crossroads december 2012, volume 15

When people ask me what is the difference between teaching in the Andes of Peru, the USA, or Singapore, despite the obvious differences, I respond, “None.” For me, it’s all about liking with passion your job and believing with all your strength in what you do. It is about being persistent, consistent, and doing your job as if it were your first day of your teaching career. It’s foremost and in the end all about the children.

I tailor my teaching style and techniques to meet the individual needs of the children. I challenge myself to learn and acquire new and up-to-date techniques, games, methodologies, and technologies. I want to do the best job I can to shape their hearts and minds because they are the people who will shape our future.

I have the privilege to work for this refined institution, and I am thrilled to serve the young community of learners. Children at Singapore American School have the world at their fingertips. They are the same in that they want to learn more; they want to have fun while learning and

exploring new horizons. They are avid learners and acquire knowledge like sponges. These young learners are more comfortable when exposed to experiential learning. They love kinesthetic activities, moving, expressing themselves, dancing and playing games, sharing skits and short stories, and tasting unfamiliar ethnic foods.

One strong characteristic of my teaching style through the years has been incorporating music, singing, dancing, and the use of some typical Spanish musical instruments. I use music and songs in my classes to create a relaxing atmosphere, which in turn enhances learning. It helps develop my students' ability

to remember vocabulary words and grammatical structures, and it improves their pronunciation.

Music is an important component in my daily teaching because it makes learning Spanish more fun. Songs are useful in teaching the rhythm of Spanish and informing my students about the culture. They also encourage my students to be actively involved in the learning process.

Being active learners they become more confident in their learning ability and more motivated to continue learning the language. Sometimes I use melodies from children's songs, both from my culture and around the world, and I create a song in the spur

Continued on page 4

Call me auntiePage 37

Cww experienCesPage 20

parlez-vous français?1

it’s all about the Childrenmartha castellanosPrimary School Spanish Teacher

Volume 15, Issue 2-12/13mICA (P) 056/08/2012

deCember 2012a foCus on world lanGuaGe

A singapore American school community service publication

EDITOR’S NOTE/CONTENTSSINGAPORE AMERICAN SCHOOL2

Mon crayon est jaune. That’s how I answer the question, "What do you remember from the three years of French classes you took in high school and college?" While there are situations where being able to tell someone that “my pencil is yellow” would come in handy, sadly, those instances are few and far between.

When I was in elementary school, there really weren't any opportunities to learn a foreign language. (That's what we called it back then—foreign language—as opposed to the modern and more encompassing moniker of world language that's used today.) In middle school, I bowed to the pressure of my violin teacher and chose orchestra over Spanish. Finally, in my junior year of high school, I signed up for French, and I thoroughly enjoyed it. (J'aime le français!) I even took additional courses in college.

It's hard to believe that even after years of instruction, I never used the language in real life. Oh sure, I once ordered a sandwich at Au Bon Pain and specifically requested a croissant for my bread choice. But I never had the opportunity to communicate with fluent or native French-speakers.

Imagine my surprise when, on a two-day visit to Paris a few months ago, I remembered enough basic French to read signs, try to give directions to taxi drivers, and even order at a restaurant. Some Parisians didn't seem to understand what I was saying—which must have been due to my Texan accent, I'm sure—but when I was able to communicate, the feeling was exhilirating.

These small successes speaking another language made me think. What if my language-learning had been based in real life and authentic situations rather than focused on memorizing vocabulary? While learning to conjugate verbs was très important, to do so while learning to carry on a conversation would have taken my learning to new levels.

I recently spent a couple of days visiting some of the SAS elementary world language classrooms. When I compare the experience that these students are receiving with my own, it’s easy to understand why SAS has invested in a five-day-a-week world language program in which all elementary students participate. To see these young students speaking, singing, acting, reading, and understanding Spanish and Chinese was eye-opening.

The success these students are experiencing is a testament to what a daily program that focuses on authentic use of language can do to support and advance learning. But don't take my word for it. In this issue of Crossroads you will read stories from students, teachers, and administrators from across the campus about the innovation and excitement that surrounds world language at SAS.

Our young language students have inspired me to download enough French podcasts to keep me practicing until my next trip. And if you need a yellow pencil, I have one you can borrow.

tamara Black Associate Director of Communications

regular featuresFROM THE SUPERINTENDENT

PaGE 3

PTa PaGE 17

BOOSTER CLUB PaGE 29

highlightsa MODERN aPPROaCH TO wORLD LaNGUaGE

PaGE 8

ExPLORING wORLD CULTURES

PaGE 12

MaTH MONTH aT THE HS LIBRaRY PaGE 25

PROFESSIONaL LEaRNING COMMUNITIES aT SaS

PaGE 26

BOYS xCOUNTRY: BRINGING BaCk THE GOLD

PaGE 35

NEIGHBORLINESS aT SaS

PaGE 36

FINDING COMMUNITY IN GIRL SCOUTS

PaGE 39

Crossroads is published during the academic year by the communications office of Singapore American School. It is distributed free of charge to the parents, faculty members, and organizations served by the school. We welcome input from the community associated with Singapore American School.

eDitOrialEDITOR TaMaRa BLaCk

DESIGN LINa wEE

cOntactsGENERaL INqUIRIESaND COMMENTS [email protected]

CROSSROaDS SUBMISSIONSTamara Black, [email protected] for Crossroads submissions is the first of the month prior to the proposed month of publication.

SINGaPORE aMERICaN SCHOOL 40 Woodlands Street 41 Singapore 738547+65 6363 3403 • www.sas.edu.sg

Singapore American School CPE Registration Number: 196400340R Registration Period: 22 June 2011 to 21 June 2017 Accredited by the Western Association of Schools and Colleges (WASC)

bonjour!

FROM THE SUPERINTENDENTCROSSROADS DECEMBER 2012 3

One of the benefits of living in Singapore is easy access to some of the most interesting and culturally rich regions in the world. As we approach the holiday season many of our students and families will travel to different parts of the region and beyond, hopefully providing experiences that will shape how they think about other cultures and people. The shared desire to learn about our world underscores the value that we as a community place upon the development of an international perspective.

Today our students are expected to navigate and communicate within a global context. If you take into consideration that less than 5% of the world’s population speaks English as their first language, the ability to speak more than one language is becoming increasingly important as part of a comprehensive education. After all, one of the best ways to learn about people who are different from yourself is by learning to speak their language.

Research on language acquisition tells us that the prime time for learning language is between birth and the age of six. Studies even suggest that the ability to learn new languages is so powerful in young children that they can learn as many languages as we throw their way. Some experts suggest that if a student learns another language before the age of 12, this provides the developmental platform for additional languages throughout their life, and often without an accent. We know that the earlier and more intensively language is introduced to children, the better it will serve them.

This academic year, we began offering a five-day a week world language program for students from kindergarten through fifth grade. This kind of offering is rarely found in US schools. Our families selected either Mandarin Chinese or Spanish for their children. Teachers are already reporting that students are making amazing strides in developing proficiency in their chosen foreign language. The opportunity to participate in and experience a new language every school day is paying off as students learn, practice, and use these languages in meaningful ways.

At first glance, one might wonder if spending so much time studying world language interferes with learning in other subjects. Interestingly, research shows exactly the opposite effect. Elementary students who are involved in well-designed world language programs benefit in other disciplines as well. These students show gains in math, vocabulary, reading, and recall. Studies also suggest that students have a greater ability to think creatively and divergently.

At SAS we have developed a world language program that uses research-based best practices and is developmentally appropriate for our students. From our youngest students

in preschool to our graduating seniors, SAS is committed to providing world language learning that results in strong language skills and motivates students to learn. In the Early Childhood Center, preschool and pre-kindergarten students are introduced to Mandarin Chinese. The program is centered around active learning as our youngest students begin to develop basic vocabulary and sensitivity to tones and sounds. Our elementary students participate in our five-day a week world language program. Middle school and high school students have a broader range of language choices and can accelerate through Advanced Placement language options.

With the addition of the new elementary program to our world language curriculum, we are making a long-term investment in the future of our students. Our goal is to prepare students for an increasingly global job market. And more importantly we hope that SAS students will have a love of language and culture so that they will embrace this interesting and diverse world in which we live.

preparinG students throuGh lanGuaGeDr. chip kimBall Superintendent of Schools

studies even suggest that the ability to learn new languages is so powerful in young children that they can learn as many languages as we throw their way. some experts suggest that if a student learns another language before the age of 12, this provides the developmental platform for additional languages throughout their life, and often without an accent.

Dr. Kimball practices his Spanish and puppeteer skills with students from the Intermediate School.

WORLD LANGUAGESINGAPORE AMERICAN SCHOOL4

Continued from cover

of the moment while I am teaching. Many times I do this with the kids' input.

My students love singing seriously, and in a silly way. For example, they might sing in high pitch, low pitch, fast pace, disguised voices, etc. I am

very lucky that SAS has opened its door to me and allows me to continue to share these techniques with my students.

Life has offered me a tremendous opportunity to work at SAS, and I love each minute of my teaching day. I

get tremendous satisfaction teaching these precious children, teaching them my language and my rich cultural heritage. I ask myself every day, "How much more blessed can I be?" And I remind myself every day, “It is all about the children. Do it again, Martha!"

Cuando la gente me pregunta: ¿Cuán diferente es enseñar a niños en los Andes de Perú, Lima la capital, Estados Unidos de América o Singapur (veranos en Honduras y Costa Rica), además de las diferencias obvias, les contesto “ninguna”. Se trata de amar con todas tus ganas tu trabajo, creer y tener fe con todas tus fuerzas en lo que haces. Se trata de ser altamente dedicado, perseverante y trabajar con toda tu devoción como si fuera tu primer día de tu Carrera docente. En resumidas cuentas se trata de hacer en todo momento todo por los niños.

Cuando pienso en mis estudiantes moldeo (esculpo) y modifico mi estilo de enseñanza, mis técnicas metodológicas de manera que pueda satisfacer sus necesidades y estilos de aprendizaje. Pienso continuamente en ellos a extremo que sueño con ellos.

Cuando pienso en el futuro de los niños, me fijo metas para aprender y tener más dominio de nuevas y últimas técnicas de metodología, uso de tecnología, Juegos educativos, materiales didácticos relevantes, etc. de modo que pueda enseñarles de la mejor manera posible porque luego ellos dirigirán e impactarán el mundo en el futuro.

Tengo ahora el gran privilegio de trabajar para esta prestigiosa Institución. Me llena de orgullo servir a esta comunidad de alumnos jóvenes. Estos alumnos en SAS tienen el mundo en sus manos y actúan de la misma manera que otros, ellos quieren aprender más, quieren disfrutar mientras aprenden y quieren explorar nuevos horizontes. Ellos son como esponjas que lo absorben todo. Estos estudiantes se sienten más cómodos cuando están expuestos a métodos donde puedan experimentar. A ellos les encantan las actividades kinestésicas por medio de las cuales pueden expresarse libremente a través del baile, la música, el canto, el juego, pequeñas representaciones teatrales, y degustar comidas exóticas, etc.

Una característica marcada de mi manera de enseñar a través de los años ha sido precisamente el incorporar la música, el canto, el baile y el uso de ciertos Instrumentos musicales típicos del mundo hispano.

Uso la música y el canto en mis clases con la finalidad de fomentar un ambiente en el que a la vez que se sientan relajados, puedan recordar fácilmente las estructuras gramaticales y la correcta pronunciación. Con las canciones también puedo

enseñar los ritmos de la fonética de la lengua. Simultáneamente los estudiantes aprenden cosas sobre la cultura. La música y las canciones son componentes esenciales en mi enseñanza porque estimula la participación en el proceso de aprendizaje de mis estudiantes. Al mantenerse activos, los estudiantes se sienten con más confianza en sí mismos y más motivados para aprender la lengua.

A los estudiantes les encanta cantar seriamente o de manera chistosa. Les gusta cantar en notas altas y bajas o usando voces variadas. Me siento muy dichosa de que SAS me haya abierto sus puertas y me permita continuar usando estas técnicas y métodos de enseñanza con estos niños. Aquí les adjunto una foto como ejemplo de un viaje ficticio a México.

La vida me ha dado la oportunidad de trabajar aquí en SAS y estoy disfrutando plenamente cada momento que estoy enseñando a los niños. Siento una enorme satisfacción de compartir con ellos mi lengua y mis tradiciones culturales y cada día no puedo dejar de preguntarme ¿Cuánto más afortunada puedo ser? Y cada día me recuerdo a mí misma, es “Todo por los niños¨ ¡Hazlo otra vez!

todo por los niñosMartha Castellanos, the author of It’s All About the Children, has translated the article into Spanish below.

WORLD LANGUAGECROSSROADS DECEMBER 2012 5

Singapore American School has launched a daily world language program this fall in the primary and intermediate divisions. Parents have the options to choose either Chinese or Spanish as the foreign language learning opportunities for their young children. After the first quarter of daily exposure to the language, students have demonstrated high enthusiasm for learning and have started to produce the language slowly, but at a steady pace toward developing language proficiency.

The interactive and fun learning environment provides students with a safe net to engage their learning of the language and the culture. It makes it possible for them to build a solid foundation to apply the mastered language skills in real life situations.

The newly hired language teachers brought rich teaching experiences. They are working collaboratively with the returning Chinese teachers on the new curriculum, providing high quality instruction in the classes, and on the common assessment and assessment data analysis. With the newly implemented technology, students now have a variety of tools to reinforce their learning, such as interactive promethium board and other rich resources in printing and electronically as well. Teachers have been working hard to apply technology to assist students learning especially in the area of providing online resources for students to further their practice at home and to effectively communicate with parents on the learning progress. So far, the feedback from the parents is mostly positive and very encouraging. Just to quote a few:

“Love it! My kindergartener and my 4th grader are talking to each other (in Chinese)!!!”

