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November 7, 2003  
 

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From the director:

“You’re the director, so you should know the answers to these questions. Who has a digital camera?” “Who has a computer?” “Who would be going down the curvy part of Lombard Street?”

Other staff members have faced similar questioning in the past few weeks: “Have you been to Baker Beach this month?” “Who has a brown sweater?” “Did you go to a Giants game, or do you know anyone who did?” “Can you identify this ring? ”

These questions are being posed by teams of detectives from the first grade, who are trying to crack the mystery of Mr. Cool Cat’s weekend adventures. In case you have not been following this breaking story, Mr. Cool Cat is a puppet who moved here from Montreal with Kelly, our first grade teacher. Early in September, Kelly and the kids found a photograph of Cool Cat and his puppet pals cavorting on the Golden Gate Bridge, and no one knew how they got there. The puppets were safe in their usual spot in the classroom, yet clearly had been out on the town over the weekend.

The mystery grew over the ensuing weeks as photographs continued to appear: the puppets enjoying clam chowder and poking Dungeness crabs at Fisherman’s Wharf, buying tickets to a movie at the Castro Theatre, waving to the crowd at a Giants game, riding a cable car through Chinatown, enjoying the view through telescopes on Twin Peaks, posing in front of Lombard Street’s curves, sunbathing on Baker Beach . . . Cool Cat and his friends were really getting around!

How were they doing it? The puppets were going places Kelly had never heard of, and clues were few and far between. First graders were swarming around school asking questions, but no one had answers—including Kelly, who was as mystified as the kids.

Then the class got organized. Each student wrote a letter to a staff member, asking what did we know and when did we know it. Every one of us answered in writing, and the students used our responses to rank our probability as suspects. Kelly got a map of San Francisco so that they could plot Cool Cat’s travels. A uniformed police officer from the San Francisco Police Department visited the class to help crack the case, and she gave the students tips on how to gather evidence. Kids practiced their deductive reasoning skills by developing a set of questions that might reveal information about the perpetrators, and decided who they would interview as potential witnesses. Questions were written down, teams of detectives were dispersed to depose the witnesses, and answers analyzed.

As of this writing, The Case of the Weekending Puppets has yet to be solved—although rumor has it that the first graders are getting close! I’ll keep you posted.

Kudos to Kelly for seizing the unexpected to create a wonderful example of progressive education, and to the mysterious rascals behind the whole affair for providing such clever and engaging material!
Carey

 

From the deans:

Diversity awareness/appreciation/action starts with self-knowledge. Only by knowing and fully understanding yourself, your surrounding, your proficiencies and deficiencies, and being comfortable with that “analyzed,” processed self, can you really begin to know others and be comfortable around others. The road to knowing yourself is a lifelong drive filled with harrowing twist and turns, but there are several simple, practical things that we, as individuals within a diverse community, can do to get in touch with self.

Create a Family Tree - Creating a family tree will help you to find out about the diversity that “makes you up.” Be patient, it may take some serious time. The family tree that my father and I constructed took well over four years to complete, but the benefits far outweigh the effort. Familial information is also easier to access today with the advent of free genealogy websites like www.familysearch.org.

Meditation and Fasting - Meditation and fasting have been used since ancient times to discover and balance self. Every great, documented holy person, from Jesus’ forty days in the desert to Gandhi’s fast to save India to Muhammad’s revelation in the cave, used meditation and fasting to reach a state of enlightenment or “betterment.” Modern man tends to laugh off meditation and fasting as new age balderdash, but historically, wise women and men have embraced them as the unique tools for self-discovery and peace of mind.

Physicists and best-selling author, Frutof Capra describes meditation as a “quieting of the mind,” where the “basic aim of these (meditation) techniques seems to be to silence the thinking mind and to shift the awareness from the rational to the intuitive mode of consciousness.” Meditation can be done in a variety of ways, and many of us already meditate without seeing it as meditation. One variety uses the intense focusing of one’s attention on a single object, “like one’s breathing, the sound of the mantra, or the visual image of the mandala.” Other methods focus on physical activity that bring about intuitive consciousness like T’ai Chi, which involves body movements “not learned by verbal instructions but by doing them over and over again in unison with the teacher” without the interference of any thought. These rhythmical chantings and movements bring about a state of awareness devoid of the rational mind’s adherence to categorizing and defining; the environment is experienced in a direct way without the filter of conceptual thinking. ”

Fasting as a tool to enlightenment goes back to ancient times. Alvenia M. Fulton, fasting expert, in her book, The Fasting Primer, states, “Looking back in time, we now know that fasting as a health measure as well as a spiritual exercise was considered such an essential part of the health and intellectual development of the ancient peoples of Egypt, Greece, and India that the practice was reserved for the nobility and the educated classes. ”

Fasting, like meditation, aids in the process of self-discovery. Many mystics, including every major prophet, used fasting to reach a higher level of self-discovery. Fasting calls for a periodic restriction of some physical need or desire, like eating, drinking, or sex, to reach a state of spiritual awareness. It is a simple process, by depriving one aspect of self, other aspects become more acute; by depriving the physical, the spiritual becomes stronger. Fasting through different methods reaches the same goal as meditation; it releases the body from rational thought and opens it up to intuitive consciousness.

