ECOLINT MAGAZINE • N°19 AUTUMN / AUTOMNE 2016

IT’S GREAT OUTDOORS!

LE MUSÉE DES ENFANTS Une liberté de choix et d’expression

SPORTING LIVES Alumni on track, field and piste CONTENTS

3 A word from the DG

4 Library award; 6 9 La Chât gardens 5 Alumni Association; Campus des Nations at 10

6 Berk’s story 12 16 7 Le Musée des enfants 8 Outdoor learning at Pregny CONTACTS EMAIL & TELEPHONE 9 Charity swim team Foundation [email protected] +41 (0)22 787 24 00 Admissions [email protected] +41 (0)22 787 26 30 10 Guidance at Ecolint Alumni Office [email protected] +41 (0)22 787 25 55 La Grande Boissière [email protected] +41 (0)22 787 24 00 12 Alumni teaching at Ecolint La Châtaigneraie [email protected] +41 (0)22 960 91 11 Campus des Nations [email protected] +41 (0)22 770 47 00 14 2016 retirees WEB Foundation: www.ecolint.ch Boutique: www.ecolint.ch/boutique 16 Alumni in sport Alumni: alumni.ecolint.ch Ecolint Camps: www.ecolint-camps.ch Institute: www.ecolint-institute.ch Centre des arts: www.ecolint-arts.ch 18 Charitable trusts

MAKE A GIFT 19 From the archives: Ecolint is a not-for-profit Foundation. Our Development Associate Brian Wahlen is Robert J. Leach available to discuss ways of providing additional support via a regular or once-off donation. Taxpayers from various jurisdictions, including the US, the UK and Switzerland, can benefit 20 The Back Board from tax deductions (see page 18). Visit: www.ecolint.ch/support Contact: [email protected] +41 (0)22 787 26 19 ON THE COVER: This photo was taken by Danica Leitner, an IMPRESSUM Early Years teacher at Pregny, during the Editor-in-Chief: Michael Kewley (Director of Marketing & Stakeholder Relations) community work party that took place at Managing Editor: Eoghan O’Sullivan (Head of Alumni Relations) Pregny last April. Read more about their Editorial Team: Catherine Mérigay (Communications Manager), Outdoor Learning activities on page 8. Francis Poncioni (Graphic Designer), Alejandro Rodriguez-Giovo (Foundation Archivist) Printed by PCL Presses Centrales S.A. / Production 14,000 copies International School of Geneva, 62, route de Chêne, CH-1208 Geneva

Echo is published twice a year by the Marketing & Stakeholder Relations Department, International [email protected] School of Geneva and is also available on the school and alumni websites. For more information about echo or to submit information for publication, or if you would like additional copies, please contact the Managing Editor ([email protected]). The Marketing & Stakeholder Relations Department has made every effort to ensure that the information contained in this edition is accurate and complete. However, despite our sincere desire to avoid errors they might occur. © Copyright International School of Geneva, November 2016.

2 N°19 | autumn / automne 2016 A WORD FROM THE DG

Welcome to the school year 2016-17! We opened with record enrolment and so have much to be thankful for in this remarkable community of learners.

At the October meeting of the Governing Board, we presented our impressive IB results for our graduating students from our three secondary schools in the Foundation. Most have now moved on to their university studies at a range of institutions, mainly in North America, the United Kingdom and Switzerland. (You can read more about university guidance at Ecolint on pages 10 and 11.)

GIRLS AND STEM LEARNING Each year we analyse these results to look for trends and patterns. For example we look at gender. Sometimes, as has been a feature of many education systems, we have seen a tendency for girls to achieve higher marks than boys overall. This year, the Board discussion turned to why there are so few girls taking The new STEM Centre at La Grande Boissière Physics and Mathematics at Higher Level in the Foundation. We talked about how important it is, as early as possible, to STEM learning is one of our Guiding order their own priorities and decide their ensure through our discourse and attitudes Principles for 21st Century Learning own fate.” And when we read about the (sl.ecolint.ch/principles) and the new misogyny and objectification of women by centre is the fruit of the Foundation’s the President-elect of one of the world’s rich collaboration with EPFL, the world- superpowers we all realize that we must renowned university based in Lausanne. be vigilant and resolute as we work with The skills that we want to develop here today’s and tomorrow’s students to ensure are divergent thinking; interdisciplinarity; that our boys and our girls learn to live out innovation and entrepreneurship; project- Article 4 of our Charter in their respect for based learning; group work; and real each other, for the benefit of all. world problem solving. The attitudes that this requires include open-mindedness, «L’activité de l’Ecole dans tous les resilience, strong moral principles, domaines, et notamment dans celui de collaboration and character. Some of the la pédagogie, aura pour fondement les domains that we want our students to principes de l’égalité et de la solidarité Prof Pierre Dillenbourg of EPFL opening grapple with in this arena include big data, entre les peuples et de l’égale valeur de the STEM Centre with Vicky Tuck artificial intelligence, robotics and coding. chaque être humain sans distinction de nationalité, de race, de sexe, de langue, ARTICLE 4 de religion.» that the sciences and maths are seen as Meanwhile, almost seventy years since girls’ subjects; to invite into the school Simone de Beauvoir wrote Le Deuxième professional women who excel in the fields Sexe and forty-six years since Germaine Vicky Tuck of science and technology; and, above all, Greer – who visited both La Châtaigneraie Director General to have accomplished female Maths and and La Grande Boissière last year – Science teachers, passionate about their published The Female Eunuch, and despite subjects, teaching our students. So we remarkable achievements by women in are very fortunate to have a dynamic the 20th and 21st centuries, for example woman heading our newly opened in the fields of literature, sport, music, STEM (Science, Technology, Engineering, politics and academia, limiting stereotypical Mathematics) centre in the Salève attitudes about women prevail. It can building at La Grande Boissière, Marie- remain a challenge for some girls, in France Labelle. Greer’s words, to “define their own values,

N°19 | autumn / automne 2016 3 NEWS AND VIEWS LES MARRONNIERS UN JARDIN EN LIBRARY: HÉRITAGE RECOGNITION FOR A BRILLIANT IDEA

