The Léman BullHorn

The Léman BullHorn is our interactive blog providing the latest news and discussions happening at Léman Manhattan Preparatory School. To learn more about our school please visit our website at www.lemanmanhattan.org.

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BullHorn Magazine: The Graduation Edition!

Léman’s First Graduating Class Accepted to Ivy League and Other Highly Selective Universities!

The results are in and the first graduating senior class has cumulatively been accepted to more than 67 schools including the University of Pennsylvania, Duke University, Johns Hopkins University, Boston University, Mount Holyoke College, Sarah Lawrence College among other top universities.

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In February, Newbery Award and Printz Honor Award-winning author Jack Gantos spoke to finalists of the Jack Gantos Writing Scholarship during a workshop in the Upper School Library at Léman Manhattan. At the workshop, Gantos discussed his inspirations, different writing styles, organization, story development, research, and shared hilarious anecdotes from his past. All four segments including a Q&A with the author and scholarship recipient will be available on our blog The Léman BullHorn.

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Reading 4 Recovery Read-a-thon Helps Victims of Hurricane Sandy

Students from each division Lower School, Middle School, and High School participated in the Reading 4 Recovery Read-a-thon over their winter break. They raised more than $2000 for victims of Hurricane Sandy. The top readers were treated to a pizza party and all were given a certificate celebrating their achievement.

The brain child of Assistant Head of Upper School – Middle School Division Christine Karamanoglou, the Reading 4 Recovery Read-a-thon challenged students to ask family, friends and neighbors to sponsor them for each page of reading done over a month.

“It made me happy to read and also help people who lost so much during Hurricane Sandy,” said Lower School Student Isadora. About Léman Manhattan Preparatory School

Léman Manhattan Preparatory School – a member of the prestigious Meritas International Family of Schools – offers the highest-caliber academics to grow the next generation of courageous, critical thinkers. Located in the Financial District, Léman Manhattan’s state-of-the-art campuses house a truly unique learning community, where an exceptional faculty (many of whom hold advanced degrees) inspires students in grades pre-K 3 through 12 to view the world as their classroom. Léman Manhattan’s rigorous, interdisciplinary curriculum stresses critical thinking, personalized learning that addresses each student’s strengths as well as areas for improvement, and prepares young minds for the global 21st Century. Programs such as Touchpoints engage students from around the world in conversations about complex global issues while Léman Manhattan’s international boarding program – the only one of its kind in Manhattan – illustrates the school’s rich and diverse culture. Léman Manhattan is setting a new standard for elite private school education in New York City and beyond.

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The Visual Arts Department of Léman Manhattan Preparatory School proudly presents, Imagine. Its annual Upper School Art Show on Tuesday, February 12 from 5:30 - 7:00 PM on the 22nd floor of the 1 Morris Street Campus. Middle School and High School Students showcase their artistic ability through projects that draw inspiration from the likes of Van Gogh, Robert Rauschenberg, and Chuck Close. They demonstrate an understanding of cubism, abstract expressionism, contemporary art, and the renaissance though everything from painting, drawing and printmaking.

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Early Childhood Coordinator Helps Young Students Adjust to School Life

Early Childhood Coordinator & Learning Specialist, Tina Lobel-Reichberg discusses the importance of her role in establishing a positive learning environment for students in the Lower School at Léman Manhattan.

