GREEN HEDGES SCHOOL
SEPTEMBER 2015
IN THIS ISSUE
GHS Core Values: Becoming Yourself
Graduation 2015
Clippings is a publication by the
Development Office of
Green Hedges School.
René Wilkinson
Chair, Board of Trustees
Robert E. Gregg, III
Head of School
Stacey Ahner
Director of Development
GREEN HEDGES SCHOOL
SEPTEMBER 2015
Bridget Parke
Director of Admission
Editor
Ingrid Willenz-Isaacs
Photography
Stacey Ahner
Mitchell Layton
Lifetouch Events
Bridget Parke
Sarah Sapone
Vanessa Vick
Design
Foret Design
Becoming Yourself
3
18
Grade 6 students Celina Glenn
and Ruby Gregg work to
program their robot.
Your comments and suggestions are
always welcomed and may be emailed
to [email protected].
24
Wisdom and Guidance . . . . . . . . . . . . 3
Connecting, with Bob Gregg . . . . . . . 6
STEM Week . . . . . . . . . . . . . . . . . . 10
Applied Geometry . . . . . . . . . . . . . . 13
Critical Thought . . . . . . . . . . . . . . . . 14
The Present Moment . . . . . . . . . . . . 16
Around Campus
A Special Day . . . . . . . . . . . . . . . . .
Arcturus Award . . . . . . . . . . . . . . . .
Scott Votey . . . . . . . . . . . . . . . . . . . .
VAIS Commends Green Hedges . . . .
Micheline Woolard . . . . . . . . . . . . .
Graduation & Alumni
18
19
20
21
23
Class of 2015 . . . . . . . . . . . . . . . . . . 24
Class of 2011 Heads to College . . . . . 28
Alumni Visit . . . . . . . . . . . . . . . . . . . 28
2015 Gala and Auction . . . . . . . . . . . 29
Class of 2015 Mural . . . . . Back Cover
Alumni Remembrances . . . 4, 9, 11, 15
Green Hedges School does not discriminate on the basis of race, sex, religion, or
national origin in the administration of its education policies.
head’s greeting
Robert E. Gregg, III
1
CLIPPINGS | SEPTEMBER 2015
C
ONNECTIONS.
They’re
everywhere.
As social creatures, our lives (and livelihood!) depend
on them. For all of us, individually and institutionally,
close relationships with others are critical to our own
wellbeing. Healthy relationships provide safe spaces to
learn and to grow and to take risks, all necessary to the
process of realizing our 4th Core Value: Become Yourself.
This issue of Clippings focuses on how we support
Green Hedges students as they become themselves.
Through positive connections and a healthy wellbeing,
an individual at GHS becomes him/herself, the
ultimate outcome for our students. Everything we
do contributes to this process. Here we highlight
just a few elements: building strong parent-teacher
partnerships, helping students discover their passions,
challenging them in the classroom, teaching them ways
to concentrate and be self aware. We also listen to some
alumnae talk about how that process shapes life after
Green Hedges.
For its own wellbeing, GHS fosters connections with
other organizations, which are also in the business of
educating young people, namely other independent
schools. Specifically, GHS is a proud member of the
Virginia Association of Independent Schools (VAIS,
whose Board I currently serve on), a network of
Tessa Brandon ’21 enjoyed being Head of School for the Day.
84 independent schools throughout the Commonwealth
that share responsibility to maintain our independence.
From time to time, Green Hedges staff have served
VAIS and other schools as accreditation team members.
Read on to discover what, in the eyes of VAIS, Green
Hedges has become.
On June 7, the nine newest GHS graduates entered the
next phase of their educational journeys. Along the way
at GHS, these students have worked hard to connect
themselves to people, ideas, opportunities, skills and
their respective, fortunate secondary schools. They carry
forward wonderful values for themselves—our values:
to Achieve Distinction, to Commit to Character, to
Explore Opportunities and to Become Yourself. We are
enormously proud of the GHS Class of 2015!
GREEN HEDGES SCHOOL
2
Becoming
Yourself
Become Yourself
Explore Opportunities
Commit to Character
Achieve Distinction
GHS CORE VALUES
PARENT-TEACHER CONFERENCES:
“There is a vitality, a life force, an energy, a quickening that is translated through you into
action, and because there is only one of you in all time, this expression is unique. And if
you block it, it will never exist through any other medium and will be lost.”
— Martha Graham, visionary dancer and choreographer
GUIDANCE FOR THE JOURNEY
OF BECOMING YOURSELF
Imagine taking a journey, a grand adventure into new
territory, but being three, or nine, or twelve years old.
It seems daunting, maybe overwhelming. And yet,
we’ve all done it. Our earliest experiences starting a new
school, making a new friend, writing a first research
paper, or tackling a quadratic equation required courage,
skills, and risk taking, and probably involved strategies
we continue honing as adults. At Green Hedges, these
journeys of discovery, and the vitality and quickening
they bring, are captured in the Core Value of Becoming
Yourself. Deb Haag, Assistant Head of School, says,
“If you are a child, it is important to know you are not
alone on that journey. Parents and teachers connect at
car pool, through phone calls, letters, report cards, and
in many other ways that provide support for students.
The guidance adults give is like the scaffolding for
building a building.” One important way that parents
and teachers coordinate efforts to give guidance for
the journey, scaffolding for the building, is through the
parent-teacher conference process.
Ask Green Hedges teachers how they coordinate efforts
with parents, and the word that comes up most often is
“partnership.” It is a process that has similar goals but
different content across the grades. Deb Haag explains,
“Parents know their children best, and see them in
the context of the family. Teachers can help supply
a different lens, that of a child in the context of other
kids, those in the classroom and those we have taught
over the years. The important thing we look for is what
makes that child unique as a person. Each child, each
person, needs the opportunity to shine. Together with
parents, we support emerging skills and interests, and
we make plans to deal with any bumps in the road.”
At every grade level, teachers prepare for conferences
by reviewing academic work. Diane Prentice, Grade
3 teacher, says, “We have a lot to share, I have a lot of
academic data in front of me. But when it comes right
down to it, we have a conversation about a child, not
about data. The night before parent teacher conferences
tends to be a reflection time for me. I steep myself in
thoughts and impressions about each child. Then, when
parents walk in, the most important thing I can do is
listen. It’s a real conversation, not a checklist.”
Parents are conscious of their role in the partnership, as
well. Michelle Atkin, in her tenth year at Green Hedges
and the parent of three students, says, “Teachers have the
child’s best interests at heart. It is important to be open
and listen to each other. When we need to work on a
difficulty together, it takes courage on both sides. I take
notes, and I stay in touch between conference times.”
3
CLIPPINGS | SEPTEMBER 2015
Wisdom
Guidance
BECOMING HIMSELF
Zaman Alidina ’11
Weeks away from the conclusion of his
high school career, Zaman Alidina looks
back on his early years of schooling and
enumerates the highlights. “I started
Green Hedges in first grade,” he says,
“and was amazed that we had to do
a play. I enjoyed watching the other
grades each perform during the year.
When it was our turn, I played the fox
in Pinocchio! I don’t remember, but I
don’t think it was that hard to memorize
the lines.” Another highlight of his early years was a Grade
3 class field trip to the Baltimore Aquarium followed by an
overnight at the Baltimore Science Center. In subsequent
years, the variety of experiences at Green Hedges is what
seems most outstanding to him. Reminiscing, he says, “I
enjoyed the Science Fair, and I had a great time participating
in the band program including the jazz band. I played the
trumpet. Going on band trips was especially memorable.”
Since graduating from Green Hedges, Zaman has been
attending Flint Hill School, where he cites his AP History as
among the most interesting of his classes. “Green Hedges
prepared me well for high school,” he says, and, although his
interest in math and science blossomed at Green Hedges and
continued at Flint Hill, he is keeping his options for college
studies wide open. “Next year I’ll be attending Bowdoin
College in Maine,” he says, “and I am planning to take a
variety of courses so I can find out which ones are of special
interest to me. I want to explore many possibilities.” Part of
the reason he chose Bowdoin, he says, is that he enjoyed the
small classes and sense of community at Green Hedges, and
hopes to replicate that experience in his higher education.