Susan Kostelecky Schulz

Après s’être séparée de la la pérennité d’une partie de Susan Boller (left) and Marie-Pierre Preece receiving the award maison de feu ses parents son jardinfamilial pour le plus for their innovative application. à Founex, Susan Kostelecky grand plaisir des élèves et du Schulz (La Chât ’77) a souhaité personnel du campus. faire bénéficier la Fondation How to encourage more young services, in over 20 languages, d’une donation peu commune. Les plantes ont été magni- children to read and provide made by the students. Elle a proposé de transplanter fiquement arrangées dans access to library resources The app received an enthusiastic dans les jardins de La les jardins du campus et une 24/7? It’s a challenge that has reception, with more than 1,000 Châtaigneraie une série de belle rocaille a été aménagée been tackled brilliantly by Susan downloads. “The library app is végétaux comprenant des aux abords du Centre sportif Boller and Marie-Pierre Preece, fantastic because it allows us roses, des tulipes, des jon- «Jura». Nous remercions librarians at Les Marronniers, the access to the whole library whe- quilles, un lilas, un rosier sincèrement Susan pour son Primary school at La Grande Bois- never and wherever we are. It grimpant et une majestueuse geste, ainsi qu’Alexandre sière. Their achievement received so easy to use, which is great for herbe de la pampa, le tout Suëss, administrateur du global recognition when they my girls who can play and read accompagné de plusieurs campus, et son équipe pour la received the American Library all by themselves”, said Bettina pierres du Jura. Par cette tou- réalisation de ce projet. Association Award in June 2016. Kearney, mother of Geneviève chante attention, Susan assure and Jacqueline. Some years ago, noting the extent to which smartphones and Far from resting on her laurels, tablets were part of everyday life Susan has since developed a for most students, Susan saw new idea for the app: a QR code IN BRIEF… an opportunity to be inventive. on the front cover that can be She began searching for a way used to launch a video presenta- to create a mobile app for their tion about the book in question. > The Foundation’s redesigned public website was launched library. “The process was long “It works almost every time: during the summer. It provides a one-stop shop for anyone and complex, as we had an after viewing the video the child interested in finding out more about our eight schools and three extremely small budget and no puts down the device and opens campuses. See: www.ecolint.ch particular expertise in information the book. It has been a huge technology.” success!” > The first Annual Alumni Exhibition, featuring the work of Tyson Skross (LGB '98), Matias Echanove (LGB '95), Natacha Steiner The ‘Marronniers Library’ app In the end it is about putting tech- (La Chât '03) and Tania Grace Knuckey (La Chât '05), runs until 13 provides access to books to nology at the service of reading. January 2017 at the Centre des arts, La Grande Boissière. read and information on many Aside from being a smart idea, topics, through databases, links it demonstrates the passion and > Geneva-based alumni and seasonal visitors are welcome to attend to age–appropriate educational commitment of Susan and Marie- B.E.E.R. (Best Ever Ecolint Reunion) on Wednesday 21 December websites, book reviews by Pierre to giving students the keys at Mr Pickwick Pub. From 8 ‘til late! students, information on author to the fascinating world of books. visits and more. There are also > Kermesse dates for 2017: La Grande Boissière on 20 May; animations explaining library Catherine Mérigay La Châtaigneraie and Campus des Nations on 17 June.

4 N°19 | autumn / automne 2016 NEWS AND VIEWS ON THE #12 TRAM STUDENT-LED CELEBRATIONS – Did you see that B.E.E.R. is members are Micol Luc- coming up again in Decem- chi (LGB ‘06), Karin Raton AT NATIONS ber? Last year was lots of (LGB ‘70) and Frank Lunt fun – I’m really pleased that (Former Staff ‘09). Ecolint’s it’s becoming a regular thing first student, Loïs Meyhof- Campus des Nations celebrated again. fer, is an honorary member, ten years of teaching and learning as is Michel Pelletier (LGB during the past school year. The – Yes, it’s great that the ‘61), who served as the celebrations were organized by the Alumni Office organizes committee’s secretary for IB CP (Career-related Programme) these events for us. an incredible 44 years! If students, writes IB CP teacher you are interested in joining Zena Lawton. The chosen theme – Actually, this one is or finding out more, please was peace and cultural diversity organized by the Alumni contact Anna at anna_ and there were several delivera- Association. [email protected] bles: commemorative artworks, a be involved and passionate was party and a film. time consuming. Support from – It’s the same thing, right? – Now that’s dedica- Mr Parry, our Art teacher, was tion! So how do I join the On 29 April 2016, all students of invaluable,” said Nisreen Fox. It took – Wrong! The Alumni Office Association? the Saconnex and Pregny sites many meetings, class visits and is part of the school itself, celebrated the tenth birthday with consultations to create two large whereas the Alumni Associa- – You’re already a member. All a half-day event including games, scale composite works comprising tion is an entirely separate former students and staff are food and craft activities. It was all 32 individual canvases as well as body – and quite an old one considered members under put together by the sixteen Year creating a wall-height mural in the at that. It was founded in the Association’s statutes. 12 CP students who are studying Saconnex cafeteria. “Hand print art 1935. They got rid of member- Art and Business (along with 2-4 was created with the Pregny stu- ship fees some years ago. Diploma Programme subjects). dents, which was messy, but lots – So it’s actually the As- There’s a Memorandum of of fun!” said Joelle Reisner. sociation that organizes all Understanding between the As Hannah Tatam, a business of these alumni events, like Foundation and the Alumni student, explained, “planning and The CP students also created a the professional networking Association that allows for an running the event put the theory short commemorative film which evenings and the Escalade annual payment from the for- of project and event management, celebrated student life at Sacon- Dinners around the world. mer to the latter. This allowed a significant part of our business nex and Pregny. Louis explained, for the abolition of fees. course, into practice; it was an “this really showed to me the – Well, no, in fact. The honour and a challenge. Managing importance of time management Alumni Office is the central – It’s a bit confusing having 1,000 students and 150 staff over and planning – rushing round at coordinating point for most an Alumni Office and an four hours took a lot of planning the last minute due to technical official alumni activities, Association. and hard work. This experience will issues was not fun.” including the Escalade Din- really support my university appli- ners. The Alumni Asso- – Actually it works very cations.” Marc McCullough, an art The film was shown at the open- ciation – through its Central well – and remember that student, added, “the smiles on the ing of the event. Mrs Meyer, Committee – focuses on the Association focuses kids’ faces made all the hard work Campus des Nations Principal, Geneva-based alumni, run- primarily on social events in really worthwhile.” was proud of the way in which the ning events like B.E.E.R., the Geneva, so for most things CP students had shown maturity Spring Fondue, and so on. the first point of contact is “To close the ‘project manage- in working with staff and students the Alumni Office. The As- ment loop’, which we’d learned and had demonstrated skill pro- – I see. So, who’s on this sociation’s committee meets about in class, we collected gression, a key feature of the CP Central Committee then? around once a month during feedback from stakeholders and course. Can I join? term time and is in constant students. We were proud to find contact with the Alumni that 90% of students and staff had The CP course is an IB qualifica- – Sure! New members are Office. The biggest event is, enjoyed the day!” said Theodore tion which integrates the BTEC art always welcome. The current of course, the Alumni World Allegra. and design or business qualifica- chair is Anna Szabados (LGB Reunion, organized jointly tion with DP courses and a core ‘90), who recently took over by the Association and the COMMUNITY ART of personal and professional skills, from Gisela Vargas (LGB Alumni Office. The next one The project board also wanted the service learning, language devel- ‘89), now the vice-chair. Pe- is in 2019. whole school to create commu- opment and a reflective project. It ter Hachfeld (LGB ‘08) is the nity art to mark the celebration enables students to apply for and treasurer and Theo Gill (LGB – That’s definitely one to look and bring colour to the campus. flourish at university. ‘69) is secretary, although forward to. In the meantime, Both Business and Art students he’s leaving Geneva next see you at Mr Pickwick on were involved in the organization. For more information year, so they’re looking for 21 December! “Developing a creative process that contact: alexandra. a new secretary. The other could enable all 1,000 students to [email protected]

N°19 | autumn / automne 2016 5 BERK’S STORY

BERK BALKIS (NATIONS ‘14) WAS ONE OF THE FIRST STUDENTS IN SWITZERLAND SUCCESSFULLY TO COMPLETE THE ASDAN DIPLOMA IN LIFE SKILLS. HE BENEFITED FROM THE EXTENDED SUPPORT PROGRAMME AT CAMPUS DES NATIONS. LEAD TEACHER CATHERINE NEWTON TELLS HIS STORY.