“ It is very good. My son enjoys everyday Chinese lessons. He tells me how to say many things in Chinese. I am very happy about the program.”“The changes to the Chinese program have made a tremendous difference in our household!

"My fifth grade daughter has done Chinese since pre-k at SAS. However, I think she has learned more in the last month than she has the last few years. Having class every day reinforces learning and gives it relevance. She really enjoys her class and her teacher. We are thrilled about her newfound enthusiasm for Chinese and wanted to share it with you!”

We are very excited about the potential of the program and about how well the students are learning.

a new look for elementary world lanGuaGesUsan ZhanGDirector of Chinese Language


The Spanish Honor Society (SHS) has been promoting Spanish language and cultures throughout our Singapore American School community. Many of our members recently collaborated with the Primary and Intermediate Spanish program to support younger students’ learning. SHS members were excited to engage the younger kids and to share their interest in the language as role models.

On a recent “trip to Mexico,” the primary Spanish classes experienced a mock immigration scenario where high school SHS members asked the younger students questions such as “¿Cómo te llamas?” which means, “What’s your name?” and “¿De dónde eres?” which means, “Where are you from?” These questions helped acquaint the students with the language. Afterward, the students went into their classrooms and played games to learn Spanish vocabulary about traveling.

A Mexican fair was held in the Intermediate School at which younger students sold food. A couple of SHS members sold horchata, a drink they had prepared, while two others asked the students questions related to their names, their parents’ names, and where they were from. Some of the vendors tried to earn money to “buy” a piñata. The “big kids” look forward to spending more time with the “little kids" in the future.

the day the biG kids joined the little onessonia parekhGrade 12 Student and President of Spanish Honor Society

Hola, comoestas? We are in SPANISH! We love that we have Español every day. It is one of our favorite classes.

We learn Español in many different ways. For example we use stories to learn palabras (words). We also use funny songs, games, actions, iPads,

and videos to learn the new words. Ethan H. says that he likes learning new words by having them in stories where kids are the main characters.

We start with learning the new words and making up actions. Profe Davison calls out the word in Spanish and then we act them out. This way, she can tell if we need to work on a word. Did you know that in order to be able use and say a word, you need to hear it 60 to 160 times? We also listen to many songs demonstrating the words.

The palabras of the week are included in the story that we learn. Profe Davison asks someone to act as the main character. She tells the story and makes the main character act it

out. The acting helps us understand and remember the story. Also, we use props such as puppets and pretend food. We practice the story almost every day. After two to three weeks we can tell the whole story. Learning a story helps us be able to say the words in different sentences, not just the sentence in the story. In the picture we are learning about Juan Carlos, the king of Spain. We can’t wait to learn more!

Español is one of our favorite classes. It is always a blast, especially with Profe Davison. She always helps us when we don’t understand. This makes it a lot easier to communicate with our classmates in Español.

español Class is funann h.Grade 5 Student


In October 2011, Dr. Susan Zhang, Chinese language director, introduced the Oral Proficiency Interview (OPI) to SAS Chinese teachers after she attended the American Council on the Teaching of Foreign Languages (ACTFL) convention in Boston. Since then, ACTFL trainers have conducted a workshop for all SAS language teachers, and several Chinese teachers attended a four-day OPI workshop in Vermont last summer.

These Chinese teachers are on the way to becoming certified OPI testers. The requirements are time-consuming, but these teachers work collaboratively and enjoy their experiences. As a result, OPI is no longer a strange name. Teachers claim that the process is a wonderful learning experience. It has already added much value to the quality of our faculty and to the assessment of students’ learning.

ACTFL Certified Testers are specialized language professionals who are authorized to conduct

OPIs and assign advisory ratings. They first attend the ACTFL Oral Proficiency Interview Assessment Workshop. Then several tasks must be completed in a given time period, which include practicing rating by listening to sample interviews and conducting a number of interviews for all levels. They also participate in an interview to determine their own levels of oral proficiency.

My thoughts and suggestions at the halfway point in my training:1. The OPI tester certification process

can motivate language teachers to maintain their OP levels because a tester with full certification needs to be at a superior oral proficiency level, and a tester with limited certification needs to be at an advanced mid or high level.

2. An OPI tester is required to be familiar with the OPI assessment criteria in rating the OP levels of interviewees. Since SAS has adopted ACTFL oral proficiency guidelines as our curriculum

expectations for the learners, it will certainly help teachers tobetter develop their teaching strategies and assessment tools to measure students’ oral interpersonal performances.

3. An OPI tester will learn to conduct an efficient and ratable interview based on ACTFL guidelines. Language teachers will apply these skills in their teaching and will have a direct impact on student learning.

I believe it is worth the time and effort to take this training. It is challenging, but I am certain teachers will feed fulfilled in the end. I would like to take this opportunity to thank all the volunteer teachers, staff, and students for helping us with the interview practice sessions. We still need more interviewees (Chinese as second language learners), so if you are interested, please contact me at [email protected]. Finally, good luck to all the teachers who are pursuing certification. I hope there will be more participants down the road!

journey to opi CertifiCationYolante panHigh School Chinese Teacher

embraCinG Chinese lanGuaGe learninG

It is a typical bustling morning at the school with the happy chattering of students making their way to their Chinese classrooms. Such a scene might seem familiar and bares a resemblance to my first day of work at Singapore American School in 2005, but in fact, very much has changed. Five new classrooms have been added, a five day language program has been launched, four new Chinese teachers have joined the IS Chinese team, and much more...

This school year presents the most challenges ever in my professional career, but I can say with confidence that it will also be the most rewarding and gratifying year. Just a quarter into

the year, I am able to talk about and introduce to students current affairs such as the arrival of the pandas, Jiajia and Kaikai at the Singapore Zoological gardens, students’ holiday plans in the target language.

I am in awe and deeply satisfied with the comprehension ability as well as the production of the students this year. Apart from focusing on the oral communication skills, the improved curriculum and program provides teachers with the opportunity to further enhance students’ ability in word recognition as well as ability to read written text that is directly relevant to their personal interests. We’ve heard and received much

positive and encouraging feedback from parents and homeroom teachers alike. Most importantly, students themselves display amazing enthusiasm in the learning. Just this morning I had Mark sharing his fall vacation to Beijing. He said to me “我去Great Wall. Great wall 很热 (I went to Great wall and it was hot).” The positive results further motivate me as a teacher to strive continuously to improve my teaching.

I am honored and proud to be part of a successful team of teachers. We not rest on our laurels but seek to see more students enjoy and embrace their Chinese language learning.

sUZanna chUanGIntermediate School Chinese Teacher


When I tell people what I do for a living, they tend to hear the words "high school teacher” and for a few moments seem to be transported back to their days as high school students. Then the subject area I teach registers with the person and I almost always hear something like, “I took three years of Spanish in high school and I can’t remember a thing.”

I quickly explain that learning a new language is like any other subject area. If you never became hooked by the subject matter—most likely because you could not see any practical use for it or you could never really engage with it—chances are that you did not feel compelled to use it on a regular basis after completing the class. Hence, many adults today can’t remember a thing from that high school language class.

As the person with whom I'm speaking nods her head in agreement, I happily reassure her that the language classroom of today is much different from the one she probably experienced. For example, long gone are the days when the grammatical rules of a language were considered

the most important aspect because this approach did not teach learners how to use the language spontaneously and naturally to communicate. In addition, language classes of today are more student-centered and hands on.

an emphasis on meaninGThe communicative approach is considered to be a much more effective way to teach a second language. It is a broad but student centered approach, and it encompasses the following general principles:

1. An emphasis on learning tocommunicate through interaction in the target language;

2. The introduction of authentic texts into the learning situation;

3. The provision of opportunities for learners to focus on language and on the learning process;

4. An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning; and

5. An attempt to link classroom language learning with activities outside of the classroom.

This approach still teaches grammar,

but it is no longer the focus of the curriculum. Instead the emphasis is on meaning. In other words, the student is given the language and the tools to successfully communicate what is needed. Errors are an expected and natural part of learning a language, just as in first language acquisition.

DiGital tools For learninGPerhaps the most fundamental change in the second language classroom today is the dominant presence of technology. In the World Language (WL) high school classrooms at SAS, gone are the days of traditional dictionaries, worksheets, language lab, and in some cases even the traditional textbook. In the high school French and Spanish classes, for example, students use an Internet connection to access their textbook. The online textbooks have interactive features that are not possible with the traditional hardback textbook. Students have commented that they appreciate the immediate feedback they receive after completing assignments on the publisher’s website.

In addition, there is an incredible array of online tools that engage students

a modern approaCh to world lanGuaGechristina popowskiHS French Teacher and World Language Department Chair


with the language they are learning. Examples include Quizlet.com (an interactive digital flashcard site) and Wordreference.com (a powerful online dictionary and so much more). Students also use educational videos on Youtube and recording tools such as Audacity, Vocaroo, or Voicethread to record themselves speaking the language. There is no shortage of websites with interactive activities for students to practice and engage with the language.

The Internet is a gold mine of authentic materials for learners of a second language. In a matter of seconds, one can locate literary texts or poetry, music, videos, newspaper and magazine articles, blogs written by native speakers, and podcasts recorded by native speakers.

Other online tools include the Google Apps suite and Blogger. Students use Google Docs and Google Presentation to collaborate in the target language on tasks such as collaborative writing assignments and projects.

Google Forms are proving to be a very useful tool in the WL classroom as well. This tool allows teachers to quickly survey students to see how well they understand a concept, or to give a quiz on the comprehension of a reading. Students have also used Google Forms to give peers instant feedback on projects and oral presentations. I am amazed at the quality of feedback and the details that students notice about each other’s work.

I no longer display student work in my classroom because students now post their work and projects on the class blog. Students are sometimes asked to comment on each other’s work on the blog. Students in my classes also have a personal SAS blog on which they reflect on their learning and sometimes post assignments on which I can give more personalized feedback.

Despite all of the wonderful things that the Internet has to offer, there is concern among parents and teachers

as well as students that the Internet distracts from learning. Consequently, there are students who prefer more traditional tools and approaches such as a hardback textbook and workbook, teacher handouts, face-to-face speaking with a “live” person, and teacher lectures (gasp!). Despite the concerns of online distractions, about 75% of students currently enrolled in a high school WL course indicated in a recent survey that technology enhances their learning.

21st centUrY skillsThe English language continues to dominate many sectors of this globally-connected world. However, the fact remains that not everyone speaks or understands English. Consequently, being able to communicate effectively in another language, along with 21st century skills, are what students will need to successfully function as adults in a 21st century society. Important skills include creative and critical thinking, problem solving, strategies to stay focused while working online, and effective communication and collaboration skills.

The results of the recent WL survey indicate that more than half of the students felt that their WL class is teaching 21st century skills. Specifically, about 60% of the students feel that their language class encourages them to be creative as learners, to think critically, to problem solve and to collaborate with their peers. While I would have liked for this percentage to be higher, this knowledge will most certainly drive future discussions within the team of WL teachers at the high school. Nonetheless, the comments indicate that overall students currently enrolled in a high school language class seem to be enjoying their experience.

On that note, I must admit that I’m looking forward to the future conversations I plan to have with members of this current generation of students. When they are adults I hope to hear more people tell me how they are still using the language they began studying in high school.

what do high school students have to say about their experiences learning a world language?

This year I really enjoy Spanish class. I like how we change things up a bit by talking in Spanish on Skype.

anouska, Grade 12

I believe that Spanish does encourage me to be more creative as a learner. I have to think of new ways to say certain things that I would say in English because the phrases do not translate easily.

spencer, Grade 11

My French class forces me to think on my own and come up with new ways to be independant and creative.

alexandra, Grade 9

When I do an oral activity, and I hear myself speaking Spanish or I read a paragraph and understand what it says, it makes me feel good that I have taken something from this class and have been able to utilize it.

rohan, Grade 10

We are speaking in conversations, and watching videos that force us to not only listen but observe and use critical thinking.

miranda, Grade 10

My language class allows me to work collaboratively with others through group projects, pair work, and by having group discussions in class. This allows you to ... practice the language without any fear of messing up.

nathaniel, Grade 11

In my French class we made a video for the last end-of-unit test. This helps me not only to learn the language, but it teaches leadership skills and how to work with other people.

Zara, Grade 9


the seCret life of a frenCh teenaGer

On the morning of October 16, 2012, the usually uninhabited benches in the corner of the SAS High School foyer were filled with nervous and excited chatter. Twenty-two SAS French 4 students were to spend the day at the Lycée Français Singapour. They would be accompanied by the French students, take the same classes they took, and speak nothing but French for the whole day.

We climbed onto the bus unsure of what was in store. Ms. Patrick’s instructions to "maximize the experience” made us all a bit uneasy. Ruffling through our papers, we made sure we had all that we needed for the day—pencils, our notebooks, and our French thinking caps. After a 40-minute suspense-filled ride, we finally reached our destination; we were closer to speaking more French in a day than we had ever spoken before. “Nous sommes très nerveux, Mme Patrick,” complained Catherine Li, a junior. But Ms. Patrick insisted that we were ready for the adventure and challenge! “On y va!”

You would assume that meeting someone who speaks a completely different language, who is from a different school, and who knows nothing about you would feel awkward. It did. We were each paired up with one or two students from the Lycée Français with whom we had previously corresponded online. Unbeknownst to our hosts at the Lycée Français, we had also peek ed at their Facebook accounts.