Zaman’s favorite activities at Flint Hill have included his
extra-curricular participation in two Special Olympics events
hosted at the school, soccer and track. Equally inspiring and
challenging has been being part of the Flint Hill team, the
Huskies, at a fundraising event supporting the American
Cancer Society at Relay For Life, an event at George Mason
University. Zaman explains, “We stayed up all night and
collected quite a bit of money. The motto was, ’cancer never
sleeps,’ and neither did we!”
With some of his friends from Green Hedges now classmates
at Flint Hill, Zaman finds it easy to stay in touch with his
former school. In fact, he is on the GHS campus regularly,
because twice a week he joins the car pool line to pick up his
younger twin siblings. Summing up his long relationship with
Green Hedges from the perspective of now, Zaman says,
“Kids are exposed to many things at Green Hedges. It can
inspire many interests.”
THE EARLY YEARS: HOW DO YOU
DECIDE WHEN TO STOP PUTTING
TOOTHPASTE ON THEIR TOOTHBRUSH?
Allison Nichols, Montessori Directress, describes
working with the youngest students, saying, “Observing
the children is very important. Some like to watch and
then decide when they’re ready to jump in. Others are
super social. Respecting their personality styles helps
them open to their fullest potential.” Ms. Nichols
adds, “Many children start our program when they are
three years old, so we get to spend three or more years
with them. During these early years we establish a
relationship of trust with parents that is like building
friendships, and, since everything in the children’s
environment affects them, we like to stay in touch
with families about routines and changes in routines,
at home and at school. We are building a common
language for talking about a child. There is a wide range
of normal when it comes to child development, and we
talk about each child’s progress in terms of that range.
If special support is needed, early intervention is best.
In each case, we as teachers want to serve as resources
for the parents.”
As children develop and grow into more independence
at their own pace, adults sometimes help by considering
what they could stop doing, a truth that Deb Haag says
is illustrated in small interactions such as the routines
of tooth brushing. Fine-tuning their shared efforts,
parents and teachers watch for signs of skills emerging.
“You can facilitate development, but you can’t force it,”
says Mrs. Haag. “Everything has its time clock. We have
to be sensitive, patient, caring, and knowledgeable.”
LOWER SCHOOL: THOUGHT BUBBLES,
AND “GLOW AND GROW”
In the Lower School, students become more self
reflective, and teachers guide the students to use
their new skills. Grade 2 students’ written reflections
are called “Glow and Grow,” and students use these
to write about strengths as well as areas that need
improvement. Grade 2 co-teachers Robin Schneider
and Emily Weber find that students accurately describe
their academic profiles, even generating useful ideas
about how to enhance their own progress. “Not only
will students write that their handwriting needs
improving,” say the teachers, “they also suggest that
what they need is more practice.” The goal of open
communication between parents, teachers, and students
is enhanced by students’ growing ability to be active on
behalf of their own learning.
Occasionally, Grade 3 students are invited to participate
in parent conferences. Even when they are not there
in person, students often engage in a self-examination
process of their own, and their thoughts are represented
at the table. “One way students can evaluate themselves
is with a thought bubble, like the ones cartoon characters
have,” explains Mrs. Prentice. “It can be used to reflect
or to set goals; most recently Grade 3 students wrote
about how their grade, and their experience, is unique.”
Having a greater voice in summarizing their strengths
and goals prepares students for more independence in
Middle School.
MIDDLE SCHOOL: IT’S IN THEIR DNA
Middle School students travel between classrooms
that are not self-contained, but their homeroom
teachers and advisors continue to keep track of their
development and to meet with parents. “They still have
a lot of flexibility about who they are and want to be,”
says Middle School Science teacher Zita Gray, adding,
“Our small classes and community atmosphere make
it easy to know the students well, and to help them
discover more about themselves. Growth is a natural
process for them, like part of their DNA. Parents
sometimes see new things first, but sometimes students
may be hesitant to show their parents a new skill, and
try it out in class instead. It’s an exciting process, and
maintaining that close connection between teachers
and parents is important. Parents and students know
that we are on their side. Each year we have exciting
successes, and by the time they graduate they’re ready
to start a whole new cycle of growing and learning.”
CONTINUITY AND
THE PARENT PERSPECTIVE
Parent teacher conferences always end with action plans
for follow-up, and in preparation for each new school
year, teachers meet with each other to talk about how
to best support students starting a new grade. The whole
process is built to maintain continuity. “We talk about
when we will be in touch again, and many times I leave
intrigued, impressed, and informed by how well teachers
know my child,” says Michelle Atkin. “I take to heart
my own role in this process, keeping track of important
topics from year to year, and popping in at drop off
sometimes just to stay in touch. We’re all working
together to develop the potential of students, and the
rewards include a shared wisdom,” she concludes. That
shared wisdom, and its tending by adults across the
grades, is what helps students thrive as they continue
the lifelong adventure of becoming themselves.
CLIPPINGS | SEPTEMBER 2015
5
GREEN HEDGES SCHOOL
6
Connecting
with
Bob Gregg,
Head of School
What counts most in life? That is the question with
which Edward “Ned” Hallowell, M.D., begins his
well-known book, Connect, and the title of the book
gives away the answer. That first question and its answer
were on Bob Gregg’s mind this May as he reflected
on the completion of his sixth year as Head of School.
Below are some of his thoughts.
IT’S ALL ABOUT THE SCHOOL
Dr. Hallowell’s work came to my attention just over
a dozen years ago, when I heard him speak. He
demonstrated that people who experience connection—
to others, to themselves, to something greater than
themselves—have better outcomes across the board,
whether you look at physical health, emotional
adjustment, academic and career success, or longevity.
I was impressed and moved by his presentation, and
have kept his book nearby ever since. All the different
kinds of connections are relevant, of course. But his
chapter about how to create a connected school is the
chapter that I have reread most.
For us at Green Hedges, being connected is all about the
School and our community. Become Yourself is one of
our Core Values. It represents an assumption we make
about what is important, and here’s how it translates into
action: for students to really become their best selves,
you can’t do better than to nurture them in a cohesive
community that also values differences. We use findings
like Dr. Hallowell’s about the importance of connection,
and we apply them at every level. This sense of inclusion
is directed not only at students, but it has to do with
the adults, as well. Connection is about all of us. You
have to be intentional about it, and it’s a lot of work.
But actually, it’s a lot of fun, too. I think people feel the
warmth and vibrant energy the moment they step onto
our campus.
IT STARTS AT THE FRONT DOOR
How we create a connected community begins with how
we meet prospective teachers and staff, Board members,
and families. I say “families” because when we admit a
student, we are also admitting a family. We ask a lot of
questions, share information, try
to really get to know them and let
them get to know us. We’re not for
everybody, where one size fits all, so
we try to get a sense of the match.
What we are thinking about is, are
people, adults and children, open to
hard work? Are they open to failure
and setbacks? Maybe setbacks seem
like a strange thing to focus on, but
to create a connected community, we
have to do a lot of active and careful
listening, and we have to know that
we, all of us, can count on each other
when things get uncomfortable. Not
being thrown when things go wrong
frees each of us to take chances in
learning and creativity, not just the
kids. And getting through those
challenges together feeds right back
into building a stronger community.
But true partnership is something
you enter into as a choice.
BEING PRESENT
AND AVAILABLE
Dr. Hallowell talks about us living
in a “crazy busy” world, and it’s
true. He goes on to say that in a
connected school, “everyone on the
staff goes out of their way to do the
little things that count. They smile
and say hello. They make time for
everyone... They practice what they
preach.” We strive to be like that.
All of us know every single student.
It is important to me, and it is
something I model. We want to be
present and available for families.
It’s no accident that our alums come
back to campus for performances
and for other occasions. The sense
of community sticks with them.
On a daily basis, faculty and staff
members have lunch with the
kids, Assistant Head of School
Deb Haag’s table is a meeting
place for conversation, and Tom
Mast, our Business Manager, and
Stacey Ahner, our Director of
Development, are outside working
car pool several times a week so
they and the families can get to
know each other. And believe me,
as the father of two Green Hedges
students and an alum, I know first
hand how reassuring it is to have
Wanda Green at the front desk and
others jump in to help on the rare
occasion when there is a mishap
involving my own kids!
One program particularly worth
mentioning is the Middle School
advisor program. Each grade has
two lead advisors, adults they see
just about every day who keep tabs
on how each student is doing, and
who are there to help students
navigate the ups and downs,
academically and socially.