Berk Balkis performed on the piano during The Post-16 Extended Support Programme experience and helped in the ICRC library his graduation ceremony in June 2014. (ESP) at Campus des Nations opened in and in the reception and post room at September 2011 and has expanded greatly Dupont. I liked this and my teachers came since then, currently welcoming ten students with me to help me.” with moderate to severe learning difficulties. A NOTE FROM Students enrolled in this programme benefit During his time in Post-16, Berk travelled BERK’S FATHER BORA from a high staffing ratio and individualized independently to and from school and programmes to suit their ability, learning learned strategies for dealing with On top of the life skills experience Berk got style and future plans; they are supported by unexpected situations. He took part in all during his studies in Post-16 ESP, he gained qualified and experienced staff. outdoor education weeks – “we went on two most important values: self-confidence lots of trips, we went to Chamonix and to – we happily noticed he became more The programme is based in a state of Anzère. On one of the trips I tried skiing eager to take some responsibility for doing the art learning centre, which supports but I didn’t like this, as I was worried about simple tasks since then – and the feeling of academic studies and the development of falling. I liked snow-shoeing the best; we belonging to a community. life skills to allow the students to become did this at La Givrine and had a fondue!” more independent. Students should all During his period of illness, his motivation leave school with a qualification to reflect Things haven’t always been easy for Berk and ambition were always to go back to their successes and learning. Some and he suffered a serious illness in 2012 school, meet his friends and teachers, and students leave with the IB CP (Career- which required several operations and time continue his studies. When he did go back related Programme) qualification and go off school. he was very well supported to fill in the on to further education and others opt gaps arising from his period of absence. for a more vocational route. “I had to stay in hospital and at home and These two values, we believe, will be key I couldn’t come in to school. This made me to his future life and we are grateful to the MEET BERK sad. My teachers came to my hospital and to Campus de Nations family for being such Berk Balkis was born in Izmir, Turkey, and my home and we did some work together. I an important part of our life. arrived in Switzerland with his parents in was very happy to come back to school.” 2004. After initially starting at La Grande Boissière campus, he transferred to GRADUATION Campus des Nations at Pregny, closer to his He was very much part of the school team at Campus des Nations, in order home, and then to Saconnex in September community; this was highlighted at the to build up his skill set and to ease the 2015. Berk was supported by the Extended graduation ceremony in June 2014 when Berk adjustment into an exterior workplace. He is Support Programme at Campus des Nations received his ASDAN Diploma along with his IB currently being supported by an organization in the PYP (Primary Years Programme), MYP friends and gave a performance on the piano. called Association Actifs, which supports (Middle Years Programme) and in the Post- To show the place Berk had in the hearts of young people with learning difficulties. 16 ESP centre. those around him, he was nominated by his teachers for a special award. In his free time Berk enjoys doing sports Berk and his friend, Nathanael, were the with his father, particularly swimming and first students in Switzerland to complete the “When I graduated I felt happy of course. I snowshoeing, spending time with his ASDAN Diploma in Life Skills – a three-year played the piano at the graduation. I wore a brother, and watching sport on TV, mainly curriculum focusing on specific life skills with suit and got a certificate from Mrs Meyer. Formula 1 and football. He likes to cook the aim of students leading as independent a I felt proud. My mum and dad and my little with his mother and is looking forward to life as possible. Berk’s family were delighted brother came too. My Post-16 teachers going on an activity week soon with Cap that Berk achieved this qualification despite came to watch. I had a nice surprise, I won Loisirs: “we will have fun and I want to having several months off school owing to a a special award called the ‘Principal’s Award’ make friends there”. serious illness. The life skill areas that Berk – when I won this everybody stood up and particularly enjoyed were cooking, personal clapped. I liked being with the whole of Year Along with the ESP team I feel privileged safety and money management. 13, everybody looked happy and smart.” to teach and support students with varying degrees of learning difficulties and “It’s important to learn how to live Since graduating, Berk has volunteered in to witness the acceptance and support independently”, noted Berk. “For the both the PYP and Secondary libraries and they receive from the other students at Preparation for Work class, I did work has worked as part of the Service technique Campus des Nations.

6 N°19 | autumn / automne 2016 LE MUSÉE DES ENFANTS

EN 2000, CHRISTOPHE ROUX, ENSEIGNANT AUX MARRONNIERS, L’ÉCOLE PRIMAIRE À LA GRANDE BOISSIÈRE, A CRÉÉ LE MUSÉE DES ENFANTS. FRÉDÉRIC MERCIER ET BASMA ZEIN, QUI POURSUIVENT LE PROJET AVEC LEURS CLASSES 4 FRANCOPHONES, RÉPONDENT AUX QUESTIONS SUR CE PROJET.