Here is a short poem on the process of meeting our partners:

We waited patiently called one by one approached our partners.

“Bonjour!” “Salut!”Pose, click, flash Smiling awkwardlyThen waddled off to classMarching like penguins.

Throughout the day, we got more confident speaking French and we found that we were in fact able to communicate with our partners. It was fascinating to learn about our partners’ lives—their likes, dislikes, families, friends, and much more.

When we arrived at the French school we were greeted with delicious croissants and pain au chocolat. After the first two classes, we had an hour-long lunch break. Unlike at SAS, the students of LFS are allowed to leave the campus to eat at hawker stalls. We ate a scrumptious meal of local cuisine ranging from chicken rice to noodles. Freshman Hugo Robin's meal was “delicious and unforgettable.”

“I was a bit uncomfortable because I barely knew my buddy, Franklin,” said Catie Lee, but in general everyone seemed to enjoy their afternoon adventure. Tony said, “The food in the cafeteria was simple yet appetizing.” We tagged along to class with our partners. Some went to geography class and some to math class. Unlike the American school system, the classes were separated by grades and do not mix. “It was weird being in

a class with only the people from my grade. I’m so used to being in a class with all different ages,” said Junior Libby Brown.

The teacher-student relationship is very different than what we are used to at SAS. The students interact less with the teacher and the mood is more serious and less jocular. “I feel like SAS’s student-teacher relationship is more personal and engaging. At SAS I say thank you and ask questions in my classes but my partner at LFS never raised her hand or asked questions in class,” said senior Christine Park.

They usually have six to seven classes a day that vary in length. We visited a spectrum of classes including French literature, geography, philosophy, and mathematics. While some of it was difficult to make sense of (even if we understood the language being spoken), the experience of being in a French-speaking classroom was truly worth it.

As we took our final steps onto the bus and took our last glances at the French, we breathed sighs of relief and satisfaction. What had seemed so daunting before our arrival was now time that we cherished as a way to immerse ourselves, connect with French people of our own age, and become more comfortable with understanding and speaking the language. As Liam du Preez eloquently put it, “All in all, it was a valuable learning experience.”

High School Students in Laurence Patrick’s French 4 Class


the tokyo-sinGapore expressOur AP French classes and French 4 classes will soon be communicating with students from the French school in Tokyo, LFJT, as they did last year. It is a great opportunity to learn French and develop and maintain ties with another expatriate community in Asia. We will introduce ourselves via Skype and Facebook. We will use a private social network called NING to communicate with the students at LFJT and voice our thoughts on certain topics posted on a blog. The use of technology as a means of communication is the future for learning and teaching in our 21st century schools.

We are also preparing for an

exchange with the students from LFJT. The students from Tokyo will be coming to Singapore at the beginning of March and will stay with SAS students. They will be able to experience a routine similar to that of an SAS student. Then, during Spring Break, SAS students will travel with Madame Patrick to visit the students in Tokyo. We will learn about Japanese culture and language while housed with students from LFJT. We will indulge in all that Tokyo has to offer, but will be speaking French the entire time.

To give you an idea about how inspiring this exchange has been, junior Marcel Morin has not only aced his AP French exam but is

now also enrolled in the Japanese program at SAS this year. This is an amazing opportunity for us to immerse ourselves in such a unique and wonderful culture, while also being able to practice and improve our French in a completely different environment. We are really looking forward to another exchange between SAS and LFJT!

laUrence patrickHigh School French Teacher

More than five years have passed since the day I first stepped into a language classroom at SAS as a new member of the French A sixth grade class. Throughout Middle School I studied alongside the same peers under one teacher. As we moved into High School, we became acquainted with the diverse community in which we would spend the next four years.

This continuity is one of the distinguishing aspects of language programs at SAS. Students settle into one big language family. We are challenged to become familiar with a new culture and develop skills such as independently seeking information, bouncing knowledge off each other, and achieving comprehension or recall. For example, we created

presentations on French provinces that required students to research in groups and explain customs and unfamiliar terms. We also collaboratively wrote an article about a full-day immersion trip that was completed in minutes with twenty students using Google Docs.

Language classes at SAS stimulate our minds and enhance our learning by encouraging creativity and active participation. We regularly combine new words from our growing French lexicon, construct new sentences, and formulate new paragraphs to reflect mastery of material as well as our imaginative use of it. In addition to the fully packed and productive agendas of every class, there is always French conversation flowing between teacher and students and among students themselves to ensure input from everyone. Finally, students are able to improve from periodic reflections on class participation and setting new goals every quarter.

We are exposed to an assortment of media, information sources, and tools. The textbooks we use are interactive and include vocabulary with pictures

and activities. They also contain extensive knowledge on French culture, stories and poems for reading and analysis, and videos to practice listening and understanding.

Technology is another innovative means to learn French. Powerpoints, videos, online articles, and websites complement the textbook, while tools such as Wordreference.com aid students along the way. Once in a while, we watch French movies that present the enjoyable challenge of absorbing an entertaining storyline in a different language.

As the years go by, we gradually but surely assimilate the words, customs, and trends of the French people. I did not realize it until I came upon a simple French conversation in an English book one day and read it as effortlessly as if it had been English. The SAS language program does not just teach us languages through essays or problems. It provides a number of methods for students to experience French through writing, speaking, hearing, and reading, until French becomes another part of our daily life.

parlez-vous français? catherine liGrade 11 Student


Prowling around the Internet, searching for interactive tools to help students learn French, Spanish, or Japanese, we sit in awe of technology’s transformation of the language-learning scene. Our students have the French, Spanish, and Japanese-speaking worlds at their fingertips.

Long gone are the days when, to learn another language outside of its natural environment, one studied a book with pronunciation guides, listened to a cassette tape and repeated, or attended classes with a teacher as the only speaking model. With luck, a friend might travel abroad and bring back some authentic materials: a newspaper, a record, a restaurant menu!

Today, students have access to all the foreign language input they could possibly desire, and the ability to make it meaningful by tailoring each experience to their individual needs. Take a look and you will find: • Sites where you can hear language

spoken by native speakers or record yourself and get instant feedback

from the other side of the world. • On-line newspapers, magazines,

books, menus, and recipes in the target language.

• Computer games that force you to focus on, repeat, and manipulate myriad aspects of language. All the while your mind is assimilating this information. And you thought you were just having fun.

• Apps where you can solve puzzles or test your knowledge in the target language. The buzz you feel is the thrill of learning a new language at the same time.

• Programs that give access to language-specific, student-friendly online portfolios, providing opportunities to document and revisit various stages of progress.

• Movies, soap operas, and music videos with subtitles so your mind is constantly making the connection between sounds and written symbols. Known as Same Language Subtitling, this method, championed for teaching children to read in their native tongue, is just as powerful in second-language acquisition.

Naturally, students benefit from such

a wealth of enrichment possibilities, but it is critical for them to access these tools daily within the classroom. We have the good fortune of access to laptop carts, iPads, and projectors. And as we look to the future, we imagine a transformation in which the best of both worlds—computer-based interaction and human interaction—seamlessly combine to give every child the optimal learning environment.

What will the middle school world language classroom look like a few years from now? Ten years? Twenty? Will all children have computers every day during class so that they can engage at levels precisely right for their needs? Will the furnishings be flexible to allow students to spin around into groups for face-to-face interpersonal communication? Where will white-boards and projected information fit? Will the teacher desk move from the front of the room to the center? There are so many possibilities and questions for the future. One thing is certain: the world language classroom will have to keep evolving in order to take full advantage of the miracles of modern technology.

the future of lanGuaGe-learninG is herecinDY hooD, Felipe herranZ-sancheZ, hatsUmi kUnatsU, anD marY JohnsonMiddle School World Language Teachers

explorinG world Culturessarah Becker, DoUG Bahse, anD craiG DerksenGrade 7 Social Studies Teachers

Grade 7 students celebrated UN Day on October 18-19. They explored the history, purpose, function, and goals of the UN, and participated in a variety of related activities through their core classes. Our internationally-clad students also shared in a UN Day luncheon hosted by Grade 7 moms that featured food from around the world.

Social studies students investigated the similarities and differences between world cultures through a lesson on drums across world cultures, and then engaged in a hands-on drumming activity by the Lila Drums troop. Troop leader Kelvin

and his enthusiastic crew spent 60 minutes with each group, and by the end of each session, students were playing an authentic piece of West African music. The beat reverberating from 70 djembe drums could be felt throughout the school. Other activities focused on greed, child soldiers, and issues related to water scarcity. After visiting the various classrooms, Superintendent Chip Kimball said, “Yesterday as I walked the campus I was so proud of the work that is going on at SAS. I found engaging UN day activities where students are grappling with issues that face our world, and require students to work together even with very diverse

views. I saw laughter, struggle, fun, and learning...lots and lots of learning. From music to science I was able to witness teachers and staff pushing students to think, and crafting experiences that will hopefully impact their lives forever. SAS is alive and well with creativity, care, and an international perspective.”


The much-awaited daily Chinese program in Primary School is boosted by nine Chinese teachers with rich expertise from various backgrounds. The underlying key mode of delivery is Total Physical Response (TPR) and Teaching Proficiency through Reading and Storytelling (TPRS). All nine Chinese teachers have been trained with this method to ensure young learners are motivated to learn through success in their attempts.

Our longest-serving Chinese teacher, Huali Xiong, uses an innovative approach to make learning Chinese fun and effective for young learners. She started teaching in 1983 and has taught English to Chinese speakers and Chinese to English speakers.

About ten years ago, she published a series of songs to teach Chinese to non-native Chinese children. These songs have become popular in many international schools in the world. Early this year she created more than 40 stories and hundreds of symbols to teach oral Chinese language. She named her new method TPRSSS— teaching primary Chinese through real-life stories, songs, and symbols.

With this method, students started speaking in sentences in the first week. The stories make learning meaningful; the songs are all simple and catchy. And the symbols provided direct comprehensible input, as there is no need to translate them into English to comprehend the message.

In making learning more fun and relevant, she created Miss Si Sheng who knows intonations and is associated with how we pronounce the words. Mr. Han Yu (Chinese Language) is a character for Chinese words, and Mr. Bi Hua (Composition of Chinese characters) is a personified character for the correct sequence of strokes in writing Chinese words.

With the new system, our objective is for our students to learn to converse about the topics most related to their lives at the end of the first year.

Some of the comments that Chinese teachers have received from parents:

• My son, Pranay, is obsessed with Chinese. He speaks Chinese all the time at home, even in his sleep!

• Jacob falls in love with Chinese!

• Thank you for helping Mia love Chinese; she did not like learning Chinese before.

• My son can now speak some Chinese words at home.

• I think the new program is a vast improvement.

• I am really impressed with the amount of growth in my daughter.

• Love having my son participate daily. Also really appreciate the methodology pertaining to learning language through contextual vocabulary, rather than in isolation. Learning commands and directions is very helpful. I really feel like the

new feedback from our teacher is helpful, particularly when I cannot help him very much.

• I am very pleased with the new program.

• Aryan has been enjoying learning Mandarin. As a parent, i got to see the classroom. We were very impressed with the way the classroom looked—very cozy and beautifully done. There were lots of pictures.

• Love it! My kindergartener and my 4th grader are talking to each other!

• It is very good. My son enjoys everyday Chinese lesson. He tells me how to say many things in Chinese. I am very happy about the program.

• Very good improvement!

• We are so happy. The growth Aria has made in 2 months is amazing! She talks with us in sentences whereas the previous 3 years she was learning nouns, etc. We are extremely pleased with the communication and her enjoyment of learning the language.

innovative approaCh to learninG Chinesekris anGPrimary School Chinese Team Coordinator


“Chinese language is very hard to learn.” “Do I have to take Chinese?” I realize many of my students might be thinking these or similar thoughts when they enter my class for the first time. This realization causes me to ask myself the following questions:

• How do I inspire and engage my students?• How do I help my students develop a positive attitude toward Chinese language acquisition?• How do I build an environment that may create a passion in my students to become lifelong learners of the Chinese language?

My experiences with foreign language include being a learner and a parent who observes language development in my own children. I am also a Chinese teacher with a passion for sharing the language and culture, and an educator always looking for best practices in the field of foreign language learning.

Dr. Stephen Krashen, an expert in the field of linguistics who specializes in theories of language acquisition and development, has said, “Acquisition requires meaningful interaction in the target language—a natural communication—in which speakers are concerned with the messages they are conveying and understanding.” Dr. Krashen claims that learners with high motivation, self-confidence, good self-image,

and a low level of anxiety are better equipped for success.

One way to encourage, engage, and inspire the students to acquire Chinese language proficiency is to make them the center of the learning process and empower them to be responsible for their own learning. During the 43-minute daily instructional time, it is essential that I create an immersion language learning environment. I use instructional strategies, methods, and activities that include Total Physical Response Storytelling (TPRS), authentic Chinese songs and games, and integration with technology tools.

Each strategy is intended to make the learning environment meaningful, fun, interactive, and safe. Furthermore, the strategies promote a risk-taking attitude and encourage students to apply classroom learning experiences outside of school both at home and in the real world of Singapore and other Chinese-speaking countries. The SAS Chinese Language Vision states, “The effective language acquisition involves a commitment to language learning through collaborative involvement of the school, student, and home.” Our annual Back to School Night, regular home and school communications, and the annual Middle School Parent Teacher Conferences play important roles in achieving this vision. By

combining parents’ insights and feedback with best practices, I am able to have a positive impact on my students’ Chinese language acquisition.