Inter-grade activities are also a
big part our program. Older and
younger students have a lot to
learn from working with each
other. Older students reading to
younger ones and shared science
challenges during STEM week are
two example of how we get students
involved with each other across
grades. In each instance, it’s all
about being present, available, and
known. There are so many examples,
but I just want to mention one
more. We stay connected with
families as they explore what to
do after Green Hedges, too. The
secondary school placement process
is another opportunity to get to
know students in depth, as we help
the families with all the steps in the
process, from researching secondary
schools and sorting their own
priorities to constructing a good
application and participating in
on-site interviews. And I am
personally involved in follow-up
with each of our graduates.
7
CLIPPINGS | SEPTEMBER 2015
We’re not for everybody, where one size fits all, so we try to get a sense of the
match. What we are thinking about is, are people, adults and children, open to
hard work? Are they open to failure and setbacks?
GREEN HEDGES SCHOOL
We make musicians out of students who
would never have had an interest in music.
How? Everybody’s a musician at Green
Hedges, just as everyone is an engineer,
a mathematician, and an artist.
8
TAKING A LOOK BACK —
CONNECTION TO THE PAST
75 years ago our founders, the
Kilmers, were looking for a place, a
school that would honor diversity,
so they created this one. They were
pioneers in overcoming barriers
related to skin color, which is a great
point of pride for us. But for them
it was not just about skin color. It
was also about appreciation for the
arts, music, poetry, about welcoming
people from many parts of the
world. They wanted to help each
student connect to the diversity
within themselves and in the world,
to savor it. They built a program that
appealed to a variety of senses and
sensibilities, and to different areas
of the brain. Within the context
of today, we continue that kind of
outlook. We make musicians out
of students who would never have
had an interest in music. How?
Everybody’s a musician at Green
Hedges, just as everyone is an
engineer, a mathematician, and an
artist. Using the example of music,
the younger students know that in
time they will take their show on
the road, attend competitions. It
doesn’t require that everyone have
extraordinary talent. It has to do
with being part of our community.
Two of our alums, former Board
member Wayne Burstein and his
daughter Annika, play together
in the Vienna Community Band,
where our former band teacher,
Kathy Wilson, is Associate Director.
To use the Kilmers’ gardening
metaphor, I guess you can say that
we nourish seeds of interest that are
already planted in our students, and
then we also plant new seeds!
CONNECTION WITH
COMMUNITY
I picture community at Green
Hedges as a series of concentric
circles. There is the School, of
course, and that includes all the
people who have been part of
GHS over the years. And, in the
present, there is Windover Heights,
our neighborhood; then Vienna,
DC, Northern Virginia, and out
from there into the world. We
want our students to understand a
responsibility they have toward all of
these aspects of community.
Earlier this year Grade 2
spearheaded a food drive supporting
Food For Others, and they collected
squeeze bottles for TerraCycle, a
recycling business based in Trenton,
NJ. Deb Haag and Middle School
Latin and Spanish teacher, Nicolas
Marzolino, took Grade 8 to the
Northern Virginia Family Service,
where they helped bag food
donations and put food on shelves.
There is a reflections page we use to
encourage students to write about
such experiences, and one of our
students wrote, “Helping others
gives you a sense of responsibility...
This experience gave me self
confidence.” We want them to know
that stepping up is part of their job.
CONNECTING WITH
IMPERFECTIONS
AND PROBLEMS
Life is a series of challenges and
education is a long process, a journey
full of setbacks. We don’t need to
go home in a bad mood because
we’ve had a tough day. For ourselves,
and for our students, we want
the realization that this is it. Life
requires us to give of our selves, and
to find solutions to the problems we
are facing. And there is a beauty in
it. Dr. Hallowell’s philosophy about
what is important resonates for me:
what counts most in life is becoming,
and staying, connected. We want to
teach that, to find a real resilience
for ourselves and for the students,
we have to foster those strong
connections.
BECOMING HERSELF
Maya Glenn ’12
Being open to surprises and learning from
them is important, Maya says. When she
visited Green Hedges late in her Grade 6 year
as a potential transfer student, her future
classmates were off campus, attending the
individual class spring trips. Even without
seeing them, she thought she would like
the school. “I could tell it was academically
rigorous, but also that students get to do cool
THE BIG PICTURE
The problems we need to confront
as a species on this planet and as
citizens of the world will require
a lot of collaborative hard work.
Throughout history, those we
admire, those whose actions are
known through time, are those who
found ways to connect themselves
to people, and people to each other.
We want our young people to learn
collaborative problem solving, so we
provide them with real opportunities
to make a difference.
Coming full circle, it starts from
those first conversations we
things in the community.” By the time school
was starting, “I was nervous and excited,” says
Maya, explaining that the turning point between
nervousness and excitement came on the very
first day, when two girls from Grade 8 befriended
her and made her feel welcome. “One of those
girls was Misha,” she remembers.
Reflecting on the Green Hedges Core Value
“Become Yourself,” Maya says, “sometimes
kids think, ‘I’m an arts person,’ or ‘I’m a sports
person,’ but at Green Hedges everyone tries
out everything. Often people end up finding
they enjoy things they didn’t know they would,
or finding talents they had not explored.” Her
own experience, starting as a ballet dancer
who performed for a school assembly in Grade
7 and ending up with a leading role in the
Middle School musical, illustrates the point. “I
was a dancer, not a singer or actress! But my
teacher worked with me after school, exploring
different aspects of performance. I think my
parents were proud to see all that I did on
stage, and now that I’m in high school, I have
continued being in musicals.”
Her first year at Green Hedges brought
non-academic discoveries to Maya as well.
have when meeting prospective
community members, and it
permeates each part of our program.
I was gratified that the concluding
report of the VAIS team granting us
reaccreditation this year stated that,
“Green Hedges School has done a
remarkable job in the last five years
to position itself for the next chapter
in its history. It is loved, supported,
and cherished by its community,
which is invested in the School’s
continued success.” We have a great
academic program, and I marvel at
all the skills we teach and the talent
we develop. Being a connected
school, a community, supports the
“We are not a camping family, so I was
surprised to have such a great time on the
Middle School camping trip,” she remembers.
Another important discovery was Maya’s love
for math. With a current academic load that
includes Pre-Calculus and AP Statistics, Maya
credits GHS mathematics teacher Syamala
Chenulu with making this her favorite subject:
“She is such a passionate teacher, you can’t
help but get excited about math.” Even leaving
Green Hedges provided lessons in being open
to new possibilities. “Mr. Gregg encouraged
me to consider Episcopal, even though it is a
boarding school. Now I love it here, because
in so many ways it feels like a continuation of
Green Hedges,” she reflects.
Finally, thinking about her younger sisters,
Kyra ‘14, now a Freshman at Maret, and
Celina, Grade 7 at GHS, she says, “Each of us
has different interests, but for each of us, it
has been important to explore new things.” To
anyone reading this who may be considering
attending Green Hedges, Maya advises, “Be
open to all the school has to offer, and be
ready for surprises!”
excellence of our academic program.
We use everyone’s skills and talents
for what Hallowell would say is
most important in life.
9
CLIPPINGS | SEPTEMBER 2015
“There I was in Indianapolis,
and I ran into Misha!”
exclaims Maya Glenn ‘12,
referring to Misha Wooden,
‘11, and describing one of
the joys of attending the
Student Diversity Leadership
Conference
(SDLC)
in
Indiana in December of 2014. Maya and
Misha, representing Episcopal High School
and Flint Hill, respectively, were among
hundreds of independent school students in
grades 9 to 12 who met to reflect together on
diversity and to build community. “I was one of
five representatives from my school,” says
Maya, adding, “The conference was a great
opportunity to meet other students who share
my interests.”
GREEN HEDGES SCHOOL
STEM Week
10
Samplings
STEM Week is the annual event that highlights
science, technology, and math learning at Green
Hedges. Although this learning takes place every day
in classrooms and in the science lab, STEM Week gives
students a chance to work on special projects, become
intrigued by others’ ideas, and have a lot of fun. This
year’s celebration began with a laser light show, included
science experiments and demonstrations carried out by
Mrs. Gray in Montessori and Lower School classrooms,
and ended with the Middle School Science Fair as well
as the ever-popular Grade 8 Science Show.