Convaincu que l’éducation et l’enseignement réfléchissent, créent et, au fil de ces «J’adore ça parce que mon Musée devaient être mis au service de la culture, activités, travaillent les différentes personnel, il me représente. Ça pourra c’est en 2000 que Christophe Roux a eu composantes de la langue écrite. C’est m’aider quand je visiterai un musée pas l’idée de créer le Musée des enfants. C’est un projet transdisciplinaire très complet virtuel.» Arsène un projetde musée virtuel que les enfants qui permet aux enfants d’opérer des construisent au fil de l’année scolaire. Il transferts de compétences. «J'aimerais découvrir les peintres que j'ai à fonctionne selon une idée très simple, la la maison. J'adore dessiner les tableaux que métaphore du musée personnel. Chaque N’est-ce pas un projet d’adultes dans j'ai choisis. Je veux pouvoir dessiner comme enfant est conservateur en chef de son lequel les enfants ont peu de liberté ? tous les artistes du Musée des enfants.» musée dans lequel il place ses créations Ce qui nous plaît, c’est justement que Dariga (littéraires et artistiques) mais aussi le Musée des enfants est construit ses choix d’œuvres de grands artistes, sur la liberté de choix et d’expression «Pour moi, le musée des enfants c’est comme le ferait un vrai conservateur qui des enfants. Ce projet ouvre une porte un endroit où on peut stocker des peintures régulièrement enrichit son musée avec de magnifique sur le monde de l’art et des et du bonheur.» Jocelin nouvelles acquisitions. musées et leur donne l’opportunité, en créant leur propre musée virtuel, de «J’aime ce travail parce que ça m’aide Sur le plan pédagogique, cette activité du faire un lien entre leurs ressentis et l’art. à apprendre.» Tilly Musée des enfants n’est-elle pas un peu Beaucoup d’enfants, qui détestaient mettre à part, comme quelque chose qui vient les pieds dans les musées, demandent «Ma mère m’a dit que le musée des s’ajouter au programme ? ensuite à leurs parents d’aller voir telle ou enfants c'est fantastique. Et elle avait C’est vrai que l’art est souvent considéré telle exposition. Cette envie est motivée raison!» Alia comme moins important, quelque chose par le sens qu’ils ont découvert et accepté d’annexe, du temps passé à ne pas de donner à ces peintures. «Pour moi, le musée des enfants, c'est une faire grand chose. Cette impression est richesse et de la joie. Plus tard, quand je certainement renforcée ou même générée Pensez-vous que les enfants en gardent serai grande, je veux être une artiste très par le fait que, dans de nombreux systèmes quelque chose une fois la classe 4 très connue pour qu'on m'étudie dans le éducatifs, on donne une heure par semaine terminée ? musée des enfants.» Emily au dessin pour 8 heures de maths. Difficile pour nous de répondre à la place Lorsqu’on regarde des tableaux, le parcours des enfants. C’est pour cette raison que «J'aime le musée des enfants parce que et les différentes étapes de la vie du peintre, nous avons repris des passages de leurs j'aime apprendre des choses sur des c’est à la sensibilité des élèves que l’on témoingnages et de ceux de leurs parents: artistes que je ne connais pas. Il y a des fait appel. Il s’agit alors d’éduquer à ce que peintres incroyables! Il y en a aux quatre représente le “beau” dans les différentes «Je peux montrer mon musée à ma famille. coins du monde!» Tomas cultures et pour chacun de nous. Est-ce un Quand je serai plus grande, je pourrai me apprentissage inutile? rappeler de ma quatrième année. J’aime «Mon fils avait des références artistiques ce travail parce que je peux montrer que j’ai et reconnaissait des peintures qu’il ne L ’ ADN de ce programme est appris beaucoup de choses en quatrième connaissait pas avant.» Christine pédagogique: les enfants écrivent, année.» Sophia «Le Musée des enfants était un facteur de communication parent/enfant, mais amenait aussi des recherches et des visites de musée. Ma fille partageait ses nouvelles connaissances sur les oeuvres qu’elle choisissait.» Sophie

«Le Musée des enfants a prédisposé ma fille à apprécier l’art et lui a permis d’affiner ses ressentis par rapport aux œuvres rencontrées.» Magali

N’hésitez pas à venir nous rendre visite sur le site : museedesenfants.ecolint.ch

Christophe Roux, Frédéric Mercier et Basma Zein fêtent le Musée des enfants en compagnie des jeunes conservateurs.

N°19 | autumn / automne 2016 7 IT’S GREAT OUTDOORS!

ECOLINT’S EARLY YEARS SCHOOL AT PREGNY IS SURROUNDED BY A RICH NATURAL ENVIRONMENT, BOTH WITHIN THE SCHOOL GROUNDS AND OUTSIDE AT THE PARK OF THE CHÂTEAU DE PENTHES AND THE JARDIN BOTANIQUE. SCHOOL PRINCIPAL BECCI LEE EXPLAINS HOW THEY’RE BRINGING STUDENTS CLOSER TO NATURE.

We have several different playground areas at Pregny, including an extensive grass playing SPOTLIGHT field, two (very popular) large sandpits and a ON CLASS 1B beautiful natural forest, complete with small hilly areas, wood chips underfoot – to ensure gentle landings – and shade provided by a Children from Class 1B spent every wide variety of trees. Each class has its own Monday afternoon outdoors last year, garden plot containing a range of flowers and with their teacher Mrs. Keen and vegetables, depending on the season and teaching assistant Béatrix. what the children have chosen. Enjoying the community work party last April, “Every Monday afternoon in 1B we take With this wealth of natural resources at our Elizabeth (right), Hannah and Hannah’s mum our learning outdoors. Whatever the fingertips, we believe it is essential to maxi- Sarah. (Photo: Danica Leitner) weather, we visit our favourite places mize the children’s opportunities for learning around Château de Penthes. We inquire, outdoors. It is this vision that inspired us to sl.ecolint.ch/outdoorclassroom), two mud observe, create, cooperate, problem make Outdoor Inquiry an area of focus during kitchens and a willow teepee. These spaces solve, communicate and learn about the the 2015-16 school year. have enhanced our learning environment and environment. The students love the many the children’s experiences outdoors. opportunities we have to be risk takers: All children start school with a variety of prior climbing, rolling, touching and even tast- experience with regard to the great outdoors. As we look ahead, we are introducing an area ing! Outdoor Inquiry offers a fantastic Some are very comfortable in the outdoor for outdoor music-making at the bottom of opportunity for students to develop their environment, whereas others have grown up the forest in our playground. Several other social skills, build responsibility and con- spending little time there. At Pregny we have teachers are planning to include Outdoor In- nect with the world around them.” decided to prioritize this area of learning, quiry in their timetable each week. Pregny is not simply because we have the facilities to one of the first schools in Switzerland to have Student reflections on Outdoor Inquiry: do so, but because we believe that offering signed up for the Eco Schools programme (in Akihide: “I have learnt to be peaceful.” children opportunities to connect with nature partnership with the local organisation J’aime Amber: “I like observing nature...I saw aids the development of the whole child and ma Planète). We look forward to working on frogs and I observed tadpoles!” is essential for their physical and social/emo- this with the whole school community over Ashmeeka: “I learnt to hang upside tional wellbeing. Our students have many the next few years. down in the bouncy tree.” chances to connect and become familiar with Cala: “My favourite part is observing the natural environment, either during their Learning to care for the planet is a key feature animals in nature because it’s so calm.” daily breaks or during the variety of lessons of our curriculum and taking action is an Chloë: “I’ve learnt to be caring with and clubs that take place outside. integral part of the International Baccalaure- living things.” ate Primary Years Programme. As we are Emil: “I love climbing in the bouncy tree, As a staff, we have worked with an eco/for- fortunate to have such natural surroundings listening to nature and having fun.” est school consultant Gilly Webster (www. at Pregny, we continue to strive to ensure Giada: “I have learnt to not pick flowers naturesplayscapes.com) to develop our un- that the children take responsibility for them because otherwise they are not living.” derstanding and skills in the area of outdoor and can enjoy their immediate environment Giulietta: “I’ve learnt to be a risk taker learning. We introduced a selection of natural, as much as possible. climbing.” loose materials for the children to explore and Saeed: “I’ve learnt to be responsible.” play with outdoors and we take the children outside to learn in different weather condi- tions and seasons. The activities at Pregny are just one OUTDOOR CLASSROOM example of how Outdoor Learning Our ‘Pregny playground community work enriches our Primary curriculum party’ was a particular highlight. On a fresh throughout the Foundation. Around thirty Saturday in April 2016, interested parents, teachers at La Châtaigneraie are using staff and children came together to work their recent Forest School training, while on three projects to enhance our outdoor The outdoor classroom at Pregny. at La Grande Boissière a new sentier spaces. Collaboratively, we built an outdoor (Photo: Danica Leitner) didactique is in development. classroom in the forest (see time-lapse video:

8 N°19 | autumn / automne 2016 IT’S GREAT OUTDOORS! SWIMMING FOR SERVICE

KEITH BROWNE, TEACHER AT CAMPUS DES NATIONS, TELLS THE STORY OF EIGHT GIRLS WHO SWAM ACROSS THE ENGLISH CHANNEL AND LAC LÉMAN TO RAISE MONEY TO SUPPORT OBSTETRIC FISTULA SUFFERERS IN AFRICA.