If it takes a village to raise a child, then it definitely takes a community to ensure student success in learning the Chinese language. It is a wonderful feeling and privilege to at SAS Middle School where so much is done to ensure student learning.

stUDent reFlections“I was very surprised when I was driving through some streets and there were a few signs in Chinese and I could read and understand them..” kira, Grade 6

“I have never imagined that I would live halfway across the world but now that I am learning a new language it is incredible.” nicole, Grade 6

“I enjoyed learning Chinese a lot this year because I can have conversations with the Chinese people outside and inside of school.” lauren, Grade 6

parent FeeDBack“This year [our daughter] has finally started to see how she can use the language to her benefit and has begun to take chances outside of the classroom.” marc

“A combination of just-implemented language curriculum and her Chinese teacher have made a BIG impact on my daughter and dramatically changed her opinion and attitude.” Xiomara

“I believe, as a parent, having seen you with my older child as well, you are one teacher who truly creates a Chinese language immersion program in your classroom and that is very beneficial for kids coming from non-Chinese speaking backgrounds.” Deepali

a Chinese lanGuaGe-learninG journey vivian linMiddle School Chinese Teacher


Using level-appropriate embedded reading materials in the beginning level Chinese classes is an effective and engaging way to provide students with adequate, compelling, yet comprehensible input.

A series of three or more readings with beginning level language elements and context helps students to develop second or third language reading strategies; enlarge and expand their vocabulary; learn to enjoy reading in Chinese characters; and prepare them to move forward on the spectrum of language proficiency development. It provides a path toward more authentic texts as students progress daily in the Chinese language. The goal is not to finish or complete a piece of reading. Rather, it is to use the reading as a vehicle to provide a target language enriched environment within the classroom.

What is embedded reading? It is a series of three or more readings of increasing difficulty from the same outline. —@Clarcq, Whaley2011

1. The first version of embedded reading is at the basic level. It can also be called the skeleton of a story. It aims at a mastery level for every student in the class. Sometimes it only contains three to five sentences with basic target phrases and structure. Please look at the example below in Chinese characters.

Jack 和 Ben 是男孩儿。他们是男孩儿。他们是哥哥和弟弟。Jack 大，是哥哥；Ben 小，是弟弟。大哥哥 Jack爱小弟弟 Ben; 小弟弟 Ben 也爱大哥哥 Jack。

2. Based on the first version, the second scaffolding level adds appropriate sentences with two or three more details by using more target phrases and structure.

Jack 和 Ben 是男孩儿。他们是男孩儿。他们是哥哥和弟弟。Jack 大，是哥哥；Ben 小，是弟弟。大哥哥Jack 爱小弟弟 Ben; 小弟弟 Ben 也爱大哥哥 Jack。小弟弟看见大哥哥吃早饭，小弟弟也吃早饭。弟弟和哥哥一起吃早饭。大哥哥看见小弟弟看书，大哥哥也看书。哥哥和弟弟一起看书。哥哥和弟弟也是好朋友。他们很高兴。

3. The last version is the most challenging. In addition to adding another two or three more details, daily Total Physical Response commands can be added to increase the complexity.

Jack 是一个男孩儿，Ben 也是一个男孩儿。他们都是男孩儿。他们一个是哥哥，一个是弟弟。Jack大，是哥哥；Ben 小，是弟弟。大哥哥Jack爱小弟弟 Ben; 小弟弟Ben也爱大哥哥Jack。大哥哥喜欢小弟弟；小弟弟也喜

欢大哥哥。小弟弟看见大哥哥坐在椅子上吃早饭。小弟弟快快地跑到大哥哥那里，也坐在椅子上和大哥哥一起吃早饭。弟弟和哥哥一起高兴地吃早饭。大哥哥看见小弟弟坐在地上看书，大哥哥慢慢地走到小弟弟那里，也坐在地上和小弟弟一起看书。哥哥和弟弟一起高兴地看书。哥哥和弟弟都很高兴。他们也是好朋友。

From the examples above we can surely see that embedded reading is not only an effective way to provide more repetition of vocabulary and structure, but also an effective way to allow for differentiated instruction and potential development of an individual student’s language abilities.

The teacher can consciously provide adequate material for all learners while also providing challenges for fast processors or learners to expand their language proficiency. Because embedded reading builds on the layers of repetition, recognition, and providing differentiation of instruction, it is a powerful tool to optimize language acquisition and reinforce students in developing their reading proficiency within the Chinese classroom.

embedded readinG optimizes learninG Chinese

JUlie ZhanGMiddle School Chinese Teacher

SINGAPORE AMERICAN SCHOOL16

Support the people and programs that make SAS exceptional.

Tuition alone does not pay for the diverse educational experience provided at SAS. We offer a broad education that fosters more than just intellectual growth. The breadth of the SAS experience does make a difference in the lives of our students.

The SAS Annual Fund details have been mailed to you.

We have recently sent you information on the SAS Annual Fund, and we are hoping to raise more than $1 million this year. Your gift will support the development of new initiative and academic programs that will ensure us that an SAS education continues to provide the skills that our students need.

Our community is the heart of our success.

Save the Date!

The school’s largest fundraising event of the year, the Star Appeal dinner will be held at the Goodwood Park Hotel on Saturday, April 13, 2013. Information and invitations will be mailed in January.

All donations made to the SAS Foundation Ltd, a Singapore Institution of Public Character (IPC), Registration No. 200813073R, or to the Singapore American School Foundation, a United States 501(c)3 charitable organization, Federal ID No. 13-6266797, qualify for tax benefits in accordance with the applicable laws of the respective country.

PTACROSSROADS DECEMBER 2012 17

Twinkling lights on Orchard Road, garlands and sparkling ornaments, Christmas carols, and festive gatherings with friends. All these things signal that the holiday season is upon us and that the end of the first term is quickly approaching. The first half of the year was a busy one for the PTA. We organized some of our most popular

events over the past few months that fostered community building while at the same time raised funds in support of school programs. Thank you to the many volunteers who were so giving oftheir time and talents in extraordinary ways to make everything happen.

In October, the PTA office went orange for a week during Pumpkin Sales. The stacks of pumpkins that filled the office were quite an impressive sight and helped to put us all in an autumn state of mind. The PTA is grateful to APL for generously donating the pumpkins and to our many volunteers for their hard work and dedication. The PTA warmly thanks High School Representatives Kim Hamby and Heather Hoffman for all their efforts in organizing the Pumpkin Sales this year. A special thank you to Tracy Faulkner and her creative Pumpkin Patch committee for transforming the Kindergarten Group Room into a spooky Halloween Night at the Zoo. The Primary School students visited the Pumpkin Patch where they were treated to stories, mini-pumpkins, gourds, and corn.

The International Food Fest took place on November 3. It was a gastronomical delight! Twelve different country booths and 73 student clubs, a record high, were represented at the event. The SAS community was treated to food from all over the world, while enjoying entertainment provided by SAS students. The 44 theme baskets filled with everything from Legos to an iTouch offered something for everyone. It was a special day at SAS that brought the SAS community together to enjoy the diversity of our population.

A special thank you to Food Fest Chair Patrice Molnar and her committee for the many hours they dedicated to coordinating the event.

“Explore New Worlds…Blast Off with Books! “ was the theme of this year’s Book Fair which took place from November 19–21. Over 10,000 books were available for purchase with titles to please both children and adults. Students in the Primary and Intermediate Divisions visited the Book Fair with their classes, and parents were invited to shop at the Book Fair as well. The PTA would like to thank Sukanya Pushkarna and her team of tireless volunteers for all their efforts in making the Book Fair a success. Countless hours of planning go into an event like Book Fair, and all the hard work was very much appreciated.

Tammy Charter, Brenda Tunnell, and their many volunteers deserve a big thank you for their hard work all year on the Scholastic Book orders. For a school our size, organizing Scholastic Book orders is a huge undertaking, which they manage so efficiently.

Even as we make plans for the holiday break, the PTA is already organizing its events for next year. The annual County Fair will be on Saturday, March 9, 2013. Mark your calendars now—you don’t want to miss it! The County Fair is the biggest fund raiser of the year for the PTA. Students, faculty, and parents join together in turning the school into a carnival of fun. Highlights include dozens of game booths and rides, food, and entertainment, and the Used Book Sale, which features over 15,000 books, DVDs, and CDs. Please consider lending a hand at the County Fair. To volunteer, please email County Fair Chair Jodie Stone at [email protected].

Wherever the holidays may find you and whatever your holidays may be, the PTA hopes you will be blessed with happiness. The PTA invites you to participate in events that are still to come in the New Year, and we look forward to seeing you there.

sas pta: buildinG Community Diane laUrentPTA Secretary

PTASINGAPORE AMERICAN SCHOOL18

PTACROSSROADS DECEMBER 2012 19

As a new student, I had to come to Singapore not really knowing much about the country. I had to go to a new school and meet new friends. For Classroom Without Walls (CWW), we went to Sedili Besar, Malaysia for three days and two nights. It really helped me to both get to know my classmates better and to learn lots (especially about crossing the border and Malaysian culture). CWW was really meaningful for me, as a new student at SAS. I think that on this trip 6th graders got out of their comfort zones and had bucket-loads of fun.

One way I learned about the Malaysian culture was walking through the local kampung. It reminded me of Indonesia, where I lived a few years back. I learned about what their houses looked like, what types of things they grew in their gardens and some things they typically did. Some differences I noticed in their one-story wooden homes were no air-conditioning and few cars but there were motorcycles. Where was the toilet? Yep, outside. We learned some Malay language and spoke to the people, especially when we bought snacks

at the local store. They spoke some English, but in the end we all said, “terima kasih” (thank you). Hey, good thing I remembered some Bahasa Indonesia from years ago! I will also never forget the sweetness of ondeh ondeh, a Malaysian dessert we cooked ourselves! The ingredients included flour, water, and green food coloring, but locals actually use Pandan leaves to get the color. We made it into balls and put a cube of sugar inside—the best part of all! “Oh, the sweetness!” Finally, we boiled it in water. I think I ate about five before I started breathing again.

Finally, I also got to play a game I had never heard of or ever played before: sepak takraw. This traditional Malaysian game is played with a hard but hollow grapefruit-sized ball made of woven rattan. Think volleyball, but the major difference is you can’t use your hands and it’s played barefoot. “Oh, the pain!!” It was difficult to play, but in the end , it was fun and it put me in takraw players’ shoes. Although we still have CWW (Classroom With Walls), I look forward to having the outdoor experience again next year. I only wish it was two weeks long!

the Cww experienCes

The minute we reached the meeting room inside the Lotus Desaru Resort, I sensed an optimistic vibe. My ears and my brain were attentively focusing on the instructions being given, but my heart was drifting off somewhere else, dreaming about all the different, fun activities we'd be doing. My eyes scanned the crowd and stopped at faces I didn't know. The first time we were out on the beach, I stayed with one of my home base friends, and followed her like the tail on a dog. For the first few minutes, I just floated by her, feeling a little out of the picture. Then a huge tide pulled us apart. I decided to swim out to another student and initiated an interaction, "Hi, my name is Nandini! I've heard a lot of great things about you..." She in turn greeted me, then one-by-one, introduced me to all her friends, thus beginning a journey of new friendships.

On our first night in our hotel room, the other girls and I gathered at the dining table to talk. One of my friends made a funny, but important comment, “What’s said at this table, stays at

this table.” Thus, our end of the day discussions allowed us to develop a deeper understanding and bond with each other, learn about personalities, and set the base to take our new friendships forward.

The next day...Splash! Everyone fell into the water one by one, like dominoes. Our home base had come up with a routine to do in the water for a synchronized swimming activity. One girl suggested that we do handstands after a countdown and spin around. Another boy wondered if we could carry one person on our shoulders, and the person sitting on the shoulders could do a Gangnam Style move to match with our skit theme. As the entire routine was not planned out by the teachers, the kids' creative minds were fully in use. Events like the synchronized swimming, scavenger hunt, and skits required a lot of team effort, cooperation, and creativity. At the end of the three days, it enabled us to get to know and respect each one's ideas better. And of course, “Together Everyone Achieves More,” showed its true meaning during our trip.

footprints...the journey of friendships

aoiFe h. Grade 6 Student

nanDini J. Grade 7 Student

This is my first year at SAS and first year in Singapore. My family and I just moved from Charlotte, NC, a fairly large southern U.S. city. When my parents told me we were moving, I can’t say that I was pleased with the news. I thought it’s a new school, new city, and new style of life. And one small factor that really hit me hard, Singapore is halfway around the world.

I guessed that my new life would be boring, uneventful, and melancholy. I was severely wrong about everything. When I found out about Classroom Without Walls (CWW) and the trip to Indonesia, I was overwhelmed but also very excited. I didn’t expect the trip to help me make new friends or help me get to know my home base a lot better. I had a blast jumping off the high dock, swimming in the ocean, and relaxing in the hammocks. I also learned to talk to people that I might have not talked to before.

Another main thing that I learned to do was just be me. Many people probably felt the same way

as I did, but when you are trying to fit into a new school, you don’t really get the time to actually be yourself. I felt that talking openly and cracking jokes without people looking at me like “Who is this new kid?” was actually normal. CWW gave me the opportunity to relax with the friends I had already made, while making new friends along the way.

This trip did a lot more than give me the opportunity to stay at a great place and be part of a lot of fantastic activities. It gave me the opportunity to bond with people and really made me feel like I belonged. I also learned about a different country and culture. Before that, I had never experienced rural Southeast Asia and it is of course quite different from both Singapore and the U.S. I know that without this trip, I would still be a dark shadow, trying to quietly blend in. Without the CWW trip, I would still feel like a new kid at SAS.

new kid on the bloCk

On the first day of school this year I felt like an ant surrounded by giants. It was my fourth move, so I thought it would be easier, but it wasn’t. When I first meet someone I’m a pretty shy person. With this move to SAS I was glad that I had people help me get around to each class, or else I would have been completely lost.