PAINTING WITH LIGHT
The Laser Light Show that kicked off STEM Week
at opening on February 21st began with a single beam
of light, which, through the magic of light moving
faster and faster until it appears to leave shapes behind,
became first a circle and, over the course of the program,
gradually turned into a full-blown, multi-color,
animated show complete with musical accompaniment.
During the lively interactive presentation, students
had an opportunity to build on what they already
knew — “ We can see better in the dark now than at
the beginning because our pupils have opened up,”
said one of the youngest audience members — and to
explore concepts such as the persistence of vision, the
perception of motion, and how lasers make light.
PASTA ENGINEERS AND RACER TASTERS
During the STEM Olympics, teams of Middle School
students worked with small groups of their counterparts
in the lower grades, each team competing on timed
tasks. One event, called Marshmallow Tower, entailed
building a freestanding structure using nothing but
20 strands of uncooked spaghetti, one yard of tape,
and one yard of string, topped by a marshmallow.
Although quite a few of the structures developed
engineering problems before they could be measured
at the end of the contest, Middle School Science
teacher Mrs. Gray announced to the students that in
many cases their results had exceeded those reported
by a group of business leaders and CEOs who had
been given the same task. And unlike the business
leaders, Middle School students had the additional
responsibility of accompanying their Montessori Lunch
Buncher teammates back to their respective classrooms.
Overheard during the event: “I have a plan! Ok, this is
not working. We’re going to a new plan.” Overheard on
the walk back to a Lower School classroom: “I got to
build with marshmallows and tape!”
The Edible Car Contest (requirements: at least two axles
and three wheels, made almost entirely of items edible
to humans), was evaluated based on each vehicle’s ability
to remain intact while going down a ramp. Points were
also given for speed and distance along the trajectory. In
addition to the fascinating aspects of assigning students
the task of creating an object that follows the basic laws
of motion, this event had the advantage of allowing
contestants to sample some of the automotive parts.
ROBOTS: CAN YOU MAKE THEM DANCE?
“Grab your robots out of the closet. This will be a lot
like show and tell, and I’ll be there to support you,”
Middle School Mathematics and Technology teacher
Andrew Tran promised one Grade 6 Robotics team
as they left math class and gathered in the downstairs
Resource Room of the Stable. The team was about
to demonstrate their creations to Grade 3 students.
Tasks were assigned. “Someone needs to describe the
challenge,” said Mr. Tran. “And remember, almost no
one gets something on the first try, so we will model
how you try again and use new ideas.” Then
Thomas, Ruby, and Lucy gathered their robots
and their courage to walk upstairs,
where Grade 3 students and their
teacher, Diane Prentice, first welcomed
them, and then listened and watched
with fascination.
Soon, robots were moving across the
expanse of desks pushed together,
avoiding areas of a certain color,
BECOMING HIMSELF
Anthony Skaff ’10
How do you combine an interest
in neuroscience with studying
economics, and what if, on top of that,
you want your coursework to leave the
door open for a possible medical school
application down the road? These
questions are on Anthony Skaff’s
mind during his Freshman year at the
University of Virginia in Charlottesville.
Anthony, ‘10, is contemplating declaring a double major and has
had some college requirements waived because he is a member
of the honors Echols Scholars Program at UVA, which the College
of Arts and Sciences describes as being designed for its most avid
scholars.
Some at Green Hedges might remember Anthony for
accompanying the GHS Chorus on piano, for playing tuba in the
band, or for his piano performances with the Annandale Jazz
Ambassadors. For his part, Anthony remembers special interactions
with teachers and peers. He credits some of his passion for history
and English, and some of his interest in science, to experiences
with his teachers here, and he remembers Mr. Marzolino, Spanish
and Latin teacher, with special fondness. As for the other graduates
of Green Hedges, Anthony says, “I am still close with many of my
Green Hedges friends, including Ian Farrow, Thomas Briggs, and
Cameron Santoro, as well as Gates Young (‘10), who also attends
UVA. Although many of my friends go to school in different states
now, we stay in touch and get together during breaks. Being in the
small community of the school and spending so much time in each
other’s company cemented our friendships.”
After Green Hedges, Anthony attended South Lakes High School for
one year before transferring to Thomas Jefferson High School for
Science and Technology. While at South Lakes, he won first place
in a science fair, then at the regional science fair received an award
from NASA and the Optical Society of America. His research project
was about remediation of hydraulic fracturing water. and took place
in the Chemical Analysis and Nanochemistry Research Lab. “I have
always invested a lot of energy and hard work into science,” he
says, adding, “When you put so much energy into something, it’s
hard not to like it!”
11
CLIPPINGS | SEPTEMBER 2015
“I have a plan!
Ok, this is not working.
We’re going to a new plan.”
GREEN HEDGES SCHOOL
12
“Someone needs to describe the challenge,” said Mr. Tran. “And
remember, almost no one gets something on the first try, so we will
model how you try again and use new ideas.”
approaching others, picking up small objects. “We
learned to program, design, and build these robots,”
the older students said proudly. “We each got a kit
with little plastic pieces. We followed instructions,
but we also wanted to add our own ideas. Like that
sensor that detects color. And this one, a gripper. This
other one has an ultrasonic sensor.” The demonstration
went on, occasionally punctuated by an exclamation,
“Malfunction!” Sometimes questions came up. “How
does it turn?” asked one student, and another replied,
“One wheel goes forward while the other wheel
goes backward.” They talked about the language of
computers, not only programming languages like
Python and Visual Basic, but also terms of art like
bug and glitch—undesirable but inevitable sometimes,
and loops, which they had programmed to create
repeating actions. “Oh, I would like to be a Sixth
Grader!” said one of the younger students, to which
Mrs. Prentice replied, “No, you want to be a Third
Grader in spring. We are going to build something
too.” And what do Grade 6 students look forward to
working on next? Dancing robots, and ones that grab
each other, dubbed Sumo wrestlers. Stay tuned.
BUILDING COMPUTERS
One of the outstanding science fair projects this year
began with students asking, “what if?” Jordan Callahan,
Grade 6, had an idea last summer. What if he could
build working computers out of recycled parts? His
father thought it was a good idea, but the time for such
an ambitious project never materialized. Then came
the fall, and soon it was time to decide on a science fair
project. This time, Carl Hutzler, technology consultant
to Green Hedges, offered some expertise and, over two
meetings with Jordan, helped him get started by taking
a computer apart. After that, there was no stopping
Jordan. He admits that, “this project was way more time
consuming than I had imagined.” Fortunately, his father
was able to lend a hand with the task. In the end, Jordan
spearheaded the building of one desktop and three
other working computers that can be turned on and can
be connected to the Internet. Unlike other science fair
projects that may languish in attics or garages for years,
Jordan’s project will be donated to a charity that accepts
used computers.
René Descartes, Daffy Duck,
and Applied Geometry
17th century French philosopher René Descartes was a passionate mathematician and
his most famous saying, “I think, therefore I am,” is worded as an axiom, a fundamental
13
Recently, his portrait has been on display next to one
of Daffy Duck on the Middle School bulletin board.
It seems an odd pairing. After all, Daffy’s most famous
saying, “You are deth-picable!” is more of a passionate
outcry—perhaps what Descartes might have called a
cri de coeur—than an academic statement. But let’s take
a closer look.
morning. These images, too, are based on a grid of dots
identical to the ones seen behind Daffy Duck. “It’s not
just that we integrate math, art, and other academic
subjects at Green Hedges,” concludes Mrs. Chenulu.
“It’s that connections make up the fabric of our world.
We want our students to know the richness of these
connections, and to participate in them!”
Carefully examining the background of Daffy’s portrait,
or that of the Superman logo, or any of the other
drawings by Grade 6 displayed alongside, one can see
a grid, a network of intersecting vertical and horizontal
lines, with each intersection correlating to a particular
location. Along with Pierre de Fermat, another French
mathematician, René Descartes is credited with the
invention of this grid, known as the coordinate system.
Following a series of instructions for connecting dots
along the coordinate system can feel like solving a
puzzle: one may not know at the outset what image
will end up being created. And, as some Green Hedges
students learned, feeding these instructions into
software is one way to create a program, resulting in
the production of computer generated images.
“Connecting dots along a grid gives us a way to make
complex tasks quite simple,” says Middle School Math
teacher Syamala Chenulu, explaining, “The Navy uses
this system to describe the precise positioning of ships.
Latitude and longitude are based on this, and so is GPS.
