip to an art exhibit in CDMX, 6th Grade
Developing mural art for personal project, 10th Grade
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Creativity and Costume DesignNaomi Trego
Middle & High School Teacher
The second an actor walks onto stage the audience
should instantly know what character he is. Costumes
are the magic that makes that metamorphosis possible.
Effectively designed clothing and masks transform an
ordinary person into someone else.
In preparation for Eton’s spring performance of The Lion
King, my 9th and 10th Grade design students designed
and created dozens of unique costumes and masks.
The Lion King on Broadway, a theater production with
professional costume designers and an ample budget,
inspired students’ costumes.
My student costume designers were ingenious in
the adaptations they made to make their costumes
feasible and affordable. Each team had its own creative
challenges: for example, making a nearly life-sized zebra,
creating masks to show the regality of Mufasa and the
evilness of Scar, transforming simple cardboard into
galloping gazelles. Students used their creativity to turn
wire and fabric into believable safari animals, change
plain T-shirts into dashikis, convert simple straws into
royal crowns, alter a sweater to make Simba’s pants,
and form recycled newspaper into papier-mâché mask
masterpieces. After weeks and weeks working diligently,
the students’ creative efforts and hard work paid off
with beautiful costumes ready for production!
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construyendocomunidad@eton.edu.mx
cuidadonutricional@eton.edu.mx
Entre las actividades que organizamos en el ciclo escolar 2018-2019, en noviembre se llevó a cabo Echa la Casa por la Ventana, evento que en esta ocasión rompió récords de ventas y recaudación de fondos, y se donaron sábanas, cobijas y accesorios a la casa hogar Granja La Esperanza. En abril visitamos el asilo Corpus Christi: llevamos un lunch ligero, cuadernos para colorear, juegos de mesa, jabón y azúcar. Hicimos ejercicio y jugamos con los residentes.
En mayo visitamos el hospital La Raza para llevar paquetes con ropita y accesorios de bebé, así como cobijas y bebenetos. Además, se lograron donar 360 cobijas a varias causas. Agradecemos a toda la comunidad por sus generosos donativos, que han hecho posibles todas estas actividades, y reconocemos especialmente el tiempo de quienes nos han acompañado.
El 25 de enero se llevó a cabo el taller “Cocinando saludable” en el Auditorio Margarita Arzac.
Asimismo, durante los recreos de Primaria se ofrecieron verduras en stands saludables, para acercar a los alumnos a un estilo de alimentación benéfico.
Además, en un esfuerzo conjunto con el Colegio, el 27 de marzo se inauguró el nuevo concepto de la Cafetería, con el objetivo de que los alumnos sepan que también es rico comer sano. Se aumentó la variedad de productos y se creó la opción de barra saludable, en la cual pueden escoger su fruta o verdura favorita con una variedad de toppings.
Finalmente, el 8 de abril se llevó a cabo la plática “Mindful Eating: redescubriendo la alimentación”, impartida por Esther Shiffman y Erika Fricke, en el Auditorio Margarita Arzac.
convivesano@eton.edu.mx
Gracias a su apoyo, seguimos avanzando en crear un frente común entre padres para tener niños y adolescentes más sanos. Además de los acuerdos relativos a horarios, supervisión y seguridad para nuestros hijos, los invitamos a platicar constantemente con ellos, especialmente acerca de los comportamientos esperados de acuerdo con los valores familiares.
Ellos reciben mucha información y seguramente agradecerán su orientación. El próximo ciclo escolar, en el Colegio y en casa seguiremos fomentando una juventud sana, feliz y plena para nuestros hijos. ¡Felices vacaciones!
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Children’s Day
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Mother’s Day
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Teacher’s Day
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Campers at Pipiol & Kin Camp
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Ingrid Noeh Tewes
Mamá de Ingrid Sofía y María Regina Pérez Noeh
Es difícil poner en palabras el agradecimiento tan
profundo, grande y especial que tenemos como familia
hacia el Colegio Eton.
En 2004 murió Juan Manuel, mi marido, papá de Ingrid
Sofía y de María Regina, quienes ya eran alumnas en el
Toddler Center ; Sofi tenía cuatro años y Regis, tres.
Recuerdo muy bien las palabras de Ms. Yvonne Kogan
en el velorio: “No te preocupes, vamos a cuidar muy bien
a tus hijas”, y el Colegio ha cumplido su palabra desde
ese año hasta este junio, mes en que Sofi termina el
Bachillerato en el Eton.