What is a an Early Childhood Development Coordinator? I oversee the Three’s through Kindergarten classrooms.  I model developmentally appropriate activities and positive behavior management techniques, through daily contact with children and early childhood staff in the classroom.  I provide opportunities and activities that encourage exploration, curiosity and problem-solving appropriate to the developmental levels of the children. It is important for parents to be aware of my position because I supervise and provide leadership and support for the early childhood staff and students.  I maintain open, friendly, and cooperative relationships with each child’s family and encourage their involvement in the program. How do you work with children? I interact with students and teachers on a daily basis through classroom visits and direct instruction with students to help maximize instruction.  We are working together to set high expectations, and ensure that each child is working to the best of his/her ability. What are the most common issues you see? Throughout early childhood, children may experience separation anxiety, especially during the first few weeks of school.  The teachers and I work as a team with families to ease the transition and feel enthusiastic about school. Do you have recommendations for parents? It is important that parents support their child’s achievements and efforts.  It is also essential that parents provide encouragement and assist if their child is having difficulties acquiring skills.  It is crucial that parents work collaboratively with the school.  Sharing information from home and listening to teachers’ suggestions make for an optimal learning experience.  Building self- confidence and self-esteem is the key factor in helping children to persevere.  Modeling appropriate learning behaviors is a great way to influence your child.

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Following an extensive application process, the International Baccalaureate Organization has named Léman Manhattan Preparatory School a candidate school for the International Baccalaureate Diploma Programme. Although candidate status does not guarantee authorization, once the rigorous requirements are met, a candidate school is recognized as an International Baccalaureate World School. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that Léman Manhattan believes is important for its students. Learn more about the program in our latest video.

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Hot off the Presses! Be the First to Get A Sneak Peek at BullHorn Magazine!

Open publication - Free publishing

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Léman Manhattan Chefs Jenny Gensterblum and Tim Mangun offer their favorite recipes, stories, and advice for healthy eating during this holiday season. Enjoy!

Chef Jenny's cookbook is available at Blurb.com

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Remembering our Veterans

By Drew Alexander, Head of School

Twylla and I fondly remember our entire seven years in Russia but few events surpass our memories of Victory Day, the day (May 9) that Russia commemorates its victory in World War II, the Great Patriotic War. During this day, many of the Russian veterans don their dress military uniforms decorated with a variety of medals and gather at the various war memorials for reunions of the different military divisions. Watching the veterans embrace as they reunite is quite emotional. However, neither my wife nor I were prepared for the wave of emotion we experienced as we watched the younger generations present flowers and chocolates to the veterans while saying spasiba (thank you) and giving an embrace, offering a handshake and/or bowing in respect. After our first Victory Day, we joined the ‘younger’ generation in presenting chocolates and flowers to the obvious dwindling number of veterans. They would often ask us our nationality and when we said ‘Americanskee’ they would smile and say, spasiba in return, “We were comrades.”

  We experienced our first Veterans’ Day in America in November 2011 after being out of the country during this holiday for many years. And while there are many celebrations honoring our veterans during this day, we wondered if our American veterans felt the same warmth and love as their Russian counterparts. Can anything compare with some chocolates or a few flowers from a member of the younger generation accompanied with a “THANK YOU for the sacrifices you made for us”?

  During this Veterans’ Day, I encourage you to reach out to a veteran and extend the warmth, love and adoration they deserve.

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Electing a President

Over the last month under Social Studies Teach Michael Johnson’s guidance middle school students have been immersed in all things United States electoral.  The curriculum, based on actual current events, has students listening to convention speeches, analyzing each candidate’s and party’s platforms, creating electoral maps, participating in polling, and the culminates with a vote on election day. 

“We are taking the time out to do these lessons that wouldn’t naturally fall into the curriculum, because I believe strongly that the success of our country rides on an informed electorate,” said Mr. Johnson. “Ensuring that people value voting is essential to democracy.”

Convention Speeches

Assigned with listening to each candidate’s convention speech, students analyzed the content and discussed the substance of each speech. The goal of the assignment was to help students shake external influences from their parents or teachers and make the decision based on what they hear and see from the candidates, focusing primarily on the key issues present in this year’s election.

Analyzing the Platforms

Whether the candidates vary dramatically or have similar views, it is essential that an informed citizen know the facts before they step into the polling booth. It’s not always easy to decipher between rhetoric and actual policy views. To navigate the chatter Mr. Johnson had his students complete two assignments in which they used the speeches, the New York Times, Washington Post and candidate websites to analyze the key issues in this year’s election, as well as write short candidate biographies. 