The concept of slope along a number line depends on
it, and anyone who has done cross-stitch has used this
system as well.” Enthused, Mrs. Chenulu concludes
with an example of the coordinate system from her
native India, where women create abstract paintings
with colored rice flour or chalk on damp ground every
“It’s not just that we integrate
math, art, and other academic
subjects at Green Hedges,”
concludes Mrs. Chenulu.
“It’s that connections
make up the fabric
of our world.”
CLIPPINGS | SEPTEMBER 2015
assumption in the language of logic and geometry.
GREEN HEDGES SCHOOL
THE JOURNEY IS ABOUT
Critical
Thought
14
“ You never really understand a person until you consider things from his point of view...
until you climb inside of his skin and walk around in it.”
— Harper Lee, To Kill a Mockingbird
The sentiment above is expressed in To Kill a
Mockingbird by Atticus, father of Scout, the story’s
narrator. Hilary Huse, Middle School Language Arts
and Social Studies teacher, strives to give young readers
the experience Atticus commends. One aspect of that
effort is choosing the topics discussed in class. “We
read literature that speaks to where Middle School
students are in their maturity and growth,” she says,
noting that there is an entire trajectory of maturation
that takes place during the Middle School years. As
Mrs. Huse inspires readers to metaphorically step into
the experience of characters, fictitious and historical, the
similarity between protagonists and students helps the
readers to identify more closely with the stories. And
studying how characters grapple with a variety of issues
helps students develop personal perspective during their
own coming of age.
she explains. “Whether they are studying history, music,
or literature, I design discussion and experiences that
stimulate students to think about time and place, about
the context of a particular piece of writing or event, and
to consider the author’s intent as they extract meaning.
Often, themes that touch them in classroom reading
and discussion influence what they read in their free
time at home.”
Mrs. Huse continues, “We read The Outsiders by S. E.
Hilton, the first realistic portrait of teenagers. And we
read novels like Lord of the Flies, The Giver, and To Kill
a Mockingbird. When I had an all girl class, we read
Charlotte Bronté’s Jane Eyre. And we read classical
authors of Western literature, such as Chaucer. In
Middle School, the journey is about critical thought,”
“We encourage students to make explicit connections
between what they read and their own lives, to make
what we call text to self connections,” says Mrs. Huse. In
their journals the students explore issues that come up in
both their readings and their lives, such as the question
of what it means to become a leader, or the question of
how one identifies with one peer group or another.
In the study of History, many of the readings describe
events through American eyes. Using the lyrics of a
musical, or of a speech like Lincoln’s Gettysburg Address,
Roosevelt’s declaration of war, or Martin Luther King’s
famous I Have a Dream, Mrs. Huse challenges students
to think deeply, considering everything from the
perspective of events unfolding to the author’s sense of
rhetoric.
“We encourage students to make
explicit connections between what
they read and their own lives, to
make what we call text to self
connections,” says Mrs. Huse.
The speeches students prepare to deliver on their
graduation day benefit from the insights they have
gained through the Language Arts and History
curriculum. Using the tools that served them as they
considered historical events and the development of
characters in fiction, they turn toward the story of their
own lives and convey what has had most meaning to
them on the way to the culmination that graduation
represents. Mrs. Huse works with the students as they
create and polish their speeches. It is a rite of passage
that bridges an ending and beginning in their lives, an
event with its own context and poignancy.
BECOMING HIMSELF
Harrison Wilton ’10
“When I was in first grade, I had no idea what I was
good at, and what I would enjoy,” reminisces Harrison
Wilton ‘10, and continues, “Pretty soon I discovered
that I loved math and science. I attended math meets,
studied Pre-Algebra over a summer, and was able to
place out of a year of math by passing a test.” He
remembers Mrs. King and Mrs. Chenulu, his math
teachers, sparking his own growing excitement for the
the subject. Regarding other classes at Green Hedges, he says, “I
was never as passionate about the arts, but I enjoyed taking part in
plays—I was the Tin Man in The Wiz and Nick Bottom in Midsummer
Night’s Dream—and my English teacher, Mrs. Bilhartz, made English
interesting to me. I enjoyed playing soccer, learning Latin and Spanish,
playing an instrument, singing. Our class trips and wilderness
adventures were a lot of fun. And I want to give a shout out to one
of my favorite teachers, Mr. Marzolino. He was a great teacher and
always had a ton of fun stories to tell us. The most important thing,”
he concludes, “is that Green Hedges gave me a taste of everything,
with encouragement, so I could set my direction. My family understood
my passions, and encouraged me, as well.”
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CLIPPINGS | SEPTEMBER 2015
By Grade 8, students come to have a more sophisticated
perspective about characters in literature and history,
and about themselves and their peers. As they prepare to
graduate, the oldest students confront realities they have
grown to understand better through their maturing.
“They come to see that problems do not often present
as black and white, that there are trade-offs,” says Mrs.
Huse. “They are also in the process of choosing high
schools, anticipating saying good bye to friends, and,
for some of them, moving out of the area or going to
boarding school,” she reflects.
Although he had expected that math would be his focus going forward,
once Harrison graduated from Green Hedges and began attending
Georgetown Day School, he discovered the application of math to
physics, and began having this interest as his academic focus. “In high
school, I didn’t have to play around with things, trying to figure out what
I wanted to study. I already knew the general direction I would take, and
I could explore in depth.” Having completed his Freshman year at the
University of Michigan, Harrison is now considering an academic major
and career in applied engineering, or further studies in mathematics or
physics, leading to teaching and research.
Harrison played varsity soccer at Georgetown Day and intramural
soccer at the University of Michigan during his first year there. Despite
a very busy schedule, he enjoys the attractions of Ann Arbor, where the
University of Michigan is located, and, in addition to maintaining newer
friendships, stays in touch with several classmates from Green Hedges.
GREEN HEDGES SCHOOL
16
getting in the Present
MOMENT
IT IS FRIDAY MORNING IN GRADE 2,
time for the weekly spelling test. Before
students pick up their pencils to write
down the dictated words, their teachers
help them prepare, relax, and focus.
“Give yourself a big gift,” instructs
Robin Schneider in a soothing voice.
“Close your eyes or look down, but don’t
put your head down. This is not rest time;
wiggle into your chairs; get comfortable;
get settled and still.” She strikes a chime
that looks like a miniature xylophone
and instructs, “Hold onto the sound
of the chime. Don’t let that sound go.
Pay attention to nothing but that sound.”
Relaxation, concentration and focus are mindfulness
skills that can be improved through practice, just like
spelling can. This morning’s exercise builds on a neardaily Grade 2 classroom practice that got its start at
the end of the previous school year, when Ms. Schneider
read A Mindful Nation by Congressman Tim Ryan.
She thought that the book’s subtitle, How a Simple
Practice Can Help Us Reduce Stress, Improve Performance,
and Recapture the American Spirit, might be applicable
not only to adults, but also to her students.
Back in Grade 2, the sound of the chime has faded
into silence. The teacher’s voice continues, “When you
can’t hear the sound anymore, make your hands into
tight little flower blossoms as you breathe in through
your nose, and then let them bloom as you breathe
out. Breathe in through your nose, out through your
mouth. And if there is another slow movement you
would rather do, do that, instead.” Hands open and
close slowly, shoulders visibly relax, and a sense of calm
pervades the room. Even the students whose eyes and
attention still seem to be in motion have slowed the
pace of their movements. Other instructions follow,
helping the students attend to their thinking, “What
mental images are you giving yourself? What feelings
come from them?”
After reminding them of choices they have in adjusting
their internal state, the teacher suggests, “Put your hand
on your PFC, the wise leader in your brain that helps
you make good decisions all day long.” A poster in the
trends, in relationship to its effectiveness, usefulness
and compatibility with the overall program.
Grade 2 co-teacher Emily Weber hopes to learn more
about the brain science behind mindfulness. “It is
helpful for students to have these strategies that calm
them and focus them, both in academic and in social
situations,” she says.
Mindfulness meditation has become increasingly
popular in schools and in society as its benefits have
been demonstrated by research. Publications lauding
its merits include The Washington Post, Washington
Parent, Independent School Magazine, and Harvard
Magazine. The role of mindfulness at Green Hedges
continues to be weighed, as are other educational
It is time for the spelling test to begin. Led by their
teacher, students say, out loud and then in a whisper,
“I will do my best on this test.” Then they pick up their
pencils and begin writing the spelling words that sound
out in the classroom. Not only are they better prepared
to take the test, but they now have a tool that they can
call upon for years to come.