Cuidar significó mucho en distintos ámbitos —académico,
social y psicológico— durante todo este tiempo, pero un
apoyo fundamental que nos dio un gran soporte y seguridad
fue contar con la beca de orfandad de la Asociación de
Becas Eton.
Saber que mis hijas tenían su educación cubierta al
100 % en una magnífica escuela, elegida por nosotros,
¡Gracias!
y que no era necesario alejarlas de sus amigas y su
entorno fue esencial para su desarrollo y proceso de
duelo en su momento, así como para su educación
escolar hasta el día de hoy.
La beca del Fideicomiso de Orfandad nos dio a las tres
la posibilidad de continuar siendo una familia Eton, de
conocer hermosas familias, y de hacer amigas y amigos
maravillosos, los cuales, estoy segura, permanecerán a
lo largo del camino de la vida; esto es algo por lo que
siempre vamos a estar agradecidas.
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Talent Show
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A Warm Welcome
Pre-kinder Pre-first
Pre-kinder students that visited our Alpes 605 campus
and Pre-first students that visited our Santa Fe campus
received a warm welcome from everybody!
They had the opportunity
to visit their new campuses next year and enjoy time
with their classmates!
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Cerramos un cicloElías Villalobos
Director del After-School Program
A lo largo de este ciclo escolar, el After-School Program
(ASP) ha tenido muchos retos por vencer, además de
las competencias habituales de las ligas locales en las
que participamos de manera activa.
Nuestros deportes han marcado diferencia en la
disciplina, el desempeño y, sobre todo, la actitud de los
alumnos, por lo cual buscamos, a lo largo del curso,
lugares y equipos en que encontraran mayor nivel de
exigencia.
A cada una de estas salidas acudieron todos los equipos
convocados siempre con la mejor disposición, al igual
que sus padres, quienes nos han permitido contar con
su presencia.
Tales competencias fueron:
• Torneo cuadrangular en el Colegio Marymount, en
Cuernavaca, el 10 de noviembre de 2018. Participaron
los equipos de Futbol femenil categoría intermedia y
varonil categoría 2007, Básquetbol categoría 2008,
así como Voleibol categorías infantil menor y juvenil
menor; un total de 80 asistentes del ASP : 73 alumnos
y 7 profesores de staff.
• Ligas de participación de nuestros equipos —Futbol,
Básquetbol, Voleibol y Porra— en los dos semestres, en
las cuales obtuvieron campeonatos.
• Competencias regionales de porra de la Organización
Nacional de Porristas en el Instituto Simón Bolívar, el
9 de diciembre de 2018, y Omega en Six Flags, el 1 de
diciembre de 2018.
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• The World School Cheerleading Championship en
Orlando, Florida, del 8 al 12 de febrero de 2019.
• Campeonato Nacional de Porra en Acapulco, del 5 al 7
de abril de 2019.
• Torneo de invitación a la ciudad de Querétaro, del 30
de mayo al 2 de junio de 2019, con la mayor delegación
asistente: 5 equipos, 63 alumnos y 9 profesores de staff.
Además de nuestras actividades deportivas, el área de
Teatro lució sus talentos con la presentación de la obra
El rey león, el 12 de junio de 2019.
Los equipos del ASP han mostrado, en cada uno de los
eventos, un excelente nivel de disciplina; una comprensión
del valor del trabajo realizado durante los momentos de
preparación y de competencia; así como una excelente
tolerancia ante la derrota e, incluso, ante la victoria, sin
burla ni prepotencia alguna hacia sus compañeros.
Por todo lo anterior, consideramos este año como el mejor
tanto en resultados como en asistencia a los compromisos
deportivos de representación, incluida nuestra primera
participación internacional. No dejaremos de buscar más
retos para el siguiente ciclo escolar.
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Catherine MorelTeacher AideEstudiosLicenciatura en Comunicación y Relaciones Públicas y maestría en Tecnología Educativa, Laval University, Canadá. Certificación como Apple Professional Learning Specialist, Apple EducationExperiencia laboralProfesora de Tecnología en el Colegio Atid durante tres años. Asesora y coach de tecnología educativa en escuelas de alto rendimiento en México, el Caribe y Centroamérica. Desarrollo profesional de maestros para la implementación de la tecnología en el aprendizaje.