I was pretty excited that we were going on a CWW trip. At my former schools I never went on a “fun” trip, ever. It was probably going to be really awesome with all the activities. I looked forward to the opportunity to get to know the other people in my home base. This was going to be something to always remember.

CWW was really fun and interesting. I realized that everyone seemed to talk more to each other after CWW. I knew the girls in my home base more than I ever could have without the trip. I felt like I finally found friends that were like me. It showed me that it is important to speak out.

After CWW, I had a new group of pals. We could laugh and joke around more than I ever did with any of my other friends. At lunch I got to sit with all of them and they were all in my home base. I met some people through my new friends and some of them became my friends. I felt like I wasn’t that lonely and I grew more than I ever could have imagined.

wYatt G Grade 8 Student

mackenZie l. Grade 7 Student


What do you get when you bring together a two-time Caldecott Honor recipient, a National Book Award nominee, a Sibert Award winner for nonfiction, a recipient of the Coretta Scott King Author and Illustrator Award, and a Theodor Seuss Geisel Award recipient? An exciting lineup of talented individuals coming to SAS for a conference on children’s/young adult book writing and illustration.

It’s time to reserve the weekend of February 1-3 as we bring four highly acclaimed authors and illustrators—Chris Crutcher, Kadir Nelson, Laura Vaccaro Seeger, and Deborah Wiles—to Singapore for the second annual children’s/young adult literature conference sponsored by SAS. This event is geared to adults interested in learning more about the inspiration and process of writing and illustrating literature for children and teens. The conference opens with a reception on Friday afternoon, February 1, and continues with speaker sessions and book signings on Saturday, February 2. Optional half-day (morning) writing and art workshops will occur on Sunday, February 3. You might be wondering, “Why would an adult attend a conference focusing on writing and illustration for children and teens?” or “What’s in it for me?” This conference presents a unique opportunity to explore how and why literature for children and teens works. It demystifies the process and the craft of writing (fiction and nonfiction) and illustration. And, it honors the allure and magic of picture books and novels. Still not sure if this is an event for you? It is if you enjoy a glimpse into the minds and talents of folks who choose to write/illustrate for children and teens and if you enjoy inspiration—for yourself as well as for the young people in your life.

Mark your calendar to attend this exciting conference and make plans to register soon. Conference fees (including reception, continental breakfast and lunch) are $150. Optional half-day writing and illustration workshops on Sunday, February 3 cost an additional $50. Reduced rates are available for SAS teachers. Registration deadline is January 26.

For more information and online registration go to http://sasclc.sas.edu.sg. Questions? Contact Nancy Johnson at [email protected].

2013 sasclc FeatUreD speakers

chris crutcherAuthor of 11 books (including Staying Fat for Sarah Byrnes, Stotan, Whaletalk, King of the Mild Frontier) written for young adults, with short stories in 12 anthologies. Recipient of the Margaret A. Edwards Award for significant and lasting contribution to young adult literature.

kadir nelsonAwards include: 2008 Caldecott Honor recipient for Henry’s Freedom Box: A True Story from the Underground Railroad, 2007 Caldecott Honor recipient for Moses: When Harriet Tubman Led Her People to Freedom, 2009 Coretta Scott King Award Winner and 2009 Sibert Informational Book Award for We Are the Ship: The Story of Negro League Baseball.

laura vaccaro seeger Illustrator/Author of 15 picture books including Green, The Hidden Alphabet, and Dog and Bear. Awards include: 2008 Caldecott Honor and Theodor Seuss Geisel Honor Book for First the Egg, 2009 and Theodor Seuss Geisel Honor for One Boy.

Deborah wiles Author of four novels and two picture books, including Countdown and Love, Ruby Lavender. Awards include: 2005 National Book Award finalist for Each Little Bird That Sings and the PEN/Phyllis Naylor Working Writer Fellowship in 2004.

2nd annual Children’s/younG adult literature ConferenCe for adultsnancY Johnson Reading and Language Arts Teacher

CROSSROADS DECEMBER 2012 23

Through an amazing fundraising effort by grade students of Singapore American School, led by SAS teacher and ex-volunteer, Susan Carter and science teacher Sandy Hill, over $7,000 Fijian dollars were raised in order to support efforts to improve the sanitation, water, and overall facilities of Ratu Meli Memorial School in the Northern Yasawas. Hill’s students created various fundraising initiatives, such as running and reading challenges and recorded their progress on personal blogs. This initiative was tied in with a Science unit on water issues and water borne disease organized by Mrs. Hill. Students fundraised for and studied various water issues and initiatives around the world. Chris Emerson, grade 6 science, wrote the following in a Crossroads article earlier this year discussing the Middle School’s approach to integrating service learning with science, "What happens when you take the disease and water issues curriculum out of the classroom and into the world?" This is the question

we set out to answer when the grade 6 science classes recently tied in their disease unit with the school’s increasing emphasis on social service. All grade 6 students raised $16,194 for various charities which fight water borne disease, educated thousands of people, both children and adults—invented water filters, met with business leaders and saw first hand the impact they can have on a global issue. Once the funds raised for Ratu Meli Memorial School reached the GVI Charitable Trust, the construction team began work on the assessment of a disused toilet block on the school grounds. At the time there was no running water or working toilets or showers at the school. Once the assessment of the material needs was completed, GVI ordered materials that were deployed by barge to Nacula Village. GVI volunteers and staff then set about installing 8 new toilets and two showers for the students and boarders of RMMS school. The funds also covered a new water holding tank to ensure that water pumped from the nearby well could be held in reserve over the toilet block. The rest of the funds have been earmarked for further repairs to the sinks and cubicle doors as well as for paint and other much needed improvements. Today, the 126 students of RMMS school, teachers, and GVI volunteers have access to toilet facilities and showers all thanks to the creative fundraising efforts and enthusiasm of the students of SAS. In response to the project, Head Master, Manoa said, “This toilet block was constructed in 2009 and the original plumbing worked for one month.” As a result, the school had been without toilets for 3 years. He went on to say, “On behalf of the school, Nacula village, and the paramount chief, we would like to thank all the teachers, students,

and people who made this possible. We are so pleased, the children are delighted, and we are so lucky to be supported in this way.” With some of the remaining funds, a new full rainwater harvesting system isbeing installed at the school as the old cement tanks are not suitable anymore. Because SAS and GVI have helped install both sanitation and drinking water facilities at the school and it is interlinked with awareness and education—the school is now eligible, bar a few criteria, to have the program recognized as an International Rainwater Harvesting Alliance Blue School http://www.irha-h2o.org/?page_id=30. It has been very impressive to see the way these types of fundraising goals can be interlinked between SAS and cultures in a way that not only enables the success of the project but also creates a rewarding and insightful experience for the students who can enable this type of project through their creativity and motivation. The GVI staff are keen to further pursue a Students for Students fund-raising plan that would promote an exciting interaction between schools for the students and also interlink CT fundraising with further awareness of the water challenges that much of the world faces.

sixth Grade sCienCe projeCt saves fijian sChoolDaniel lUnD Country Director, GVI Charitable Trust


The Robotics Club at SAS took on a new challenge this November, as they entered the FTC Regional Challenge here in Singapore. Held at the Singapore Science Center, the challenge is a worldwide event that sends each regional winner to the world championships. This year, Singapore has thirty high schools, polytechnics, and university teams registered for the event.

The team consists of Jacob Goldwax, Maria Dougherty, Ion Ilies, Bharath Srivitsas, Shane Rozen-Levy, and Kartikye Mittal. Though all are quite accomplished in many of the required

skills for the contest, Maria is the only one who has competed in the past as part of a team.

The challenge consists of building a robot, usually about the size of a breadbox, to perform a number of tasks. This year, the challenge has three parts. In the first segment, the robot has to autonomously (i.e., without human guidance) recognize an infrared beacon and hang a ring on a post underneath that beacon. The second segment consists of a human-controlled period where the robots pick up rings and hang them on posts. In the third and final segment,

the robots get bonus points if they can lift their partner robot more than six inches from the floor.

The Robotics team is coached by Bart Millar and Meredith White. Bart coached robotics teams at his last school, and Meredith taught STEM classes in Texas prior to her arrival at SAS. This is their second year working together. Last year they took a submersible robot to Hong Kong to compete in a regional challenge against fifteen high schools and universities. The MATE contest consists of duplicating real-world marine engineering challenges, including surveying the sea floor, recovering biological samples, and assisting stranded submarines.

This year, they have partnered with volunteer computer science engineer Daniel Asto and mechanical engineers Daniel Shanks and Shaun Ng Wen Jie from 3M, who come to SAS after school to act as advisors. Bart and Meredith hope to expand the program to include more robotics class offerings, greater involvement of parents and corporate volunteers, and more competitions around the region.

Until now, the history of live debate has meant two people in the same room, building arguments and counterarguments about important topics of the day. Or just debating who is cheering for the best sports team.

That changed on November 10, when the SAS debate team used Google Hangout to join the Lincoln Cardinals debate team in Portland, Oregon, in a spirited contest. As far as is known, this is the first time two high schools have debated internationally by using video technology.

Bart Millar is the SSDC (freshman and sophomores) debate coach at SAS, and arrived last year from Oregon, where he had coached the debate team at Lincoln High School for the past decade.

This past spring he conferred with Andrew Riley, now head coach of the Lincoln team, and a former student of Millar’s. Andrew agreed that engaging in an international debate would serve several purposes: opening up new competition and friendships, offering additional practice opportunities, and showcasing the new technology

that makes this possible. Devin Kay, the SAS varsity debate coach, enthusiastically supported the innovation and hopes to use it for the IASAS team before the year is out.

Ashna Lalwani, Salil Mitra, and Sae Hun Jang arrived at 9:00 a.m. Saturday to match the 5:00 p.m. Friday time for the Oregon team. The Oregon team agreed to use Singapore style parliamentary debate rules, which involve three speakers, each offering contentions and rebuttals in eight-minute rounds, followed by a "reply" speaker who crystallizes the

sas robotiCs Club

hiGh teCh debates

Barton millar High School Robotics Teacher

Barton millar High School Teacher


arguments and explains to the judge why their side has won.

The topic, chosen and announced in advance, was, "This House would prosecute media outlets who publish photos without the subject’s informed consent." A coin flip determined which school would debate in affirmation (for) and which school would debate in opposition (against). Riley and Millar served as adjudicators, keeping the round on time and offering constructive criticism afterward. The upper-level (IASAS) debate team coached by Devin Kay has

a busy schedule in November and December. The squad is led by returning IASAS debate champions and captains Prayuj Pushkarna and Sadhana Bala. Aside from the Google Hang Out debate, the upper-level debaters will also take part in a friendly debate match against the Chinese national team who are in Singapore training for the World Debate Championships.

The debate against the Chinese national team will take place on November 12 and then on December 1 and 2. SAS will also host a friendly

debate tournament against teams from some of the best local schools.

Overall, the best indicator for the health and success of our debate program is the continued interest SAS students have shown in learning about debate. There are a number of SAS students who are not selected for tournament teams due to the strong competition for limited slots. Nevertheless, they are the heart of the program due to their commitment and their love of debate.

Who thinks mathematics can be interesting, intriguing, fun, multi-disciplinary, mysterious, compelling? Math teachers and their keen students—that’s who!

For many of the rest of us, though, an exciting world is waiting to be discovered. If you’re browsing in the library, start with the Dewey number 510. Using the online catalog, just type “mathematics,” hit enter, and you’ll find 381 books to pique your interest.

For starters, you might try An Abundance of Katherines by popular young adult writer, John Green. “Having been recently dumped for the nineteenth time by a girl named Katherine, recent high school graduate and former child prodigy Colin sets off on a road trip with his

best friend to try to find some new direction in life while also trying to create a mathematical formula to explain his relationships.”

Looking for something a bit less frivolous? Try the biography of one of the twentieth century’s most mysterious mathematicians, Alan Turing: The Enigma. The book chronicles the life of twentieth-century British mathematician Alan Turing, including discussion of his pioneering work in electronic computer design, his role in Allied control of the Atlantic during the Second World War, and his study of how the human mind works. Wow!

Hooked on cryptography? So was Irish teenager Sarah Flannery. Her story is, In code: A Mathematical Journey. Flannery won the European

Contest for Young Scientists with her project about public key cryptography —the method used to transmit secure data over the Internet. Her father, a mathematician, helped her write the book. Library Journal says, “Despite the advanced math discussed here, this will appeal to high school and college students because the author is a very young mathematician and does a commendable job of explaining how she got interested in such an intense science project.”

There’s three. Still 378 (if my math is correct) to go.

By the way, in conjunction with the library's mathematical theme, we ran a math contest designed by Mr. Roy Tomlinson. The first ten correct entries amid a wealth of submissions, earned a Subway sandwich voucher. Winners were: Hyun Do Cha, Jonathan Hsun, Sam Judy, Derek Kinderman, James Lunsford, Yong Seok Oh, Michael Ongko, Hong Seok Baik, Samuel Veloso, and Ansel Wang.

With math teachers disqualified, our staff winners were two English teachers, Mark Guggisberg, and Nanette Ruhter.

math month at the hs libraryJohn Johnson High School Library


professional learninG Communities at sas

Singapore American School serves as a leader among international schools as a result of its reputation for world-class teachers, premier facilities, and gaining great academic results from inquisitive, motivated, and ambitious students. Over the years, SAS has embraced the latest educational research and pedagogical best practice to ensure that we are creating the best learning environment for our students.