REFLECTIONS ON MINDFULNESS
BY GRADE 2, edited for spelling:
“I think being in the present moment feels like a
silent moment where everything is calm and no one can
disturb my peace. It’s the best gift someone could ever
give to you but you don’t realize it at first. It’s a gift that
doesn’t break and lasts as long as you live and you
carry it around everywhere and no weight
gets added.”
“I think that getting in the present moment
really helps me to calm my body down.
I really am thankful that I learned how to
get in the present moment at the age of 8.”
“When I am getting in the present moment
at home, I like to go in my Mom and
Dad’s room because it is very peaceful
and quiet. I always like to close the door
so I can focus on my breathing. In school
we use a chime at home I use a light box.”
“It helps me put my worries away. I feel like I am
going to do breathing when I get older.
17
CLIPPINGS | SEPTEMBER 2015
classroom shows the PFC, also known as the prefrontal
cortex, along with other important brain structures like
the amygdala and the hippocampus. Studying brain
function gives students and teachers a helpful tool
for addressing classroom issues. If students need their
actions redirected, they can call up mental processes to
help them shift their own behaviors.
GREEN HEDGES SCHOOL
18
Founders’,
Grandparents’
Special Friends Day
&
Spirits and attendance were high at Founders’, Grandparents’ and Special
Friends Day. Student performances and time visiting classes filled the
morning. In keeping with tradition, the Grade 3 Maypole dance was the last
event of the day. Happily, a number of grandparents returned to campus the
next day to make Dragonfest a true family celebration.
Counter clockwise from top:
Alan Everett ’22 and grandmother;
Cassie Campbell ’17 with
Special Friend Gingy Dixon ’08;
Jordan Callahan ’17 with his father
and grandfather; Caden Wilkinson
’21 with mother and grandmother.
From l to r: Bob Gregg, Lynn Saba, Marcy Schustereder,
Ellen Giuntini
The Arcturus Award
The Arcturus Award is a recurring acknowledgment
given by the GHS Board of Trustees to recognize the
efforts of members of the community who:
• have made extraordinary contributions to the
School over a period of time, thereby strengthening
the foundations of the School;
Lynn’s efforts also helped foster connections between
GHS and the Vienna community. She has reached
out to local businesses, giving them an opportunity
to benefit from their exposure to a wonderful pool
of prospective customers, at the same time enhancing
Green Hedges’ visibility within the Vienna community.
• have demonstrated the type of unfailing support for
the School that serves as an inspiration to all.
Perhaps most importantly, Lynn worked with venders
to provide our lunches that were both nutritious and
appealing to our students. Her efforts have fueled the
development of our School and our students.
• have helped to shape a vision for the School that will
carry it into the future; and
The award is named for Arcturus, the brightest star in
the northern hemisphere. Award winners similarly shine
brightly in our community and this year’s winners,
Lynn Saba and Marcy Schustereder, are no exception.
LYNN SABA
Four years ago, Lynn Saba took over the PTO lunch
program. Under her careful leadership, the program
has raised significant funds allowing the PTO to make
investments with long-lasting benefit to the School.
Here is just a snapshot:
• $16,000 toward summer professional development
grants that directly impact the quality of the
teaching our children receive
• $6,000 to the library to foster our students’ love
of reading
• $20,000 provided to the School to enhance the
educational technology infrastructure.
MARCY SCHUSTEREDER
In her first year in the GHS community, Marcy took
the helm of our auction. She chaired this event for
the past three years and in that time, has re-thought,
re-positioned and generally tinkered with the model
to achieve great results.
And, when the auction wasn’t enough for her, she
added overseeing Dragon Fest just to have something
to fill those empty hours after the Gala was wrapped.
She has coupled her deep commitment to Green
Hedges with her willingness (some may say compulsion)
to participate whenever and wherever asked—always
with the goal of making Green Hedges better.
19
CLIPPINGS | SEPTEMBER 2015
The award is named
for Arcturus, the
brightest star in the
northern hemisphere.
Award winners
similarly shine brightly
in our community.
GREEN HEDGES SCHOOL
FORMER HEAD OF SCHOOL
20
It is not often that Green Hedges is fortunate enough
to welcome back a former Head of School not once,
but twice in one school year, but that is what happened
recently. This year Scott Votey came back to visit, first
this Winter during his (and Green Hedges’) winter
break and again this Spring to celebrate the retirement
of longtime teacher, Micheline Woolard.
Mr. Votey served as Head of School at Green Hedges
from 1997 to 2003 and began his Green Hedges
career as Interim Head at a time when co-founder
Frances Kilmer was still present on campus, living in
Kilmer House.
Recalling his first meeting with Mrs. Kilmer, Mr. Votey
remembers, “It was in the parlor of Kilmer House, a
weekday afternoon, I think shortly after school had
ended for the day. She served hot tea. We sat and
talked about my background and a little history of the
house and the school. Physically, she was having some
difficulty, but I remember being struck by how sharp
her mind was. She was utterly charming.”
While here, Mr. Votey toured Weichelt Stable. He was
impressed by how the school looked and remarked that
the Stable, “does great honor to Karen Weichelt, whom
I remember so well and so fondly.”
Touring the Stable, Mr. Votey had a surprise reunion
with Rocky Kidwell, who is in charge of the GHS
Physical Plant. He was reminded that he hired Mr.
Kidwell and quipped it was “one of my better moves.”
Scott Votey
After leaving Green Hedges in 2003, Mr. Votey took on
the challenge of becoming Founding Head of Seacoast
Academy in New Hampshire, an independent Middle
School now renamed Heronfield Academy. About
his current work, Mr. Votey says, “I am now in my
sixth year as Guidance Counselor at Spartanburg Day
School, where I get to help 3-year olds through 12th
graders and I love it. Giving up administrative work was
difficult but being back working directly with students
is so rewarding. That was what originally lured me into
this profession. I’m also the golf coach. How cool is
that! And I get my summers off and spend them at the
lake in Maine with my lovely wife, Linda.”
Mr. Votey and his wife also volunteer in a way that
they find deeply meaningful and rewarding. Says
Mr. Votey, “My great passion over the past decade has
been mission work in Nicaragua. April 2015 marks
my 10th trip there. Several years ago I helped start a
non-profit, 516NOW, to facilitate our work there and
to encourage other organizations (churches, universities,
schools, etc.) to send groups to Nicaragua. We provide
all necessary logistical support for such humanitarian
trips. After retirement I plan to spend most of my time
doing volunteer work for 516NOW.”
While Mr. Votey’s trip to Green Hedges during Winter
Break may have been unusually quiet, his travels this
spring brought him back to campus on the last day
of School. He had a jam-packed day that included
greeting the students at Opening and being greeted
in return, attending field day, and catching up with his
former colleagues and students at the evening’s party
honoring Madame Woolard and Padmini Gunasinghe.
“My great passion over the past decade has been
mission work in Nicaragua ... Several years ago I helped
start a non-profit, 516NOW, to facilitate our work there
and to encourage other organizations...to send groups
to Nicaragua.”
Left: Student tour guides introduce team members to our campus.
Below: Team Chair Sue Scarborough speaks to students at Opening.
VAIS Reaccreditation Team
Commends Green Hedges
An important event took place this
spring as the School hosted a sevenmember team from the Virginia
Association of Independent Schools
(VAIS). During their three-day onsite
evaluation, the team assessed our
program and school environment as
part of the 10 year reaccreditation
process performed by VAIS.
Membership in VAIS is extremely
important for GHS. Through VAIS,
Green Hedges, as well as Virginia’s
other best independent schools,
engage in a deliberative, reflective,
and continuous accreditation
process. The process is incredibly
rigorous, dynamic, and forwardthinking. At the final meeting with
the entire faculty and some GHS
board members present, Visiting
Team Chair Sue Scarborough (Head
of School at Powhatan School in
Boyce, Virginia) commended GHS
and highlighted the following “major
strengths” of the School:
• A healthy, vibrant learning
community, where children and
adults love to come to school
• Strong leadership through
effective collaboration among
the board, head, faculty, staff
and parents
• Attracting increasingly healthy
enrollment in each of the
divisions. Families are drawn
to the school’s comprehensive
Montessori and secondary
school/college preparatory
philosophies.