Diana López ValadezSecretaria de PreescolarEstudiosLicenciatura en Ciencias y Técnicas de la Comunicación, Universidad del TepeyacExperiencia laboralEspecialista en producción y postproducción en el Estudio de Capacitación Digital de General Motors para México, Centroamérica y el Caribe (2009 a 2017). Emprendedora de un negocio propio de dulcería en Toluca y Metepec (2017 a 2019).
A Well-Earned Retirement
Tuty Armengol Paty Trejo Pía García de Letona
Our appreciation for all these years together to:
For her constant dedication in the
pursuit of our students’ integral
development, her love, kindness,
and commitment to her activities.
For her kind and professional
care to our youngest students,
and the pursuit of their well-being,
empathy, and daily smiles.
For her true commitment and
loyalty; for her unique human
touch to everyone in our Eton
Community.
We also wish success to all the Eton community members that will start new projects.
WelcomeAfter-School Program
Early Childhood
Administration
Aarón Meza GarcíaAuxiliar de futbolEstudiosPreparatoria, Universidad Tecnológica de México, campus CuitláhuacExperiencia laboralJugador profesional de futbol de la primera división en el Club América, Querétaro y Necaxa. Director Técnico en la filial de Xolos de Tijuana.
Rafael García QuintanaProfesor de taekwondoEstudiosLicenciatura en Economía, Universidad del Valle de MéxicoExperiencia laboralPracticante de taekwondo durante 22 años y docente durante 9. Tercer lugar en el Panamericano Querétaro, pentacampeón Interlinces de la Universidad del Valle de México, primer lugar como escuela en el torneo Cumbres Bosques y entrenador del Colegio Hillside.
Ricardo Rey Medina Bonilla Entrenador de básquetbolEstudiosLicenciatura en Entrenamiento Deportivo y especialidad en Básquetbol, Escuela Nacional de Entrenadores DeportivosExperiencia laboralEntrenador de básquetbol de categorías de iniciación deportiva en el G1 de la delegación Milpa Alta (2013 a 2014), profesor de básquetbol en Club Hacienda Resort Fitness (2014 a 2016) y entrenador de básquetbol de categorías juveniles y elite en Alegrilleros Básquetbol Club (2015 a 2018).
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Both the academic instruction and personal formation
that I received at the School allowed me to pursue my
vocation to become a film producer/director. During
my senior year, having the opportunity to choose my
own classes gave me a deeper understanding of what I
wanted to study. The influence of some of my teachers
was of the utmost importance for my personal and
professional development; always making me inquire
about the human condition.
After my time at Eton, I got a degree in Science in
Communications at Universidad Iberoamericana.
I also studied at Université Jean Moulin 3, Lyon,
France, S.E.L.F. and C.E.U.F. programs, I became part of
Salzburg’s Academy on Media & Global Change, and I
am the General Director of “Malandrín Films.”
My short films have received international awards
and recognition. I have worked in several films,
documentaries, and advertisements: VICE, Stella Artois,
Uber, F1, Infiniti, Renault, and my last collaboration was
with FUD in the video, Sin ti, 10 de mayo, featuring
Miguel Bosé.
Degree in Business Management and Operations
Manager in an International Company.
Being part of Eton School provided me with all the
necessary tools to achieve my goals in life. The academic
level and the teachers prepare you for what lies ahead
in college, the professional field, and everyday life. It
does not matter if you are writing an essay, answering
an email, giving a presentation, or lending a hand to a
friend, the ethical and academic values of the Eton family
will remain with you for the rest of your life. I am certain
that I will be returning to Eton School in the near future,
as a parent of an Eton student.
AlumniRafael Díaz Ceballos BoyClass of 2011
Fernando Díaz Ceballos BoyClass of 2013
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12th Grade Farewell
Paola Oliveros Rábago
12th Grade Student
With the end of high school comes the end of an era. With the end of an era comes
the inherent questioning about the new one. Once we step out of the comfort of
what has been our all through these past years, the only thing left for us to face is
the unknown, which welcomes us with open arms. It is easy to fear what you do not
know, but it is also easy to shape it, mold it and, in turn, let it mold you. You cannot
predict what you will find out there, who you will meet, and why. However, you can
embrace it, and that is the most important thing you can do. Clean the slate and
learn from the things you know are coming. Goodbyes are never easy, but memories
will always be there, tainted only by time and the sun that shone when you made
them, and new hellos should always be welcomed, so open your heart and be ready
to receive what comes next because it is uphill all the way from here.
Class of 2019Class of 2019
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A Day at Eton
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