Recently, this commitment has included initiatives such as Differentiated Instruction, Curriculum Mapping, Standards-Based-Assessment, Readers & Writers Workshop, and our Technology Integration programs, to name a few. Connecting and integrating all of these important teaching and learning strategies is a best practice that SAS has adopted as an institutional commitment: Professional Learning Communities or PLCs. The research is overwhelmingly clear that the single best strategy to improve teaching and learning institutionally is to create PLCs throughout a school organization.

so what is a proFessional learninG commUnitY, anD how Does it work?According to Dr. Rick Dufour, one of the leading experts on PLCs, “A PLC is a team of professional educators who are committed to working collaboratively and interdependently in on-going processes of collective inquiry and action research in order to achieve better learning results for the students they serve.”

In other words PLCs are teams of teachers engaging in focused conversations about students and their learning. When extended to include all of us, PLCs commit parents, teachers, administrators, and students to creating a climate of learning from each other.

In order for these conversations to have the desired impact there are three Big Ideas that we need to embrace as a learning community.1. learninG is the primarY

FocUs oF schools A school being learning-focused may seem obvious or even simplistic, but the implications of this focus statement have a profound impact on how we do school. A learning-focused school (as opposed to a teaching-focused school) is only satisfied when students have learned the intended learning targets rather than when teachers have taught the material. This means that teachers will do everything in their power to help all students master and provide evidence of mastery of each essential learning target. The traditional idea that it is the teacher’s job to teach and the student’s job to learn is a paradigm that is challenged in a learning-focused school.

2. collaBoration is the keY

to lookinG at eDUcational Best practice anD stUDent resUlts Teaching has traditionally been a very private profession. Teachers, particularly in schools like Singapore American School, are hired because of their content expertise and proven teaching skills. They are released to independently teach the material to the best of their ability. The research, however, is increasingly clear (both in education and industry) that our best work comes when given the opportunity to collaborate with other experts. There is no doubt that teachers, even great teachers, are better equipped to meet students' needs when given opportunities to learn from colleagues and explore new teaching strategies.

3. stUDent resUlts rather than intentions are how we assess oUr eFFectiveness as teams If learning is our singular focus then we cannot measure our success by any other means than the evident student learning. Professional Learning Communities create a culture where teams of teachers are vulnerable enough to speak openly about their students’ learning and strategic ways to improve or extend student learning based on the evidence at hand.

what Does a proFessional learninG commUnitY Do? how Does it work?Professional Learning Communities are quite simple really. They create time and structure for teachers to routinely ask the four critical learning questions:

1. what Do we eXpect stUDents to learn? This question helps us identify and agree upon the desired learning objectives and common standards at the beginning of every unit of study. Do we all have a common understanding of the ideas, concepts, or skills that our students need to know by the end of this unit? Note that PLCs do not require teachers to teach content in the same way. In fact, quite the opposite is true as teachers are encouraged to use their individual strengths, creativity, and teaching strategies as long as they are teaching toward the agreed upon learning standards. Teachers don’t test what was covered in class; they orchestrate learning around big ideas and essential skills that students must know and be able to do.

2. how will we know when theY have learneD? This question helps us develop

Dr. tim stUartHigh School Principal


common assessments and focuses our attention on mastery of knowledge and skills. One of the most important agreements that PLCs make is to have a very clear understanding of what mastery means at that particular grade level. Teachers who teach the same course (or grade level) must agree on what an “A” or “Exemplary Work” looks like. What level of proficiency is required to get a “B” or to “Meet Expectations”? This question speaks directly to our commitment to clarity and consistency throughout our courses and grade levels.

3. how will we responD

when stUDents aren’t learninG? This question helps us develop an intervention plan for students who don’t understand the essential learning outcomes as identified through the common assessments. Do we need to reteach the material for a group of students? Does a particular student need individualized help? How will we ensure that we do everything in our power to help students learn at the highest level?

4. how will we responD when stUDents alreaDY know what theY are eXpecteD to learn? This question is particularly powerful in the Singapore American School context, where many of our students are already learning at very high levels. It helps us make sure that students are being challenged at the appropriate level and pace. Is this student in the right class? Can we provide accelerated learning opportunities beyond the curriculum? How do we enhance learning for students who already know what we’re about to teach?

By providing weekly time and structure for teachers to ask themselves these questions, we dramatically increase our students’ chances of learning in an atmosphere of high expectation and high support. It will also help students reach desired

learning targets while we provide the support needed for those students who are either struggling to learn or needing acceleration beyond the curriculum.

what are plcs not?• A program that dilutes academic

rigor and high expectations.• A structure that kills the everyday

magic in a teacher’s classroom.• A way to use student achievement

data to evaluate teachers.

what Does this mean For sas?• SAS is committed to creating a

teaching culture of interdependence instead of independence.

• When it comes to teaching, we emphasize that a group of professional learners, rather than individual experts, will assume responsibility for implementing curriculum, conducting meaningful assessments, and delivering effective instruction.

• SAS is making a school-wide time commitment for PLCs to meet on a weekly basis.

We are very excited about the introduction of formal Professional Learning Communities at Singapore American School. We believe that this fundamental shift will have a significant impact on student learning and teacher professional growth. We look forward to taking this journey with you and look forward to your thoughts and feedback along the way.

A few anecdotal comments from teachers regarding their experiences with PLCs:

The PLC permits my style of teaching to stay true to myself while allowing my assessments to become standardized and improved with the help of my colleagues.Jason adkison, hs social studies

No longer is it “my students versus their students;” instead, it becomes As a PLC, we are responsible for making sure that all students succeed.

sara Donovan, hs math teacher

PLCs allow us to consider brave innovations.

tico oms, hs chair of tec

Working in my PLC has caused me to approach my class in a slightly different way, energizing my teaching. At first I was dubious but the results have made it worthwhile and I’ve gained respect for my colleagues.

rick silverman, hs english teacher

The focused time with my PLC partner allows two heads to essentially produce greater alignment between our curriculum priorities, practices, and assessments, as well as higher quality rubrics. Our discussions are more reflective in nature now, especially as we consider what it means to 'assess’ our students.

Jean rueckert, hs spanish


Meeting in PLCs is the best professional development because

we consistently engage in stimulating conversation about our practice,

sharing ideas and collaborating on common assessments, which

ultimately benefits all of our students. stacy Jensen, hs english

We are able to better use our collective creativity as we share ideas and lesson plans.

peter clark, ms pe teacher

The move toward a truer and more tightly directed PLC model has already served to focus our team discussions. More intently and collaboratively than in the past few years, we are working to define desired student learning outcomes, determine most effective ways to provide evidence of student learning, and optimize learning for all students. Team functioning and consistency in practice is bound to continue to improve as we work through the prescribed processes.

michael medved, Grade 5

I’m so excited about PLCs! They can provide the team with a framework for how to prioritize what we do. By

focusing on student work and specific goals, we can continue to 'focus our focus.' I love it!'

kathy cullen

I didn’t realize the power of PLCs! PLC groups have the power to make a difference in the education of children.

marielle ropicky, rla support

The PLC’s have already helped to direct my teaching in a more focused way. The PLC meetings help our team become more united in what we teach and how we teach it. Students will benefit from these meetings as they help to make the learning more meaningful. It makes us look at what we are teaching, why we are teaching it and helps us to ensure the students know why we are teaching it as well. It makes the learning more meaningful for the students. I look forward to getting lots done this year. It’s inspiring.

Delaena Ganske, music k-2

PLCs have given us direction to explore and uncover what we feel is important in our students’ learning of music. I feel our discussions

and production of student 'I Can' statements for each grade level has provided great clarity. The statements immediately allowed me to focus my personal teaching and planning, which then has impacted student learning in a positive way. I’m excited to continue this work with my team!anna k. criens, intermediate music

PLCs are a way to actively enrich and strengthen our current music teaching practices while giving power and energy to creative solutions that will improves student learning for all.leanne pepple, intermediate music

I think for me the PLCs satisfy my academic side; my need to really think deeply about my philosophy as a teacher, the purpose of curriculum, planning instruction, and to research best practice. The best part is that I get to do all this with a talented and passionate team!

Danielle carrier, Grade 3

I am so thrilled SAS has moved toward PLCs. I have always been a proponent of professional learning opportunities and have benefitted immensely from PLCs. Last year I worked with a group of fifth grade teachers to develop an essay writing unit; we shared ideas, student work and assessments. My students' writing improved quickly as there were many professionals evaluating their work.

kate Bucknall, Grade 5

Even though our PLC work had been satisfying and productive in previous years, we have already seen an improvement in our conversations as we begin to implement agreed upon norms for our meetings. Our most recent focus on improved communication skills and awareness has already made an impact on the quality of our discussions.

mary Bisset, Grade 3

BOOSTERCROSSROADS DECEMBER 2012 29

Dear Parents,

Happy Holidays from the Booster Club! The first semester is quickly coming to a close, and we wish all

our students good luck with their finals as we approach the dreaded semester exams. Boosters will be giving out free popcorn December 14 to all students as a fun way of celebrating the end of the semester.

We would like to thank everyone who supported the annual Trivia Night, especially our host, Ian Coppell. Our hope is to continue this event, and we would welcome any feedback on ways to improve the evening.

Please also note that Boosters will be bringing you the annual Fashion Show on January 25. This event includes a large number of our High School students and is always a treat. The BBQs will also be fired up, so please plan on joining us for some burgers and fashion!

The Booster Club would also like to remind all families about the Winter Collage Concert, December 14 at SAS. Our school is blessed with many talented students, and I’m sure this will be an evening you won’t want to miss. In addition, mark your calendars for IASAS basketball, January 31–February 2. SAS will be hosting the boys/girls basketball portion of this tournament, so you will want to come out and cheer for our SAS Eagles.

We wish our SAS families a happy holiday season and look forward to seeing everyone back in Singapore mid-January. Before going home, please stop by the Booster Booth for a little Christmas shopping. Our design team has worked hard to bring in some surprises for the holiday season.

The Booster Club is always looking for new volunteers and welcomes all parents to join us at any of our monthly meetings.

Go [email protected]

Have you seen the newly designed SAS sweatshirt? The design team worked with the High School principals and the Athletic Office to create a sweatshirt that would unify the student body while allowing individuality in how the students can personalize it.

The choice of the white or blue sweatshirt is consistent with school policy. While the zip front gives it a new look, the new lighter weight fabric should be a bit more comfortable to wear.

High School students have options to individualize the sweatshirt adding their initials and graduation year on the sleeves and listing their sports and clubs on the back (or choose to leave as is without adding anything at all).

One printing company in Singapore has been chosen to do all the printing, which will ensure consistency in the quality and speed in the 10 day turnaround time.

The sweatshirt must be washed and line dried before being sent for the printing process. Pricing for printing on the sleeves is $12 and for the sport/club name on the back is $5 per line with up to 15 characters.

Please note sweatshirts will shrink especially if placed in the dryer. All sweatshirts should be tried on prior to purchase.

booster Club

spirit by desiGn

maria cremaBooster President

BOOSTERSINGAPORE AMERICAN SCHOOL30


iasas Champions! aGain!Jill FrienD, PE Teacher

The Girls Varsity Volleyball Team became IASAS champions for the second straight year! It was a short season in which we piled in as many wonderful memories as we could; early morning practices followed by intense conditioning sessions, travel to Bangkok to win a one-day tournament between the international schools of Bangkok, Kuala Lumper and Jakarta, games against local schools and women's club teams throughout the season, grass volleyball in a storm, teammate target practice, Fukahara and Swedish TwoBall warmups with the boys team, team sleepovers, team shirts and hair ribbons, Wacky Tacky Day, and remote controlled machines, to identify only a few. The team is made up of the following athletes: Seniors Maggie Abeles (Co-Captain), Megan Cosgrove, Rachel Law, Alex McConaghy, Tayla Marsh, Larissa Schot, Junior Allena Ferguson (Co-Captain and All-Tournament), and Sophmores Tess Nelligan, Rachel Wallace, Claudia Krogmeier (All-Tournament), Victoria Chou (All-Tournament) and Izzy Tan. This has been a very special team to coach for both Susan Greaney and myself, and we are going to miss our daily contact with them very much!

A special group because every one of these young ladies conducts herself in a positive and respectful manner both on and off the court. They are scholars, musicians, and models, and come to every practice with a smile, upbeat attitude, ready to work hard and determined to improve. We coaches truly respect each one of these young ladies. Along with these athletes, we want to thank the parents for their support and the Activities Office (Mimi Molchan, Kim Criens, and Nattasha Jamaluddin) for all the work they put into making our season run smoothly. Also, to the Greaney and Friend/Miller families who essentially lose us during the season, thank you!

The final IASAS tournament was held at the International School of Kuala Lumper, and the team showed they were in control from the beginning. Playing in the heat and humidity didn't seem to faze the group. Serves were strong, passing was accurate and attacking was powerful and well-placed on the court.

We lost to Bangkok in the round-robin, which only fired the team up to beat them in the final. We breezed through a semi-final against Jakarta International School, and met Bangkok again in the final. We controlled the game from the beginning and played smart and in control, winning the first two sets. Bangkok found a way to come back and win the third but it wasn't enough, and we came into the fourth set with strong serving and smart net play, winning gold in 4 sets. What a pleasure to see the girls get gold medals hung around their necks as a culmination for such a wonderful season. As much as winning the gold medal is an important goal (and now memory) for the girls, it's the smaller things that make being on a team so special. It's the friendships that were formed because of a mutual understanding of what each player sacrifices for an ultimate goal. It's a shoulder to lean on when you're feeling down, and a safe group to belong to and be yourself. A team is something you work for, sacrifice for, and rely upon.