Through VAIS,
Green Hedges, as well
as Virginia’s other best
independent schools,
engage in a deliberative,
reflective, and continuous
accreditation process.
• Outstanding use of all spaces
on campus, indoor and outdoor
• The Wiechelt Stable; a sense
of pride for the school and a
beacon for great success in
the future
• Fiscal prudence and planning;
the School is in great financial
shape for today and poised for
future success
VAIS faculty chairs, Stacey Vagoun and
Nancy Provenzano.
CLIPPINGS | SEPTEMBER 2015
21
GREEN HEDGES SCHOOL
22
Adieu
Micheline
Woolard
“Pirouli, where are you?” calls
Madame Woolard, reaching into her
classroom closet and emerging with
a bald clown puppet dressed in red.
“Pirouli came with me from Kansas
City when I moved here in ‘90,” she
recalls, and, sitting with the puppet
looking up at her, thinks back on
favorite times at Green Hedges.
In late winter we celebrated Mardi
Gras with crêpes that we cooked
in the classroom. In spring, when
Grade 8 finished their unit on food,
they came to my house
and created a French
feast. Students
chose a recipe
and created a
storyboard in
French listing the ingredients and
preparation sequence as if they were
on a television cooking show. My
husband Bob, who is an amateur
chef, helped in the kitchen while
we videotaped. This year we played
our “French Chefs” video for
Grandparent’s Day.
We participated in the former
Langley Foreign Language
Tournament. The first time I
entered students, I sent some of
my students to practice their poems
and play fragments with (school
co-founder) Mrs. Kilmer, who
still lived on campus. Our students
did so well, and they enjoyed
performing. My husband came
to support us there, as well. I also
administered the National French
Contest for many years, and I am
proud that our students still do so
well in that.
I loved our spring break field trips
to Quebec. I showed the students
where I’m from and immersed
them in the French language.
Sometimes we had a lot of snow,
but the educational travel company
Madame Woolard taught
French and sometimes
Latin to students at all
grade levels. Members of
the class of 2000, along
with several generations
of GHS community
members, came to wish
Madame Woolard bonne
chance, adieu and also
bon voyage as she began
her retirement with a
trip to Sri Lanka in the
company of Green Hedges
friends Pam White, former
Montessori Directress;
Betsy Flint, former
Assistant to the Head of
School; and Montessori
Assistant Padmini
Gunasinghe, who is leaving
GHS this year because of
a move out of state.
En français, s’il vous plaît.
Below: Eli Katz-Siegal helps prepare a
French feast.
Où est Pirouli?
Bon Voyage
that guided us kept us very happy and entertained.
The students got to impersonate 19th century soldiers,
eat in a real maple sugar shack, and visit an ice hotel.
I had a great time going on Middle School retreats,
especially Caroline Furnace. Being away from campus and
in nature was a unique way of getting to know my students.
I became especially close to the youngest students
I first taught at Green Hedges. When they graduated
in 2000, I thought, “They graduated, and it is time for
me to graduate, too.” “The class gave me a beautiful
book of memories. Very soon I started missing teaching
here, and two years later I was back!
With new grandchildren and her husband Bob now
retired, Madame Woolard thinks this time her own
retirement will be for real. As Pirouli and Madame
set off on new adventures, she says, “I have big fun
memories and we have boxes full of trophies. I know
the love of languages will continue here.”
Farewell Party for
Micheline and Paddi
Farewell parties for longtime faculty
members offer a rare opportunity for
those whose lives they touched, alumni,
parents, and colleagues, past and
present, to express their appreciation.
The party celebrating Micheline
Woolard’s and Padmini Gunasinghe’s
years at Green Hedges brought
together past faculty and staff, current
and alumni parents, and alumni. Many
shared wonderful anecdotes and stories
making it clear that Micheline and
Paddi’s impact on the GHS community
will continue to be felt.
CLIPPINGS | SEPTEMBER 2015
23
GREEN HEDGES SCHOOL
CONGRATULATIONS
24
Julien Buhrman
Dhruv Pillai
Morgan Rushforth
Denver Talley
Eli Katz-Siegel
Danesia Parker
Hannah Zobair
Ethan Naidu
Not Pictured: Ihsan Ismael
Every year in preparation for their graduation, each
GHS Grade 8 student reflects on their time and growth
at Green Hedges and captures their thoughts in a
speech they deliver at graduation. The following are
excerpts from the Class of 2015’s speeches.
JULIEN BUHRMAN
7 Years at GHS | Flint Hill School
I have also discovered myself, and I know
what kind of person I am and what I enjoy
in life. My fellow classmates have helped
me come out of my shell and learn to enjoy
what is happening around me. I will miss the
drama and fun each of you brings, but I have
the great satisfaction knowing that some of
you will be moving on to Flint Hill with me for
the next four years. Even though I am sad, I
am excited to experience a new world and
flourish into an even better person.
I will miss Green Hedges. I wish the rest of
my classmates a good life. And I look forward
to seeing them again one day.
IHSAN ISMAEL
3 Years at GHS | Flint Hill School
I joined Green Hedges for sixth grade and have
been here for three years. I still remember
my first day of school. While my father was
driving me to school, I drank some tea and
unfortunately spilled it all over myself. I went
to opening with my new classmates and I have
to admit that I was practically clueless as to
what exactly “opening” is. Next thing I knew,
Mr. Gregg was beckoning me forward, along
with Danesia and Denver, to introduce us as
the new sixth grade students. I stood there,
extremely self conscious of my tea-stained
shirt and was introduced to the entire school.
Now here I am, three years and many classes
later, confident enough to speak my mind, do
what my heart desires, and express myself
with only a small amount of self-consciousness.
I’m also well-informed on what opening is. I
was confident before I came to Green Hedges,
but my level of self-assurance has definitely
risen immensely. I understand now more than
ever that people’s opinions of me aren’t what
matter, it’s my opinion of myself.
I’m going to attend Flint Hill High School along
with four of my classmates this September,
and I can’t wait to experience what lies ahead
in the near future.
ELI KATZ-SIEGEL
8 Years at GHS | Paul VI Catholic High School
Green Hedges has been a big part of my life.
For the past 8 years I have learned many
valuable lessons in integrity, citizenship,
and life including the value of exploring
opportunities to find your passion.
I came in first grade, and it’s amazing to see
the changes in the physical aspects of the
school. In the same way that the campus
has changed over time, we too have changed.
We’ve grown up, and, hopefully, gotten wiser.
Now marks the turn in my life from being an
eighth grader at GHS to being a freshman at
Paul VI high school. Like NFL legend Bo Jackson
said, “Set your goals high, and don’t stop till
you get there.” I will set my goals high next year
and thanks to GHS I know I can reach them.
Julien Buhrman gives his graduation speech.
ETHAN NAIDU
1 Year at GHS | Flint Hill School
When I first came to GHS last year to visit,
I had high hopes that Green Hedges would
launch me well into my next years in high
school. These expectations were met to their
entirety by my experience here.
And although Green Hedges hasn’t
dramatically changed my life in one year,
it has opened me up to a lot of experiences
such as playing in the concert band and
performing in the middle school musical.
These opportunities have given me an all
around experience in school and I am happy
I was able to be a part of it because I am
a more well-rounded person today.
There are quite a few people I would like to
thank for getting me here. First, I would like
to thank Mrs. Gray and Mr. Edsall for the
amazing trip to Costa Rica because I met the
friendly people of that country and realized
how fortunate I am. I know that must have
been really stressful keeping track of all of
us on that trip and not a single one of us
was left behind. I would also like to thank
Mr. Tran for teaching me geometry during his
free period Wednesday afternoons because
I know and appreciate that you gave up your
free time to help me work ahead.
As Seneca once said “Every new beginning
comes from some other beginning’s end.”
This idea is what Green Hedges has meant to
me as I move on to Flint Hill School next year.
And even though it is sad it has to come to
an end, it is the end to a new beginning.
CLASS OF 2015
25
CLIPPINGS | SEPTEMBER 2015
Good afternoon, ladies and gentlemen. My
name is Julien Buhrman. Over the past seven
years I have been here, I have experienced
what it means to be a student at Green
Hedges School. Being a student at GHS
means always being honest, working to
your greatest ability, and showing love and
compassion for other students. Through
community service I realized what helping a
single person means to them and to the world.