“The ability to make an 'informed' decision is more difficult and complex than a majority of Americans have time for today,” said Mr. Johnson. “The media needs to help people make these choices in a responsible, comprehensive way.  People need to be educated about a litany of factors related to Presidential elections.”

Electoral Mapping

Curious to many students and frankly voters, why do politicians and the media pay more attention to certain states versus others? To dive deeper into this issue students created an electoral map. They explored the intricacies of the Electoral College and importance of electoral votes.  

According to Mr. Johnson:

More than any other factor, the election comes down to the Electoral College math.  The election this year may indeed hinge on Ohio.  This is not because Ohio has an overwhelming number of electoral votes, but because the current scenarios lead to it being the tipping point state in this election. Because of the nature of the Electoral College, a more accurate assessment of the prospects of each candidate lie in meta-analysis and polling models constructed to grant heavier weighting to them than national polls, although national polls cannot be excluded.

Polling

Students were taught what political polls are, how they are conducted, and analyzed polling leading up to this election.  His students then wrote their own poll questions and conducted school-wide polling related to key issues and fun facts. The results were then analyzed against the national polls.

 “Polling can be an instructive way to gauge how successful candidates are at disseminating their messages,” said Mr. Johnson. “By teaching students how to read and write polls, they are performing the same type of data-driven analysis the campaigns are using to develop their ground games, advertising, and talking points.”

Voting

Tomorrow, when parents take to the polls to vote, the middle school will also be casting a ballot. 

“It’s not just about this election; they are learning the qualities of selecting a strong government and a strong leader,” said Mr. Johnson.

Students are going to have their chance, based on the information they have combed through, to select the candidate that they believe should be the next president of the United States.

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A Léman Manhattan Education Knows No Borders

Now a candidate for the International Baccalaureate (IB) Diploma Programme – recognized as the worldwide standard for academic excellence – we are enhancing and growing our program to offer the most cutting-edge education in New York City.

“The IB Diploma Programme aligns with Léman’s mission to provide the highest caliber education and educate and empower students to be independent critical thinkers and responsible world citizens,” said Drew Alexander, Head of School for Léman Manhattan, who has extensive experience as an IB World School administrator. “At Léman, we believe learning empathy and open-mindedness is as important as learning calculus and history.”

Implemented at more than 2,376 schools in 142 countries, the IB Diploma Programme is a dynamic, well-rounded, inquiry-based high school curriculum designed to challenge knowledge and equip students with the skills needed to succeed in college and life. Focusing on depth versus breadth of knowledge, the two-year advanced program consists of six courses – Studies in Language and Literature, Individuals and Societies, Mathematics, The Arts, Experimental Science, and Language Acquisition – along with a broad-based independent research essay, community action service project and a Theory of Knowledge course. Together, these components make up a complete package that is designed to educate the whole student.

The IB model focuses on the combination of knowledge, skills, and independent critical and creative thought to encourage students to make connections between areas of study. This aspect dovetails perfectly with our mission to promote intercultural understanding and respect. (By design, this paradigm isn’t exclusive to high school students; it begins early on at Léman, through programs such as Touchpoints, which, beginning in second grade, engages students from around the world in conversations about complex global issues.)

“We believe that 21st Century learners should be caring, risk takers and critical thinkers who are able to take a problem out of context, make sense of it and act on it,” said Sarah Feldman, IB Coordinator for Léman Manhattan. “In the IB Programme, students don’t just learn the answers; they learn how to find the answers – and that’s essential to college and real world preparation.”

Considered one of the most rigorous college and career preparation programs, the IB is the “gold standard” for academic excellence for international school systems and universities across the world– even in the United States, where top tier educational institutions such as Harvard and The University of Pennsylvania seek Diploma Programme applicants. For globally mobile families, the IB provides consistency from one country to the next; and, for American students applying to university abroad, an IB diploma is universally accepted.