Good luck in the amazing quest for knowledge of self!

Mohammed Soriano-Bilal
Dean of Multicultural Programs and Services

Halloween-2003


 

From the Development Office
Dedee DeLongpré
  Curriculum Spotlight - MS Math / Science - Jono Schrode

Community Values. Community Support.

Annual Fund Drive

This year’s annual fund drive is off and running. Take a look at the chart on the next page to see our progress to date. Last year, kindergarten through 4th grades all reached 100% participation. How many classes will reach 100% giving this year?

A big THANKS to everyone who has contributed so far. If you haven’t made your contribution or pledge yet, please get it in before December 31, 2003. Remember: your gift will be tax deductible in this current tax year.

What’s Coming Up?

There are plenty of opportunities to get involved with fundraising at PHS. Here’s a snapshot of the development efforts scheduled for the remainder of the year.

Book Fair at Books, Inc. in Laurel Village - Thursday, November 13 – 6:00-9:00 p.m.

Books, Inc. will donate 20% of the price of all books purchased to PHS. Enjoy dinner at Pasta Pomodoro and PHS will get a dollar for every entrée you order. Make your shopping lists and tell all your friends - the store is open to the public from 6:00 - 7:00 pm.

eScrip and SchoolPop

Sign up for one of these rebate programs and PHS will get a percentage of everything you spend on your credit and debit cards. You don’t have to do anything differently. Just shop and PHS will get a rebate check. You can’t lose on this one! To sign up, contact PHS parent Julie Marcus at julie@imagineeringsf.com.

Annual Auction Event - Saturday, March 13, 2004

During this a fun-packed evening, parents get together for some adults-only fun. You can bid on trips, brunches, group dinners, and furniture. There will be lots of community-centered items to bid on this year – including some unique culturally inspired group dinners. Even if bidding isn’t your thing, you should plan to come to this community party. With dancing, dinner, and socializing, it’s a lot of fun for everyone!

PHS Walkathon - Wednesday, May 19, 2004

This is a chance for our students to raise money for their school. Our kids get pledges from friends, extended family, and neighbors and then they WALK, WALK, WALK. This great event was accidentally omitted from the volunteer form this summer. If you would like to volunteer to help out, please email Dedee. Thanks for making PHS a philanthropic priority. Your gifts and participation make the difference.

- Dedee

 

Just two and a half astonishingly short months ago, I joined the PHS community to begin my twentieth year of teaching. After a two year hiatus as a full time building contractor, it feels both exciting and familiar to be going “”back to school” once again. The juxtaposition of those naturally blended opposites, the old and the new repeatedly interchanging and merging and separating, has been a strikingly recurrent theme during my joyous assimilation into Presidio Hill’s unique approach to progressive education.

I am teaching two classes: eighth grade science and one section of sixth grade math. The contrast between their respective positions as returning veteran leaders of the middle school and ebullient but wary rookies has greatly illuminated for me what this school strives to do. The “old pro” eighth grade is brilliantly balanced by the newness of the sixth graders. Our middle school expansion means that my younger group integrates half a class of returnees with another half of newcomers, all of whom are turned loose to face for the first time the entire team of faculty “specialists” who stand in the place once occupied by a single homeroom teacher. And like me, they too are finding their old identities simultaneously confirmed and transformed by all of the new contexts that surround them. The diverse breadth of their varied backgrounds allows us to have already made brief visits to most of the many topics of pre-algebra which they will seek to master over the next two to three years. The overlapping old and new produce a rapid spiral which gives all of them a chance not only to begin seeing the assembled whole of their past mathematical experience and knowledge, but also to catch glimpses of the challenges ahead. Along with Adam’s other section of sixth grade, we will soon put this perspective into action by launching into our first major applied project: designing, creating, and solving geometric mazes and labyrinths, first on paper and then in human scale physical enlargements in the classroom. If you come to visit the 3rd floor math room in coming weeks, you may get to witness them wriggling across the floors being redecorated into their newly envisioned puzzles—and perhaps you may even get a chance to try to navigate your way through them!

In eighth grade science, my students have come to me after two years of Sue Marvit’s experiential approach to life and earth science, and they intuitively expect that physical science will be just as direct and actively personal an academic pursuit. Our fall curriculum centers upon chemistry: matter, energy, and how our world is defined and assembled at its most fundamental levels. Their perception of learning is viscerally built on the assumption that they participate most effectively when they are doing, moving, interacting, and creating. The power and freedom provided by such a genuinely grounded independence are rare luxuries for students as relatively young as this, and on their first major project submissions, those talents absolutely shone. Each student chose a particular chemical element from the periodic table and made a presentation to the class after four weeks of research both in and out of class. Given five choices for the mode of their final submission, many opted to make a poster display, and the results—not an iota of which I had seen before their completed delivery—could make experienced graphic designers envious! Several wrote songs about their subjects (“. . . chlorine is Greek for greenish yellow; it was discovered by this German fellow . . .”) and one even produced a twenty-minute video complete with original script, costumes, music, and guest stars. This group of eighth graders has already taught me far more than I’ve taught them, and I can’t wait for whatever they have next in store for me. Nothing about our newness to each other is even close to getting old!


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