Here are just some of the memories the team has from the season.Every girl on the team contributed to the success that we achieved over the last 3 months. I know I will look back at this season and remember all the life lessons and crazy memories that we shared together. We are more than just the numbers on our backs; we are a group of individuals that have come together as a family. - Alex

I've never been on a team that's felt more like a family than this one. Volleyball took on a new meaning for me; it wasn't just another sports season, but an experience of hard work, inside jokes, and fun memories.” - Izzy

I think it's cool how we have a really different group of girls this year, but we were still able to come together as a team. - Tess

I am glad to be a part of a team as great as we were. We are all like one big happy family. - Larissa

Truly the best team. There was never a ‘boring’ practice with these girls. We all had so much fun. I'll miss the seniors so much next year, but I am excited to start next season. - Allena

We are a hard working and energetic team, which allowed us to get gold at IASAS and I'm proud to have been a part of this year's varsity volleyball team. - Victoria


boys soCCer in iasas finals tim ZitUrBoys Soccer Coach

CapturinG volleyball Gold JareD BilDFell Boys Volleyball Coach

The SAS journey to IASAS was filled with great preparation for the three-day event. If you can imagine playing six soccer games (shortened by only ten minutes over regulation) over three days in the Southeast Asian heat, then you know that the players must be fit and ready.

However, the first game against ISKL looked like we weren’t ready. We gave up a couple of goals in the first half and were down 2-0 at half time. The half time talk was one of optimism, and we knew we could come back in the second half. And did we ever. A goal by Kevin Maedomari got us going and helped us believe we could come back. We still needed one to tie and another to win. Donald Riegger came to the rescue. He scored two goals on his own efforts to put us level and ahead in very topsy-turvy game.

In the second game, we played our regular round robin match against ISB (international School of Bangkok).

Playing the home team is tough but we came out with a 2-0 win. The next morning, we faced off against a scrappy Taipei American School (TAS) team and held on for a 2-1 win.

On Friday afternoon, we played the International School of Manila (ISM). A win would put us into the final. This game shows how equal the teams of IASAS soccer are. ISM finished in last place overall, but they beat us 4-2. We gave up some uncharacteristic soft goals, but ISM still was able to bring it to us. Top to bottom, IASAS soccer has to be the most competitive of all of the boys’ sports.

Going onto Saturday morning, we had to get a tie or a win in order to make the final. The first half was lively, with Maayan Misra and Rigas Rigopoulos scoring two great goals to put us up 2-0 at half. JIS needed a win to get to the final and they showed the desire in the second half. They dominated us in that half and scored two goals to

bring it level. We held off a barrage of attempts by JIS in the final minutes to maintain the tie and a place in the final.

In the final, we had a rematch of last year’s final against ISB. Our boys played extremely well and gave ISB very little. Our chances were mixed in the first half, but we did control much of the play. In the second half, their talented midfielder hit a long range shot that hit the underside of the crossbar and came out nicely for their forward to put away. This was their only solid chance of the game and they made the most of it. At the end, we were throwing everything at them and had two excellent header chances that their goalie had to come up big on to make the saves. We were so close, but ISB prevailed with 1-0 win.

The coaches would like to thank the players for a great season. They were one of the finest groups of young men I have had the pleasure to work with.

The 2012 season for the varsity boys volleyball team was supposed to be a year of rebuilding. Someone forgot to tell the athletes on this year’s team. From the first practice until the season's end, the boys came together as a team, played with heart and intensity, and developed into one of the most successful teams that SAS has produced.

The team defeated St. Hilda’s for the first time in recent memory, they

defeated men's club teams within Singapore, and won the volleyball exchange in Bangkok with an undefeated record at the tournament.

The team finished the season with an overall record of 15 wins and 5 losses. But more important, the boys developed into a close unit and showed respect to their opponents, the officials, and their teammates.

The culmination of the season

occurred at IASAS in Kuala Lumpur. The team started well but then struggled in their next two matches. However, the boys overcame adversity and a gym filled with people cheering against them and pulled together to play their best volleyball of the year in capturing the IASAS gold medal for the second year in a row. Winning the gold at the tournament was a fantastic accomplishment for the athletes on this team. They showed great toughness and strength of character to achieve their ultimate goal. Well done, Eagles!

The Eagles are Kory Sansom, Gabe Zink, Tony Crema, Vince Favati, Ben Sardjono, Matthew Ooi, Kwang Oh, Pramana Sanusi, James Khoo, Andrew Blackmon, Andrew Crema, Nick Sardjono, and Rohan Bharvani. The Eagles are coached by Jared Bildfell, and Zach Evans.


defininG the soCCer season kat hYslopGrade 12 Student

We huddled together, arms around each other’s backs and tears streaking down our faces. Behind us, the score read 0-2. Two minutes earlier, as the final whistle blew, a mass of spectators poured onto the field to congratulate the Bangkok girls on their win in the championship soccer game. It was one of many defining moments in our season. Together, we had experienced triumph and disappointment. We had become a team of sisters, and somehow, that made the sting of defeat just a little easier to bear.

We remember this year’s IASAS tournament by more than our second place finish. Memories such as winning 3-0 over last year’s silver medalists Manila, tying arch rivals Jakarta for a spot in the championship game, rapping to Eminem, dancing to Call Me Maybe, and devouring a shocking amount of baked goods will remain with us for years to come.

This year’s program saw a considerable amount of change. Not only did we receive new uniforms, but we also said goodbye to an SAS legend, Don Adams. After 25 years of

coaching, he handed the task over to Tico Oms and Geoff Rodocker.

Returning players felt the changes. There were new warm ups and drills, and fewer days off. Girls moved to different positions, and junior varsity and freshmen players were invited to try their skills at the top. Competitive spirit was high as IASAS spots were limited to 16 girls. In the weeks following our soccer exchange, the intensity amped up.

Our high level of competition was matched by a high level of skill and prowess. We played a passing game of possession and patience, and as many coaches and fans will tell you, this is one of the most difficult aspects to control. Until this year, I had never played on a team known for making soccer “beautiful.”

SAS girls’ varsity soccer versus the Singapore National Team is a game that the coaches frequently revisited in the weeks leading up to IASAS. We tied 0-0 in a match that displayed our skills and an unreal fighting spirit. They were an exceptionally tough team, but we proved that so were we.

In addition to our successes on the field, team bonding and camaraderie brought us closer. Even after a long day of school, none of us were happier than when we stepped on the field for practice.

It would not have been a successful season without the support we received. To the parents, thank you for braving rain and heat to watch us play. To the athletics office (Kim Criens, Mimi Mulchan, Tomo Tanabe, Natasha Jamaluddin), thank you for seamlessly dealing with paperwork, injuries, uniforms, and other bits and pieces.

For the five seniors on the team, it was extraordinarily difficult to say goodbye. This was a group of girls with awesome talent and a knack for making friends. It was a team composed of some of the most hard-working, earnest, and compassionate students in the high school. They became my crutch after a bad day and the cherries on top after a good one. They taught me what it was like to set aside my own concerns and care for something bigger than me. Girls, thank you for being there. I wish you all the best for next year.

The 7th annual SAS Marathon Club for Intermediate School students set an all time high for signups and finishers. During September, they had the option of running an early morning mile or doing it on their own after school at a supervised area near their home. Many enjoyed the companion running that was supervised by PE teachers on the HS track.

Thirty-five marathoners did a special mile during the girls' soccer half time break during a Friday Night Lights. The crowd was supportive and Athletic Director Kim Criens made the event worthwhile for everyone.

Another new integrative focus was using pedometers to track how many steps each student's mile tallied. When we had a rain out day, we used

the pedometers and ran in the gym.

The final event included our own Eagle mascot and the newly victorious HS IASAS Cross Country Team who met us at the track to run a victory lap celebrating the end of both groups' fine season. It was a great way to inspire young runners to go elbow to elbow with our HS team and coach.

With a morning total of 2,323 miles and a grand total of 5,876 miles for 226 runners, SAS has some fine young runners building healthy habits and developing a running spirit to serve themselves and maybe even an IASAS cross country team in the future. Thanks to the PE department, instructional assistants, and IS teachers who supported the Marathon Club. There are some proud red-

shirted marathon finishers this season.

Our next PE special event is the annual Basketball Shoot Out competition in December. Watch for information. As for the Marathoners—keep on keepin' on!

another runaway suCCess mereDith Bell anD laUra schUsterPrimary and Intermediate School PE Teachers


an iasas reCord for Girls xCountrykaneen GomeZ-hiXsonGrade 12 Student and Girls Cross Country Co-Captain

Any cross-country captain considers herself lucky when she has a team that is willing to work every day, 7 days a week, come rain or shine. This being the case, we were so soaked in luck this season that we left puddles when we walked.

When every single girl who tried out for the team ran under the required 7 minute 30 second cut off, we were astounded. We should have known that it was only a sign of the insane season to follow.

We could not have asked for a better group of girls. Every practice, each supported and encouraged their teammates to push themselves. The season began with many separated groups, but in the end we came together. There was not one girl who didn’t show up every practice with the intention of running until she couldn’t

run anymore. They truly showed their dedication to the team.

We plowed through everything together. Nothing—no early morning darkness, no raging fires in Malaysia, and no rain on the pier—could halt our girls. The only time we slowed down was to avoid the cross-the-line-before-the-coach-and-buy-them-Subway penalty. We were given the opportunity to lead these amazing girls and were so lucky to be given this chance.

Each and every member was there with a goal to do their best, and each ended up greatly improving by the end of the season. It was a pleasure being a part of the team; we were all there to do something we loved. Throughout the season, we participated in several races in Singapore. Through these we were

able to get a taste of what it was like to race cross-country. Cheering each other through the finish line, our runners not only supported one another, but showed incredible team spirit.

Seven girls were selected for IASAS in Kuala Lumpur: Alexis Malmberg, Sophia Eristoff, Serena Sung-Clarke, Kaneen Gomez-Hixson, Ayesha Agarwal, Alexandra Oravitz, Ananya Subrahmanian, and Olivia Whittaker as the alternate. Stepping on to the race route prepared to push their hardest, the girls obliterated the competition, taking 1st, 2nd, 3rd, 4th, and 5th, place—an unprecedented feat and IASAS record. No other school came close. The girls showed their true strength at IASAS, making their school, their coaches, and these two captains extremely proud.


boys xCountry: brinGinG baCk the Goldwill kinGanGrade 12 Student and Boys Cross Country Team Captain

The 2012 cross-country season felt like a fresh start. The team was especially young this year, with only a handful of returning seniors. Andrew Tewsley joined Paul Terrile, and Kate Fabianowicz on the coaching staff this year. It became obvious that we had a talented and dedicated team as soon as the first race of the season. As is normal in all cross-country teams, many runners suffered from injuries, but most were able to push through and finish the season strong. We saw significant improvement across the team, both from previous years and throughout the season. Selection for the IASAS team was a challenge for the coaches as there were many qualified athletes vying for a few spots.

The squad which traveled to Kuala Lumpur for the IASAS Championship meet represented SAS and the cross-country team well, despite there being only one returning IASAS runner on the team. Freshman Bret Izzo, sophomore Jack Devins, juniors Will Senior, Alex Byun, and Michael Ongko, and seniors Andrew Lydens and Will Kingan lined up together on the start line, determined to show the benefits of their hard work. Chase Burton from the International School of Manila took the early lead and ran alone for the entire 5-kilometer race, capturing the individual title.

The SAS team started the race relatively slowly, but continually moved up as a pack until the finish. Will Kingan,

Will Senior, and Jack Devins earned All-Tournament honors by finishing in the top seven. As a team, SAS won the day with a score of 33 points, defeating Jakarta International School and the International School of Manila who tied for second with 70 points each.

The second day of the meet included a 3-kilometer team time trial. The Eagles won this race as well, led by Will Senior who ran the fastest time of the day. By winning both races, SAS won the IASAS team championship, bringing back the gold medal after last year’s runner-up finish.

The dedication and persistence of the rest of the team makes us proud to be captains of such a stellar group of boys. It is challenging enough to even come out for cross country, let alone to stick with it through the mile repeats, the long runs, the sprints, and every other hardship the season brings with it. It is this kind of attitude that embodies the definition of a long distance runner; Lots of work with little immediate reward.

Finishing the season with such success despite having so many young runners gives us hope that we leave the team in capable hands for the coming years.


neiGhborliness at sasisaac BenJaminSAS Security Manager

secUritY anD saFetY inoUr neiGhBorhooD There is a saying: “The better the relationship with your neighbors, the safer you are.” Good neighborliness equals a safe environment. Why is this so and how can SAS work toward being the best neighbor it can be?