“Léman Manhattan strives to inspire international-mindedness and the esteemed IB Diploma Programme reinforces this very core mission,” Mr. Alexander said. “At Léman Manhattan, we encourage young minds to see the world as their classroom because learning should be unrestricted by borders.”

Although candidate status does not guarantee authorization, upon fulfilling the rigorous requirements outlined by the International Baccalaureate, Léman Manhattan will become one of a few IB World Schools in New York City. Léman Manhattan expects to launch the diploma programme in our 2014-2015 school year.

For more information about the International Baccalaureate, visit www.ibo.org.

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Compost Sale Raises Over $1K For Feeding Children Everywhere

Léman Manhattan students are putting food waste to good use. Last week, we hosted a series of compost sales – using material made in the classroom – to promote sustainability and raise money for Feeding Children Everywhere, an international organization that provides healthy meals for hungry children. Over $1,000 was raised, enough to feed over 4,000 children around the world.

Neighbors, business owners, and parents of our students packed the ballroom the afternoons of October 1 through 5 to purchase homemade compost. The nutrient-rich material – created from food scraps and other cafeteria refuse – was sold in bundles ranging from $5 to $15. Each package was accompanied by a bookmark filled with seeds, making it easy for community members to cultivate their own plants and keep the concept growing.

“The compost sale was a wonderful opportunity for our students to learn a powerful lesson,” said Rachel Griffin, Interim Head of Lower School. “Composting scraps daily is such an easy, smart way to recycle waste – and in this case, feed hungry children as well!”

As part of our forward-thinking curriculum, composting teaches students about the decomposition process, sustainable agriculture, and social and environmental responsibility.

Every spring, second and third grade students visit the nearby local Battery Park urban farm to gain hands-on experience growing their own crops. This compliments their lectures on plants and agriculture, and gives students a first-hand look at the many processes that bring food to their table. Since the start of the school year, students have been separating their daily waste into bins that is then brought to the rooftop, where they rotate and mix the material into pure compost.

As a part of the prestigious Meritas International Family of Schools, which as a whole supports Feeding Children Everywhere, our curriculum is based on a proven philosophy that stresses global awareness and focuses on each student’s unique potential and learning style. Led by an inspired and talented faculty, we provide grades pre-K 3’s through 12th grade students with “Personal Learning Plans” tailored for each student’s needs. Creative academic programming encourages growing minds to view the world as their classroom, including Touchpoints, which, starting in second grade, engages students from around the world in conversations about complex global issues.

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Léman First Grade Teacher Lenae Madonna Publishes First Book

First grade teacher Lenae Madonna has published her first book. The book entitled “Lost and Found,” chronicles Herman and Eddie, two very different mice, who met on a stormy night, and weren’t quite sure what to make of each other. Though both are tested, their friendship endures. It’s a touching story that examines friendship, diversity, acceptance, and finding your inner (and outer!) strength.

To learn more about this exciting experience I talked with Lenae:

How long have you been writing books? I actually started this book in high school. I wrote a fiction story for my high school newspaper about two mice. I went to Flushing High School and during those times in the early 70’s, there was much racial tension in the school. It frustrated me, and I wrote a story about a white mouse and a gray mouse becoming friends. A few years later, in college when I was student teaching, I was required to write a children’s book. I was doing my student teaching in an inner city in Newburgh, New York, and thought my mouse story would be a perfect one to turn into a book. So I did. At the time, my college roommate was an art major and she illustrated it. I always wanted to publish it but never did. It’s been on my “bucket list” for a long time. A few years ago I took a children’s book writing class and showed it to the teacher/author. He helped me reshape some of the ideas and I decided to try to get it published. I have already written the second in the series, and began the third.

Is this the first book you’ve published? Yes, this is the first book I have ever published.