In the early hours of 9 August this past summer, they were met at the harbour by the father and son pilots who would act as their guides. It was that time of the dark night between the homeward wande- rings of the end-of-party revellers and the wake-up of local fishermen. The water of Folkestone Harbour on the southernmost coast of England was choppy and cold as a salty breeze followed the mist off the sea. The first four of the eight girls who made up the ChaCha Team hauled their gear on board the small fishing boat that would escort them through the night and the next day. An official observer from the Channel Swimming Association, their ChaCha Team (L to R): Theodosia Catsiapis (Le Rosey), Ottavia Austin (Nations), coach, and the mother who organized the Lelia Weyrich (IIL), Ludmilla le Marié (Le Rosey), Mira Browne (Nations), logistics gave parting reassurances to the Margaret Koudriaev (LGB), Josephine Brenoe (Nations) and Anouk Emmert (LGB). assembled parents. Seated in front is their coach Kathy Bates, who has herself completed the Channel relay.

For the next twelve hours the four-person the condition when she visited the Hamlin and Ludmilla le Marié from Le Rosey, the relay team would brave the open waters Fistula Ethiopia clinic, and in response ChaCha Team was formed. With generous of the English Channel from Dover to she founded the charity T.E.Y.Y.A. - “To sponsorship and impressive fundraising Calais, the busiest shipping route in the Empower Youth by Youth Action”. efforts, the girls managed to raise an world, as they swam to raise money for a astonishing 110,000 CHF. humanitarian cause thousands of kilo- Known as the modern-day leprosy metres away. The second team of four because of the banishment that many FROM LA MANCHE TO LÉMAN girls watched their friends’ progress on so- woman experience, obstetric fistula has As soon as the two teams had finished cial media, knowing that they would soon recently come more into the public eye. the English Channel crossing, the ChaCha follow if a narrow window of agreeable Fistulas are tears in the birth canal that girls began to prepare for a swim closer to weather opened wide enough for them to arise from prolonged and obstructed home, but certainly no lesser challenge. swim as well. After some anxious days of child birth, often due to the young age of Setting out from the Château de Chillon on waiting it eventually did, and the second the mother. Because fistulas can occur the Lac Léman shores near Montreux in team also braved the murky, jelly-fish between the vagina and the urinary tract late September, the girls swam an eight- swarming waters of La Manche. As the or the vagina and the rectum, women with person relay, arriving in Geneva 23.5 hours first team had done a week earlier, the the condition uncontrollably leak urine or later, setting a record along the way. At the second relay team touched the shores of faeces. When the smell becomes unbea- time of writing, fundraising from this latest France and the eight girls from interna- rable, the women are often sent to live swim was approaching the goal of 16,500 tional schools in Switzerland had accom- alone, a life of shame and isolation. But the CHF, earmarked to pay for the medical plished a feat of dedication and endurance condition is easily preventable by a minor training of midwives to work directly in field that has been achieved by fewer people operation that can be performed by trained clinics in Africa. than have climbed Mount Everest. field midwifes for as little as 600 USD. What is next for these eight remarkable PREVENTABLE CONDITION The original vision was to raise money for young ladies? Certainly their enthusiasm The Channel crossings took place over 100 operations and, with this goal in mind, and perseverance know no limits and a week in August 2016, but the gene- the “Channel Challenge” grew to eight they are already looking toward their next sis of the swim came more than a year recruits from different international schools challenge. For more information or to help earlier, through the initiative of Theodosia around Lac Léman. Five girls joined from contribute to their cause, please visit: Catsiapis, a student at Institut Le Rosey, Ecolint: Mira Browne, Josephine Brenoe www.chacha.team who took up the cause of African women and Ottavia Austin from Nations; and Mar- suffering from obstetric fistula as her garet Koudriaev and Anouk Emmert from service project. Theodosia had witnessed LGB. Along with Lelia Weyrich, from IIL, first-hand the suffering of women with and the two original members, Theodosia

N°19 | autumn / automne 2016 9 GUIDING LIGHTS

NAVIGATING THE COMPLEX PROCESS OF APPLYING TO UNIVERSITIES CAN BE A DIZZYING PROSPECT. FORTUNATELY THE FOUNDATION HAS A TEAM OF PROFESSIONAL GUIDANCE COUNSELLORS WHO KNOW THE STUDENTS AND THEIR OPTIONS. DR KAREN TAYLOR, ECOLINT’S DIRECTOR OF EDUCATION, PROVIDES THIS OVERVIEW.

Imagine that wonderful moment when a student interest lies. This is important to young man or woman proudly walks across remember, for throughout the process the ALUMNI the stage to receive his or her Ecolint di- aim is to help students to make the choices MENTORS ploma. What they feel as they reach out their best suited to their needs and strengths. hands to take that well-deserved diploma is likely a mixture of emotions: relief that exams In the intervening years, there are career Our alumni community around the world are over, pride at having reached this rite and college fairs, such as the Council of represents one rich source of inspiration of passage into adulthood, sadness at the International Schools fair hosted by La and support for graduating students. thought of leaving friends, family and child- Châtaigneraie, and many visits to the An eMentoring platform that is set to be hood behind, and excitement for the future. schools from university representatives. In a launched later this year will make it even world where information is at our fingertips, easier for young alumni and perhaps, in The vast majority will enter into university students may and should do considerable time, current students to tap into that in the autumn and many, many months research on their own via the internet but valuable network. of work will have gone into preparing the individual conversations they have applications, making the appropriate choice, with college representatives and, most revising, and sitting exams. In fact, for importantly, their own guidance counsellors, student. Our guidance counsellors come to most of them the last year at Ecolint has are invaluable. know the students in a variety of contexts probably been quite stressful. And yet, in – a number are also classroom teachers – addition to their classroom teachers, there A PERSONAL CHOICE and they know the universities equally is another core group of educators who Let’s pause for a moment and consider well, thus ensuring they are well placed to have supported each of those students in the term guidance counsellor. In the steer students in the right direction. the process of selecting and applying to anglophone world of education, the use of universities. the term “guidance” may suggest some The right direction… the right choice… degree of pastoral care. What Ecolint’s what does this mean? The right choice On each campus of the Foundation, guidance counsellors offer is, in fact, a is not something that can be externally guidance counsellors work closely with precious combination of academic and imposed or dictated by some official (or students to lead them through the higher pastoral counselling (in conjunction with unofficial) ranking of universities. The education application process. Initial other staff who focus solely on pastoral right choice is personal. Because they are conversations begin as early as Year 9, as care). When students are considering well integrated into the life of the school, students make course option choices that which university to attend, they require our guidance counsellors know their may have an impact on future decisions. expert advice that not only takes into students well. They spend many hours in However, those subject choices are not account the academic requirements conversation with students about their really about eventual university entrance; of a given university, but also the interests and skills in order to help them rather they are about determining where personal needs and characteristics of the find the best individual fit as they move