SAS is situated adjacent to the HDB residents to the north, the Woodgrove community to the northwest, and the major expressways BKE to the east and SLE to the south. We have to be responsible in how we manage our internal estate and the surrounding estates through close liaison with the government stakeholders. Environment, people, and traffic are some of the issues that require proactive SAS involvement if we are to be seen as good neighbors.

the environment: how issas proactive?mosqUito BreeDinGSAS engages pest control in a weekly misting of the premises. We also actively engage the estates owners of the vegetated lands adjacent to us (BKE and SLE) to ensure that vegetation is kept under control. Our proactive effort plays an important role in keeping our area safe from dengue. Internally, SAS has a regular maintenance schedule to ensure that drains are free flowing and there is no stagnant water. We have also subscribed to the NEA Dengue Alert scheme for our neighboring areas so that we may react quickly if appropriate. Whilst keeping the environment safe from dengue fever, we are mindful of executing the misting at specific times so as not to cause inconvenience to our neighbors.

noise anD air pollUtionNearly 80% of SAS students commute by bus, significantly reducing the number of vehicles that enter our campus. This reduces the amount of noise and air pollution

affecting the greater Woodlands community. In addition, buses collecting the majority of students in the afternoons are not allowed to turn on their engines any earlier than ten minutes before dismissal. SAS also enforces a no smoking rule on campus.

traFFic saFetYJust like any other school, the traffic at SAS in the mornings is always at its peak. While we have done well by maximizing the use of buses and reducing the total number of vehicles, there is still more that can be done.

street 41vehiclesWe ask all students, parents, faculty, and staff to factor in the necessary time to accommodate delays that occur during morning rush hour from 7:20 - 8:00 a.m. This will ensure that students reach school safely and on time while reducing the stress level for drivers. Parents with students of Middle and High School students can drop off at the HDB car park to further alleviate the traffic situation at the main entrance.

In addition, the following guidelines will make for a better commute:• Indicate your intention to turn into

campus• Be aware that you cannot make a

right turn into the main entrance from Woodlands Street 41 between 7:25 am and 8:00 am.

• Reduce speed• Give way to pedestrians• Be aware that taxis are not

permitted on campus between 7:25 to 8:00 a.m.

• Follow instructions from the Security Officer

pedestriansPedestrians can help congestion by:• Not crossing the road at the bend• Crossing at designated area• Follow instructions from the

Security Officer

hDB areavehiclesWhen we enter the HDB area we must be mindful of the many Singaporeans who reside next door to our campus and ensure that our actions are always considerate and neighborly. This can be achieved by:• Ensuring that the main driveway is

strictly used for drop off• Ensuring we do not wait at the

driveway• Using all other available space to

drop off for a speedier drop off• Giving way to others• Driving cautiously• Turning off vehicle engines while

waiting

pedestriansPedestrians can help by refraining from walking along the driveway and by crossing the road carefully.

wooDGrove areavehiclesThe Woodgrove area is used by many families in the SAS community. In collaboration with the local authorities, we have recently been able to designate the area as a formal School Crossing Zone. However, we must continue our efforts to keep this area safe by:• Ensuring we follow the guidelines

of no stopping, drop off or pick up within the designated areas

• Reducing our speed• Giving way to pedestrians• Not parking within the designated

areas

pedestriansPedestrians can help by:• Crossing at the designated crossing point

• Crossing with young children• Looking both ways before crossing

By working together, we can ensure a safer environment for the SAS community and our neighbors.


In Singapore, everyone’s your auntie—whether it’s your mother’s sister or the kopi vendor at your neighborhood hawker center. It might take some getting used to, but it’s a fact of life on the island, like the smell of durian or road signs that make baffling promises about pie.

At SAS, where members of the housekeeping staff are all our aunties and uncles, the honorific is anything but generic. They’ve truly become terms of endearment, reflecting the kinship we feel with the men and women who look after our home away from home.

If you need any proof, look no further than to the beginning of the school year when longtime SAS partner ServiceMaster lost the housekeeping contract to a keener competitor. About 65 percent of the housekeepers decided to quit their jobs with ServiceMaster and move to the new contractor, ISS Facility Services, rather than leave SAS.Maimon Bte Abdullah, or simply Auntie Maimon, was one of them.

At 75, Maimon is the oldest housekeeper on the roster and has worked part-time for SAS since 1997 when she was already 60 years old. When asked whether she wanted to stay at SAS, she answered with a resounding yes.

“All the teachers are very nice,” Maimon shares. “My son asked me to resign, but I want to work as long as I am fit.”

And fit she is, thanks to a daily regimen of cycling 5 kilometers from home to SAS, and another 5 kilometers back. Outside her four-hour shift, Maimon also enjoys crocheting anak tudung, close-fitting bonnets worn underneath the tudung or veil.

spotliGht on staFFWe’re finding more and more ways to take care of our housekeepers, the way they take care of our campus. SAS has been matching the bonuses that housekeepers receive from their direct employer. Salaries were increased by an average of $100 per month for full-time housekeepers and $50 for part-timers. Commendations for honesty, attendance, loyalty, and work quality are given at annual makan gatherings.

High school students have even started a service club to reach out to housekeepers. The aptly named Spotlight on Staff (SOS) club works with the aunties and uncles who normally stay in the shadows. The club’s plans include providing financial aid to housekeepers’ families and tutoring housekeepers’ young children or grandchildren.

“For a while, I’ve felt that students at SAS, myself included, often forget how privileged we are to go to a school like this,” says Nadia Kim, SOS club president. “I started Spotlight on Staff as a way of showing our appreciation and support for the housekeepers at our school. Many service clubs help people outside

of Singapore or outside of SAS, but I felt like SOS would be a perfect opportunity to help people within our school community.”

During last year’s SOS-organized Housekeepers Appreciation Week, club members created a “compliments board” where students and teachers wrote notes of appreciation. Originally set up in the HS lobby, the compliments board was brought to the housekeeper’s luncheon to everyone’s delight.“The housekeepers were amazed by how many people had written on the board,” Nadia recounts. “We don’t realize how a small gesture can make a huge impact, but the hard work and planning that went into SOS was worth it after seeing the smiles on the housekeepers’ faces.”

“It’s only at SAS where I’ve seen everyone, from the superintendent to students, really interact with housekeepers and show appreciation for them,” says service manager Henry Seow, a former ServiceMaster manager whom SAS recruited in 2009. “When we greet them, chat with them, or even just smile at them, it makes them feel good about their work and reinforces their sense of belonging in the community.”

Housekeepers may not be the first people who come to mind when you think of a school community, but the SAS family wouldn’t be complete without our beloved uncles and aunties.

Call me auntieJamie alarcon simBUlanEnergy Conversation Engineer


While the Boy Scouts of BSA Troop 07 take an active role in community service projects, such as cleaning out and revamping the fish pond in the SAS high school area, and donating gently used text books and reading books from SAS to schools in Tanzania, they also like to have some fun! This pas August, a large group of boys from SAS and other schools around Singapore attended the first South East Asia Camporee in Chang Mai. A camporee is a local or regional gathering of scouting units for the purpose of camping and enjoying activities. In total there were seven BSA troops from surrounding areas including Chiang Mai, Bangkok, Shanghai, and Malaysia.

After flying into Bangkok and taking a long two-hour uphill drive to the camp Pang Boon Lodge, we had to set up our campsite. Right off the bat, as we were setting up tents, an incident occurred. Liam, the senior patrol leader for the trip, was digging a trench to stop rain from getting into his tent when he hit a water pipe. That sent pressurized water flying straight at Jack and all over Jack and Jacob’s tent. They didn’t have a lot of time to adjust their tent because at 5:45 p.m. was the flag ceremony for the entire camp. So they put in under a tree and put their stuff under shelter and rushed to flags. There we met the other troops. At the time it was just starting to rain, a sign of more things to come.

The scout masters had organized many activities and programs for our six days in the rainforest. There was a morning session that had a choice of merit badges like environmental science, first aid, emergency preparedness, orienteering, pioneering and communications. The afternoon session had choices such as electronics, insect study, forestry, leatherwork, and archery. There were two afternoons that were set aside for Adventure Day where we participated in special arranged activities like kayaking, mammal study, climbing, and abseiling.

My favorite Adventure Day activity was abseiling. We had to repel off the top of a 50 meter waterfall into freezing cold water. It was terrifying. It doesn’t help when you’re hanging underneath a waterfall that is so cold it makes you hyperventilate. The rocks were also quite slippery. The water, since it was in free fall, was very white and looked quite intimidating. Though nothing happened to our troop, I heard a guy lost his shoe going down the waterfall. Fortunately, it was picked up by another group the next day. Even though it was one of the most terrifying experiences of my life, it was also one of the most memorable.

After that was kayaking and climbing. The hardest part of the day was climbing the angled rock wall that was at a 30 degree incline jutting outwards. The instructor, Mr. Sale, said no one had made it to the top and he doubted anyone could; many of the boys took that as a challenge and immediately tried it. Much to their dismay they couldn’t do it. Six boys out of the 82 actually made it to the top and were congratulated on the last day at the final flag ceremony. After flags, we had dinner. Every single night the lodge made amazing food and fed more than 100 people. The night routine was the same with

lights out at 10:30 pm. BUT I was so tired that I was asleep by 9:30.

The rest of the week we were in our merit badge sessions. One of the interesting ones was insect study where the boys learned to cook and eat cheese-dipped insects and larvae. Another merit badge that sounded fun was Scout Heritage. The kids that stayed through Saturday got to the nearby elephant reserve as a part of their mammal study merit badge.

Did I mention it rained? It rained every single day, for the whole week. At one point it rained 26 hours straight. I now have a new respect for the word “rain forest.” The upside was that it was much cooler there than in Singapore and we had to use very little bug spray! On the last evening we had a final campfire where the whole camp got to hear some of Scott’s jokes that had become the highlight of every evening campfire. Saturday we went home.

Even though at the time I was wet, tired, and a bit grumpy, I look back at the week and it was almost a life-changing experience. I didn’t think I would walk out with more than four merit badges. I ended up with seven. It also got me more into Scouts. I was on the verge of dropping it, and this campout brought me back into it more than ever. I am now a Life Scout, and I am going to be starting my Eagle Project soon. So, if you ever have the chance to go to this campout, I highly recommend it.

If this sounds like a great experience to you, consider joining Boy Scout Troop 07. The troop meets weekly on Tuesday evenings at SAS, from 6:15–7:30 p.m. For more information, visit our website at www.bsatroop07.com, and come by for one of our meetings.

boy sCout Camporee in ChianG mai kieran G., Member Boy Scout Troop 07 and Life Scout


The word "community" can be defined as both a physical location and a group of people. The transience of expatriate life—for both those here for a few years or those here for the long term —necessitates finding a community to provide the crucial support and social network left behind in the move to the island and away from family, hometown, and the known.

There are many organizations through which to find a community within SAS, but one of the most important to me has been Girl Scouts. For my daughters and me, Girl Scouts in Singapore has helped us find that smaller group within the larger SAS community.

Never mind that the Intermediate and Primary Schools are larger than my college; after the first Brownie meeting there were ten girls to wave a shy hello on the playground to my daughter. Attending the first leader meeting and still reeling from culture shock, I found a group to help mentor me through being a Brownie leader and with other key details like where

to buy string cheese without taking out a mortgage. That support made a world of difference to my family in transitioning to life in Asia.

What I love about Girl Scouts is how those great connections made between the girls in a troop can assist in helping to find a place within a very large school. Knowing those ten girls in her troop helps my daughter to move into the larger SAS community. The playground can be less cavernous and the cafeteria less scary

when shared with a girl who made gooey gunk with you on a sleepover.Girls have choices to join together not only with the girls in their troop but also with the more than 320 registered Girl Scouts in Singapore and the 2.8 million Girl Scouts in the US. For the 100th year of USA Girl Scouts, many girls from Singapore joined 250,000 sister Girl Scouts in celebrating this momentous birthday in Washington DC during the “Rock the Mall” festivities as reported below by Ellie, a grade 3 Brownie.

June 9, 2012, was a hot and exciting day. It was Rock the Mall! We were Singapore Troop 49, yes, Girl Scouts Overseas! Since we were overseas, we SWAPped* like crazy. All these Girl Scouts were uniting to celebrate 100 years of Girl Scouts. 2012 is the Year of the Girl.

Everyone came together on the Mall to sing and meet other sister Scouts. We met so many people. And it was so hot. Good thing we had 600 SWAPS because over 200,000 people were there. SWAPS are little collectibles to pin on hats, shirts, shoes, bags, etc. that you trade with girls you meet for fun. Rock the Mall was in the

area around the Washington Monument in Washington, DC. That’s how 200,000 people fit there. Bye!”

* SWAP stands for Special Whatchamacallit Affectionately Pinned Somewhere!

Lael is a long-time volunteer with USA Girl Scouts in Singapore and Ellie is an enthusiastic 3rd grade Brownie Girl Scout. For more information on Girl Scouts please contact committee chair Kathleen Borsh at [email protected]

findinG Community in Girl sCouts

roCk the mall!

lael stancZakGirl Scout Volunteer and SAS Parent

ellie s.Grade 3, Brownie Girl Scout

Sweet Charity was a huge growing experience for me, as a person and as a performer. I had to manage my schedule very tightly in order to keep up with work and rehearsals, and I also had to make sure I was taking good care of my health and my voice. Despite the busy schedule, I realized that getting enough sleep is incredibly important for being able to perform well. I strengthened my acting and singing skills through intense rehearsals and performances. I learned how much energy it takes to create a bigger and more confident stage presence. I strengthened my voice, and I learned how to collaborate and bounce off of my fellow actors both on and off stage.

In our Musical Theater class, I’ve learned that every tiny aspect of the show is very important to making it the best it can be: the actors, the script, the directing, the lights, the sound, set pieces, props, costumes, music, choreography, make-up… everything. Performing in Sweet Charity, I learned that perfecting every single one of those aspects is really hard work and takes a lot of time, effort, and dedication. I had the most fun I’ve ever had being part of this production. I learned so much that I will be able to apply to my work in the future. It was an amazing experience.

hiGh sChool musiCal theater: sweet Charity

michal tolkGrade 11 Student

Janna aGUstinGrade 9 Student

crossroads december 2012, volume 15

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