Does your story pull from your own life experiences? What are the major themes of the book? Yes, in a way, it does pull from my own life’s experiences. As I mentioned, when I was in high school in Queens there was racial tension and there were “gangs” in my high school which was awful. I was frustrated and tried to show through the adventure of two mice of different colors how everyone could be friends and build a high school community. This book, “Lost and Found” is about diversity and friendship. It is about two very different mice that each has strengths and weaknesses yet develop respect and admiration for each other. I have already written the next one in the series, which is about adoption. The mice go on different adventures dealing with the subject at hand. The third one I started is on bullying, but I don’t know if I will finish it. I will see how this first one goes!

Who do you write for? I write for young children in early elementary mostly. I have written a one semester curriculum for high school students on social entrepreneurship as well. I totally believe in “bibliotherapy” which is a way of using children’s literature to deal with issues that children are grappling with. Through stories, children are able to identify with characters and work out many of the concerns they have.

Will you read the story to your own students? Yes, we read the story to our students in first grade. I had Bessie Leveson, the teacher assistant in the class read it because I wanted to see how someone else read it, and watch the children’s reactions. It was really exciting to listen to her read it, and the children’s reactions were amazing. When she said “The End” they all said, “NOOOOO!!!! We want more!” It was adorable and validating. Of course I am not sure whether it was really because of the story or because they are just so supportive of me!

What do you see as the role of literature and reading in a child’s life? Reading and literature in children’s lives is a priority for me. It is one of the reasons I love teaching first grade so much. I have taught preschool through fourth grade, and the reason I love teaching first grade so much is watching children blossom into readers. I don’t think there is a greater change in children’s academic skills than in the beginning of the first grade year to the end, and every year is an exciting one to watch this transformation.

Reading to and with children is one of the most important things families can do to raise their children’s academic abilities. Very frequently, when children start reading themselves, reading “to” them or with them is less frequent or sometimes stops. I read to my children until high school. We shared books together. I remember my husband and daughter reading the same book at the same time and discussing it. Read aloud in elementary school are primary. Children should be read to every day. My book is probably in the “picture book” category but has many words for a picture book. It is more like an early reader. But I feel that because today so many parents read to children early on, kids are much savvier and understand much more than they used to years ago when books for young children were more limited. I know that they can handle the content of the book because I watch young children sit and listen to very long stories. They love being read to. “Lost and Found” is sort of like a chapter in a “Winnie the Pooh” book with some longer text, and some children will be able to read it themselves while others can be read to; yet all can enjoy the themes.

Do you have a project in the wings? I do have another book in the wings with a totally different theme and characters. It’s taken 35 years to publish this one. I think I will wait to see how this goes first before I move ahead with that one!

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Maybe Not the Oldest, But the Best Profession

By Drew Alexander, Head of School

My wife and I had the opportunity to return to Alaska for a week this summer which yielded an unexpected highlight. Twylla and I worked as educators on the North Slope and Juneau for over a decade and our three children consider themselves Alaskan sourdoughs since they were imprinted in their early years with amazing experiences in Barrow and Juneau. We have found that when you rear children, you become lifelong friends with the parents of your children's friends so we were back in Alaska visiting these dear friends and enjoying the majesty of Alaska.

  On one of the mornings, Twylla and I were on one of the many hiking trails which wind throughout the borough of Juneau. As we were enjoying the views of the Chilkat Mountains, the Mendenhall Glacier and the plethora of Alaska wildflowers, a familiar face passed by. After we greeted each other, I told Twylla that I was sure that woman was a Juneau-Douglas High School student when and where I was the Assistant High School Principal. And that thought was soon validated when we heard, "Mr. Alexander, is that you?" A woman in her late 30's came running up to us both and asked again, "Mr. Alexander?"Sensing that I couldn't immediately recall her name, Toni introduced herself and explained that she was back in town for her 20th high school reunion. Then came the unexpected highlight of the Alaskan trip as Toni shared, "I want you to know that you made a very positive difference in my life as the conversations that we had guided me time and again.  Thank you!"  We briefly engaged in a conversation regarding the last 20 years of our lives and then went on our separate ways.