»

Beatrice Hoesli Luc Hamzavi Krista Despotovic-Jacobson

10 N°19 | autumn / automne 2016 GUIDING LIGHTS

Sally Walker Ben Colliard Mira Shibaru

forward in their lives – this is a particular secure their child’s future. Fortunately, goes on to make a successful career as a source of professional satisfaction to our Ecolint prepares children to enter a photographer or graphic designer. counsellors. They are both looking into the world with the thinking skills required child and looking toward the future. for success. Increasingly universities From its inception, the International School and businesses are calling for young of Geneva has placed the child at the And that future is changing. Not so long people who are creative thinkers and centre. At this last stage of their Ecolint ago, when the parents of our current problem-solvers. The critical thinking career, our students are clearly still at the students were applying to university, this skills developed in the course of the IB centre and their voice is essential in the often implied certain decisions about career diploma and certificate programmes and process of determining future choices. Our choice. This is less and less the case. that are core to the Ecolint education are guidance counsellors work to find the best Careers are changing constantly. If their precisely what will allow our students personal fit for each and every one of them, parents often made a professional choice for to succeed at university or in a technical based on their particular gifts and strengths, life, many of our young people will change school and beyond. Exam results and be they intellectual, artistic, technical or careers many times over. New careers are higher education admittance records otherwise. When our students walk across being invented every day. There are many reflect this. But it is the particular stories the stage to receive their diploma, they have more choices open to students now, in of individual success that matter most: every reason to feel hopeful excitement for terms of available programmes of study, the child with learning differences who the future, and the support of the Ecolint than ever before. It is one of the reasons succeeds in attaining the diploma and community will extend into that future. our guidance counsellors enjoy so much enters the university of his or her choice; the work that they do. To explore this wide the certificate programme student with range of options with students and to help exceptional artistic skills and talent who UNE ATTENTION them find the school and programme that PERSONNALISÉE will bring that individual student the greatest satisfaction is hugely rewarding. Ecolint’s Guidance Counsellors: Beatrice Hoesli, Ben Colliard, C’est l’une des fiertés de l’Ecolint que A SEARCH FOR CERTAINTY? David Wynne-Jones, Ellyn Levin, d’associer les mondes anglophone et Naturally, in this ever-changing world Krista Despotovic-Jacobson, francophone au sein d’une institution with its endless array of choices, there Luc Hamzavi, Mira Shibaru, bilingue et biculturelle. Celles de nos is little certainty, and this is most often Sally Walker, Mark Grant (not pictured). familles qui viennent de l’univers fran- what parents understandably seek, to cophone ne seront probablement pas familiarisées avec le travail qu’accom- plissent nos «guidance counsellors». C’est que la procédure de candidature à la plupart des universités européennes est relativement simple et plutôt administrative; elle est en cela très éloignée de la procédure individualisée qui a cours dans le monde universitaire anglo-saxon. Nos conseillers, qui sont parfaitement au fait de cette dernière, sont à même d’orienter nos élèves vers l’université qui leur convient le mieux. C’est cette attention personnalisée, associée à leur connaissance, qui rend si précieux ce que nos conseillers apportent à nos élèves et à leurs familles. David Wynne-Jones Ellyn Levin

N°19 | autumn / automne 2016 11 THE RETURNEES

CONTINUING OUR SERIES ON FORMER ECOLINT STUDENTS WHO HAVE RETURNED TO TEACH AT THEIR ALMA MATER, IN THIS EDITION WE MEET MATT WELLING (LA CHÂT ’01) AND HUBERT SCHNEEBELI (LA CHÂT ’93).

Matt WELLING What or who inspired (La Chât ‘01) you to be a teacher? I became involved in > Science Teacher mentoring and tutoring > Secondary School, La Châtaigneraie Chemistry right after completing my IB When did you start teaching at Ecolint, diploma. During my and on which campus? PhD I taught seminars I completed my International PGCE and practical classes to (with Ecolint’s Institute of Learning and undergraduates at EPFL Teaching) at LGB and Campus des Nations and Friedrich-Schiller in July 2012. I then joined the Science University. I realized that Department at La Châtaigneraie for the I looked forward to those start of the 2012/13 school year. moments during which I was working closely When were you a student and at which with others. I moved campus? to Cambridge, UK I am an alumnus of the La Châtaigneraie after my PhD and was campus. I attended the school from Year faced with a decision 1 through Year 13, with a short break in of whether to continue Year 8 during which I was a student at the in academia or begin a International School of Moshi, Tanzania. career in education. This was a surprisingly easy What did you do after leaving Ecolint? decision. It was clear I obtained my MSci in Chemistry from that an International Bristol University, UK. I then returned to PGCE was the way Switzerland to begin my PhD in Chemical forward and that Ecolint Ecology at EPFL, Lausanne. During this was the best place for time my supervising professor accepted a me to achieve this. position at Friedrich-Schiller University in Jena, Germany and I followed him there to Are you ever, as a continue my research. Having completed teacher, reminded of my PhD, I went travelling before starting your former life at my teacher training under the International school? PGCE programme here at Ecolint. Much has changed since I was a student. The single biggest change has probably been myself. Nonetheless, I am still reminded of students. The quality of the experience that my time at school by social group dynamics is offered to students has remained rich. and, oddly enough, chemistry lab reports. I now teach Higher Level Chemistry. What are the best things about being a teacher? What are the main differences about 1) Waking up each morning and being Ecolint compared to when you were happy to go to work; at school? 2) Teaching is a noble profession; I would suggest that the major difference 3) Working with others in a facilitation is that the world has entered into the role and, as a consequence, seeing information era. When I was at school, people grow; Netscape (one of the first internet 4) You are needed in (every) society; browsers) had just been launched. On 5) As a consequence of the previous Matt Welling in 2001 top of that the school has become much point, the world’s doors are open. larger both in terms of teaching space and

12 N°19 | autumn / automne 2016 THE RETURNEES

Hubert SCHNEEBELI (Rigot/La Chât ’93) > Responsable du dép. de géographie > Ecole secondaire, La Grande Boissière

Quand avez-vous commencé à enseigner à l’Ecolint et sur quel campus ? J'ai commencé à enseigner en 1999 à LGB. Au départ, quelques cours d'appuis pendant l'été puis un temps partiel dès septembre.