GREEN HEDGES SCHOOL
26
DANESIA PARKER
DHRUV PILLAI
3 Years at GHS | Chatham Hall School
11 Years AT GHS | Flint Hill School
Hello. My name is Danesia Parker and I have
been at Green Hedges for three years. Now
I’m finally here at graduation. I have been
waiting for this moment since the first day
I arrived here. Part of the reason for that is
because I didn’t really want to come to Green
Hedges at first. I found it strange that we had
a dragon for a mascot. Why not a legitimate
green hedge? I also thought it was way too
small for my comfort. However, once I got
here, I enjoyed it more than I thought I would.
Hello, my name is Dhruv Pillai. I have been at
Green Hedges School for 11 years, making
me a “lifer”—the only lifer in my class. It
seems like so long ago when I first walked
through the double doors of this school. It’s
become a second home to me.
At Green Hedges we are always in the same
classes together, with the exception of
foreign languages, and so we are forced to
work together. We have grown closer with our
friends and teachers because of it.
I believe ever since I have been at Green
Hedges, I have developed my confidence as
a person and as a leader. I have no idea how
the current seventh grade will function
Denesia’s mother at the 2015 graduation
ceremony
without my wonderful guidance next year,
I wish them the best.
I’ve had so many ups and downs at this
school. And I learned that when I am down,
I can’t stay down for long. I need to pick
myself up and keep going. I’ll remember all
of these experiences and people. As Nicki
Minaj once said, “Cherish these nights,
cherish these people. Life is a movie, but
there will never be a sequel.”
MORGAN RUSHFORTH
1 Year at GHS | Madeira School
Good afternoon. My name is Morgan
Rushforth and I’ve been at Green Hedges
School for about a year. When I first walked
through the front doors of Kilmer Hall, I had
no idea what this school had in store for
me. I was at a much bigger school where I
didn’t feel like a part of a community. I had
already started my school year there and
then decided to change, and Green Hedges
welcomed me as soon as I arrived. Green
Hedges has a strong community where people
are always there to help and in the time
that I have been here, I saw this continually.
Students, parents, and teachers all work
together to build a strong community and I’m
glad I can carry my experience that I’ve had
here into my future school. This school has
helped me prepare for what is to come after
I graduate and I’m thankful for that.
I’m thankful for the teachers that have taught
me and made my time at Green Hedges
memorable. They have been knowledgeable
and helpful and have worked with me to
make sure I continue positively on my
academic path.
Green Hedges has helped each of us on
this stage on our academic journeys, but
now we’re ready to continue those journeys
somewhere else. We all have been at
Green Hedges for a different amount of time,
but we’ve all felt a part of this community.
We’re going in different directions after
this—taking with us the lessons we’ve
learned here.
Today is not an ending but a day to celebrate
our continuing journey on different paths.
We’re ready for the journey ahead because of
what Green Hedges has given us.
I have been here for so long that sometimes
I don’t realize how much this school has
done for me. I have had so many different
opportunities to explore new things.
Since Montessori, we have been onstage
performing for an audience and this has
given me the confidence I have today to
deliver this speech to all of you. I have had
the opportunity to explore the fine arts
through band, music, drama, and visual arts
here at Green Hedges which has opened
me up to a whole different world I might
never have tried or known that I enjoyed. I
never would have taken on the lead role in a
musical or played two different instruments.
Being here has allowed me to be and to
become who I am without people laughing or
making fun of me. At least not too often.
Finding just a few teachers to thank was
hard for me because you all have helped
me so much in one way or another. Leaving
Green Hedges won’t be easy, but I don’t see
it as an end. I see it as a beginning,
a beginning to a new chapter in
my life where I know bigger and
better things await me.
Dhruv Pillai models the
Class of 2015 t-shirt.
CLIPPINGS | SEPTEMBER 2015
27
Grade 8 students model t-shirts for their chosen secondary schools.
DENVER TALLEY
3 Years at GHS | Concordia Lutheran High School
Good afternoon, my name is Denver Talley
and three years ago I came to Green Hedges
School from Oakton Elementary. This school
was unique, it was so much smaller and,
here, I grew into the person I am now. At first
I was very shy and I wouldn’t really talk to
anyone. By making close friends, I became
more confident and I tried new things, that
they recommended.
Green Hedges has given me the confidence
to ask my teachers for help. So I would
like to thank my teachers for helping me
whenever I didn’t understand, or needed help
with what we were learning. Secondly, I would
like to thank my friends, especially the ones
on stage with me, for being there to talk to
during the day and for supporting me.
Now three years later, I feel I have come out
of my shell and am now graduating. I am
moving on and hope to do some great things;
but, as the famous author, Napoleon Hill
once said, “If you can’t do great things, do
small things great.”
to talk to me all the way to now when these
students have grown into some of my closest
friends, I have never once felt out of place
here. I’ve met some of the best people this
year and I can’t even begin to tell you guys
how amazing you are for being such good
friends who will always have my back.
more. Every single teacher at Green Hedges
genuinely cares for the students. I have never
experienced anything like that before.
HANNAH ZOBAIR
1 Year at GHS | Flint Hill School
I first stepped through the doors of Green
Hedges School nine months ago. I remember
the first time I saw the eighth grade class,
my first thought was, “Where’s the rest of
them?” I didn’t know a class, let alone an
entire grade, could function with just nine
students. I didn’t know if I could function with
nine students. These doubts were running
through my mind until the moment I met
these nine students. From that first day when
Danesia gave me the most enthusiastic tour
I had ever been on, and people took the time
I never thought Green Hedges would be
anything more than a quick way to make this
year pass before I was planning on returning
to Boston, but it has turned into so much
A friend once told me “Don’t cry because it’s
over, smile because it happened”. And that’s
exactly what I will be doing. Smiling. A lot.
Because when I think back on my time here
I will remember nothing but great times and
amazing memories. I hope all my classmates
will be smiling too and that those of you in the
audience can smile with us.
GREEN HEDGES SCHOOL
The Class of 2011 heads to college!
28
ZAMAN ALDINA
Bowdoin College
ALEXANDRA JUNG-MOSS
Fashion Institute of Technology
VANCE E. NELSON
Saint Joseph’s University
BENJAMIN CLIFF
St. Mary’s College of Maryland
BENJAMIN LETOWT
Hobart and William Smith Colleges
GREGORIO SAPIA
Virginia Tech
ELENA JENKINSON FIORE
Virginia Commonwealth University
ZACHARIAH MARUMOTO
Indiana University
MISHA WOODEN
Sarah Lawrence College
GHS Pleased to
Welcome Alumni
Back to Campus
Essa Al-Mannai ’99 returns to campus and visits with two of his
favorite teachers.
Members of the Class of 2000 say farewell to Mme. Woolard.
2015
Gala and Auction
Celebrating in the city of Mumbai was the theme for the 2015
Gala and Auction. Thanks to amazing and creative decorating,
GHS parents, faculty and staff were transported to a colorful
Indian Bazaar. A wide range of auction items encouraged lively
bidding. The opportunity to be Librarian for a Day generated
the fiercest competition in the Silent Auction. One of the
highlights of the evening was the surprise Bollywood dance
number performed by faculty and parents.
In addition to being a great party, the Gala exceeded its
fundraising goals, netting $103,000. Many thanks to our army
of dedicated volunteers, our generous supporters who provided
unique items and experiences, and those who bid with abandon.
And of course a special debt of gratitude is owed to three-time
Auction Chair, Marcy Schustereder.
Mumbai was a blast!
Where will we be next year?
2014–2015
BOARD OF TRUSTEES
Green Hedges School
415 Windover Avenue NW
Vienna, VA 22180
703.938.8323 | t 703.938.1485 | f
www.greenhedges.org
Ellen Giuntini, Chair
Adriana Luedke, Vice Chair
René Wilkinson, Treasurer
Carolyn W. Brandon, Secretary
Ambika Biggs ’93
Carolyn Blocher
William Doyle
Heidi Everett
Robert Gregg III,
Ex-Officio, Head of School
Julie Holmes
Geith Kallas
John Lathrop
Jennifer Nelson
Deirdre Shaughnessey
We inspire young people of talent and promise to develop clear
values, a desire for wisdom, and an appreciation for all endeavors
which broaden the mind and enlighten the spirit.