  As an educator, I can assure you these unexpected encounters and unsolicited feedback validate the professional choice I made many years ago to be an educator.  And even though I am quite pleased personally and professionally to receive such feedback, I share this specific story with you to let you know that this is the type of feedback your children will be sharing with their Léman Manhattan teachers in the weeks, months and years ahead.   With years of experience upon which to base this statement, I can tell you that the faculty and staff at Léman Manhattan understand that education first and foremost is about building relationships with children.  Whoever said, "Students don't care how much you know until they know how much you care," had it right.  Once the students know that you care about them as humans, they are eager to learn! 

  Think back to your years as a student and remember those educators that made a positive difference in your life.  (Trust me, they would love to hear from you.)  Also, rest assured that your children are in contact with exceptional educators every day at Léman Manhattan who will forever be remembered by your children as connecting with them, caring for them and inspiring a lifelong creativity, curiosity and love of learning.  AND, in case you've never been, please go hike the trails and capture the spirit that is Alaska.

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High School Scavenger Hunt

Today the High School had a Scavenger Hunt and Dessert Party in lieu of normal classes.  The purpose of this event was to forge ties within advisory groups and orient our new boarding students to lower Manhattan.  Can you name three places around Léman that sell a turkey sandwich?

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Léman Chef Jenny Gensterblum's Favorite Fall Recipe

Fall is definitely one of my favorite seasons. In addition to the crisp, cool air, there is also an abundance of new produce that shows up at the markets. I have so many great memories that revolve around fall produce: apple picking, pumpkin carving, making apple butter and applesauce with my mom…I could go on and on!

After months of punishing summer heat, I start to dream about making my first pot of steamy soup or stew. As soon as it gets cold outside, you’ll find me hovering over a steaming pot, fogging up the windows, warming up the house and filling the air with great smells. I love cooking in the fall because nothing is more comforting than a piping hot bowl of soup on a chilly day.

Sweet Potato, Escarole & Chorizo Stew

Serves 6 Ingredients 2 fresh chorizo sausages 1 teaspoon vegetable oil 1 leek, thoroughly rinsed and thinly sliced* 1 onion, diced 3 cloves garlic, minced 1 ½ lbs sweet potatoes, peeled and diced 5 cups of vegetable or chicken stock 1 teaspoon smoked paprika 1 teaspoon cumin 1 head of escarole, rinsed and roughly chopped Salt & pepper to taste Instructions 1. Place a large pot on the stove over medium-high heat. Remove the chorizo sausage filling from the casing. Crumble filling into the pot and cook chorizo until crisp and cooked through, stirring occasionally. Remove from the pan with a slotted spoon onto a plate lined with paper towel. Leave the fat that rendered out from the chorizo in the pan. 2. Add the vegetable oil to the pot. Add the leeks and onions and cook, stirring frequently, until completely softened – approximately 8 minutes. Add the garlic and cook for 1 additional minute. 3. Add the sweet potatoes, stock, paprika, and cumin. Be sure to scrape the bottom of the pan to loosen all of the delicious caramelized bits. The stock should just cover the sweet potatoes. If you need to, add some additional stock or water. Add a good pinch of salt and simmer until the potatoes are tender. 4. Let the stew cool slightly. Using a handheld blender, blend the soup until smooth. Return stew to the pot and bring to a simmer. Add the escarole and simmer for 10-15 minutes. Season to taste with salt and pepper and serve immediately. Garnish each bowl with chorizo crumbles. * To thoroughly clean a leek, first trim off the roots and tough green tops. Cut the leek in half lengthwise. Holding onto the root end, rinse under running water, being sure to separate the folds and rinse in between each layer. Repeat with the other half.

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