A quelle période étiez-vous élève et sur quel campus ? J'ai été élève en 1979/1980 (si je me souviens bien) à la ferme Rigot pour la classe enfantine puis j'ai dû patienter un an que la construction de l'école primaire de La Châtaigneraie soit finie pour faire partie de la première volée en septembre 1981 en intégrant la classe de 2e de Madame Guenin. Je suis resté 11 ans à «La Chât». des anecdotes jaillissent au cours de voir que l'expérience que j'ai eue existe nos discussions et rappellent alors ces également sur les autres campus et Qu’avez-vous fait après l’Ecolint ? moments qui ont marqué mon parcours qu'elle fait réellement partie de l'identité Après avoir obtenu la maturité fédérale, à l'Ecolint. de la Fondation. L'investissement des j'ai passé une année à étudier le design collaborateurs, au-delà de l'approche sur la Riviéra vaudoise, à la Tour-de-Peilz. purement académique, demeure une J'ai eu l'occasion de m'envoler pour Los particularité de notre institution et les Angeles où j'ai poursuivi mes études élèves en parlent encore de nombreuses supérieures. Alors que tout me présageait années après leur passage. C'est, un avenir américain, le hasard de la vie personnellement, ce qui m'a marqué le m'a ramené à Genève. plus au cours de mes douze années en tant qu'élève, et probablement ce qui m'a Qu’est-ce qui vous a poussé à aussi motivé à continuer mon parcours à enseigner ? Comment et pourquoi l’Ecolint. êtes-vous revenu à l’Ecolint ? Cela peut sembler banal, mais j'avais tout Qu’appréciez-vous le plus dans simplement envie de partager ce que j'ai le métier d’enseignant ? eu la chance d'apprendre, de participer Il y a trop d'éléments pour pouvoir tous à la transmission de l'Esprit Ecolint, les citer ici. Accompagner des jeunes cette «chose» que nous avons tant de dans leur développement est un élément peine à expliquer, mais qui pourtant nous très motivant, me semble-t-il. Le contact anime. Le côté international de notre Huber Schneebeli en 1985 humain également, parce que c'est une communauté, lui aussi, était déterminant richesse incroyable et qu'avoir la possibilité pour le choix de l'Ecolint. de tant de partages avec les élèves et En quoi l’Ecolint d’aujourd’hui les collègues est une chance. Alors que Avez-vous parfois des souvenirs de diffère-t-elle de celle que vous avez certaines personnes extérieures au monde votre vie d’élève qui ressurgissent ? connue comme élève ? de l'enseignement peuvent y voir une Très régulièrement, des situations J'ai eu la chance de vivre l'époque inévitable monotonie, je vois au contraire ressurgissent du passé. Les rencontres «familiale» de l'Ecolint, La Chât étant une diversité réjouissante et un étonnement quasi annuelles avec un groupe de un plus petit campus le permettait permanant qui nous permettent d'échapper «copains de classe», parfois de manière peut-être plus facilement. Quant aux à une éventuelle grisaille. plus sporadique avec ceux qui sont plus changements que nous pouvons observer lointains, entretiennent nos souvenirs au sein de l'Ecole, ils ne sont que le respectifs. L'histoire commune partagée reflet de l'évolution de la société dans avec des collègues et amis, qui étaient son ensemble. Ce sentiment, solide, mes professeurs à l'époque, contribue de faire partie d'une communauté reste largement à ces clins d'oeil. Des noms, cependant inchangé, et je suis heureux de

N°19 | autumn / automne 2016 13 THE GREAT ESCAPE!

IN 2016, FIVE TEACHERS RETIRED FROM LA CHÂTAIGNERAIE SECONDARY SCHOOL AFTER A COMBINED 128 YEARS TEACHING THERE. THEY WERE JOINED BY TWO COLLEAGUES FROM THE PRIMARY SCHOOL. RICHARD ROBINSON AND MICHÈLE RICHARD PAY TRIBUTE TO THEIR FORMER COLLEAGUES.

Gary Stahl Allied to that is her intellect; her breadth Philip Wingate began at La Chât of knowledge is incredible. She had high arrived in 1978. as a PE teacher expectations as she wanted her students His career has in 1981. After a to perform to the best of their ability. She been a vocation year he moved has inspired many to a lifelong love of rather than a job; to the English literature, and as an English teacher that is he has shown utter Department, as good as it gets. devotion to the also teaching school. TOK (Theory of Philip has taken Knowledge). He ran the Badminton Club more than 120 History field trips and been for 14 years, while also coaching volleyball Pat McKinzie the mainstay of the Students’ League of for 18 years. joined the school Nations for over 30 years. He has been on in 1996. The every field week for 38 years. For many The word legend is often used too freely, school community of those years he was trip leader and, but when it comes to talking about learned during her along with John Schumann, organized the someone like Gary it doesn’t suffice. His inspiring speech Strasbourg and Budapest trips. He even ceaseless sense of care and duty has been to the graduating came out of retirement to help out again an inspiration to all who worked with him. class of 2016 that this year! Mention a random text or theme in literature she was awarded one day and the next you would have a the first women’s basketball scholarship The time spent outside the classroom couple of sheets covered in capitalized in Ilinois and played in the first women’s educating our students adds up to more notes. Try to impress him with a book you professional basketball league in the than two years of his life. For many years have read and you would find three better United States before finding her way to Philip was also the La Chât staff observer ones you’d never heard of on your desk the Europe. (See alumni.ecolint.ch/mckinzie) on the Board. His vast knowledge of the next morning. His humility has always stood Foundation and his experience of some out too. That in part explains why he is still She was the senior girls’ basketball team of the more turbulent cycles of Ecolint’s happy to keep learning – something we coach alongside being a teacher in the history was reassuring: he always had should all aspire to. English, Learning Support and Physical a calming word or thought to put our Education departments. Not only was Pat concerns into context. He also led a very An alumnus wrote: “Thank you Mr Stahl for the consummate professional in teaching successful Humanities Department. inspiring us with the art of English beyond specific skills, strategies and tactics to His integrity, fairness, kind manner and the written word.” enable all her students to succeed, she willingness to listen to others’ opinions also had incredible personal skills that made him a great leader. allowed her to show compassion and perseverance and to inspire others, all One of Philip’s claims to fame is that he Jill Young arrived while surmounting her own personal is still playing football twice a week and in 2001 to teach obstacles. was the last remaining member of staff English and TOK. who played against the Brazilian World Both students and Sarah Smith, an alumna from 2014 said: Cup winners in 1984! staff have been “Mrs McKinzie was an amazing coach. inspired by her Organized, passionate... and during passion – often a games, pretty terrifying! I am truly powerful thing. Jill grateful to have met her and to have Nick Bates enjoys debating developed such a bond with her. I have worked at La and not purely for the sake of it – the learned so much from her and I feel that Chât from 1998. English Department benefited from a sharp she’s played a big role in the person I Although born a voice and the odd uncomfortable question. have become today. She is a woman I Zimbabwean, he is will always look up to.” the quintessential Jill is incredibly insightful. Over the years stoic Englishman – she was a point of reference for many. betokened not just While it is easy to go looking for the by his love of tea, answers you want to hear, with Jill you but also by his refusal to acknowledge knew she would be fair and objective. illness.

14 N°19 | autumn / automne 2016 AU SEUIL DE L’ É C O L E , Colleagues in the History Departement gentillesse, son empathie et sa profonde IL Y AVAIT were thankful that he never once tidied his compréhension des enfants ont fait des NICOLE THE GREAT ESCAPE! desk. The fact that it had the appearance merveilles. Ce n’est donc pas étonnant of a World War I battlefield after an artillery qu’il ait consacré ses dernières années PITTELOUD bombardment meant that we were able to à La Châtaigneraie à travailler dans le bring Year 7 up to his office for their annual département de soutien faisant ainsi Il a d’abord fallu convaincre Nicole archaeological dig. bénéficier les élèves de ses compétences Pitteloud que son parcours méritait un et de ses qualités humaines. article, car sa modestie n’a d’égal que son Nick’s arrival (from LGB) rejuvenated dévouement professionnel. Enseignante Economics. Within two years classes were à l’Ecole primaire de La Grande Boissière overflowing and exam results outstanding. pour les petits de 3 à 6 ans, elle a pris sa He put the subject on the map at La Chât. Annie Marie retraite cet été, après 39 ans passés à leur He was a consummate professional, an Tiziou est arrivée assurer la meilleure entrée possible dans ever-present on field weeks and ski days, a chez nous en la vie scolaire. popular tutor, and a colleague who brought 2006 comme the outside world into the classroom. enseignante Qui ne se souvient pas de son premier jour Self-effacing and approachable, Nick is de classe 4 et d’école ? Quel qu’il ait été, notre ressenti widely respected for his empathy as well parallèlement était à la mesure de l’événement. Comme as for his formidable intellect – exemplified comme nous le rappelle Nicole, «cette étape est by his ability to play 15+ chess games coordinatrice PYP. fondamentale et joue un grand rôle dans la simultaneously at the Kermesse. Elle s’est tout de suite montrée suite de la scolarité. La vie en communau- enthousiaste et débordante d’idées. té, la séparation, le respect des consignes, l’autonomisation et la maîtrise des conflits Elle a ensuite rejoint le département de sont des apprentissages tout aussi essen- Bernard Hamion langue B, retournant ainsi à sa passion tiels que la tenue du crayon.» Quel pro- est arrivé à La première : l’enseignement du français gramme pour un si jeune enfant ! Châtaigneraie aux enfants non francophones. Elle a pu en 1990 pour un laisser libre cours à sa créativité qui, avec Pour Nicole, «la clé est de faire preuve remplacement de ses compétences, ont donné le goût de la d’empathie, d’écoute, de patience et de congé maternité et langue française à beaucoup de nos élèves. bienveillance.» Ajoutons à cela une passion n’est reparti qu’en et une énergie que le temps a gardées juin 2016. Annie Marie a toujours fait preuve de curio- intactes et qui ont fait d’elle – elle va sité et n’a cessé de suivre des formations protester ! – un pilier de l’école primaire. Il a passé la plupart de sa carrière avec les afin d’améliorer sa compréhension et sa L’environnement de travail est bien entendu plus jeunes enfants. Tous ceux qui sont pratique du PYP. Elle a aussi toujours été déterminant : «Pendant toutes ces années, entrés dans sa classe ont été frappés audacieuse et était prête à mettre en j’ai eu la chance de vivre des collaborations par l’atmosphère calme et détendue qui pratique les nouvelles stratégies apprises exceptionnelles avec les collègues et les y régnait. Bernard savait tirer le meilleur lors de ses formations. Ainsi c’est elle qui a parents, de faire de merveilleuses ren- de ses élèves. Il savait les rassurer et introduit la méthode AIM pour l’apprentis- contres multiculturelles, d’être soutenue renforcer leur confiance en eux. Sa sage du français aux élèves débutants. dans mes projets et d’avoir la liberté d’ex- douceur, sa gentillesse et son écoute périmenter des approches nouvelles», se attentive ont été un atout tant pour les Avant de partir à la retraite, elle a eu à réjouit Nicole. Le concept d’éducation à la enfants que pour les collègues. cœur de transmettre ses connaissances paix, si cher à l’Ecolint, se déploie ainsi dès et sa passion à ses jeunes collègues, les premiers jours d’école en s’appuyant Des générations d’élèves ont fait leurs les poussant sans cesse à se poser des sur des programmes tels que la philosophie premiers pas en lecture avec lui. Il a questions et à réfléchir à leur pratique. pour les enfants (mais oui, dès 3 ans !) et toujours eu particulièrement à cœur Son slogan était «Ici on parle français.» Vers le pacifique. d’aider les enfants en difficulté que Tous ceux qui ont travaillé avec elle, ce soit pour leurs apprentissages ou élèves et enseignants, se souviendront On n’imagine pas le travail nécessaire pour pour leur comportement. Là encore sa assurément de son énergie communicative. préparer ces tout jeunes élèves à devenir des apprenants autonomes et des citoyens du monde épanouis. «La rigueur et l’effort Also saying farewell to the classroom... que nous déployons finissent rapidement par ne plus se voir, explique Nicole. Les Others to retire from Ecolint in 2016 included: Jean-Paul Ribal – widely admired by enfants intègrent les règles car ils savent students and colleagues as a paragon of Gallic culture, intellect and panache – who qu’ils ont leur place dans la communauté, taught French first at LGB Middle School from 2001, before moving to LGB qu’ils sont respectés dans leurs individualité Secondary in 2010; Nicole Huneault, a classroom assistant at Les Marronniers since et que nous leurs donnons des outils pour 2004; Lanita Kwankam, with Ecolint since 2003, most recently teaching at LGB gérer les difficultés. C’est un bénéfice pour Middle School; Mei Liang, a teacher of Chinese at Campus des Nations since 2010; toute leur vie.» Carolann Quart, a Primary school teacher at both La Chât and LGB from 1997; Susan Trine, an English teacher at LGB Secondary since 2002; and Martin Kasparek, Par son enthousiasme, Nicole a marqué et who taught Music at LGB from 2001. inspiré des centaines d’élèves et de We wish each and every one of them a long and happy retirement! collègues aux «Marronniers». Aïe, elle va encore protester !

Catherine Mérigay

N°19 | autumn / automne 2016 15 THEIR SPORTING LIVES

IN THIS ISSUE OF ECHO WE MEET THREE ALUMNI SPORTSPEOPLE: MARK DENNIS IS A FORMER NFL LINEMAN; LENNIE WAITE IS A PROFESSIONAL RUNNER; AND THIBAULT TRANCART IS IN TRAINING FOR THE 2018 WINTER PARALYMPICS.

Playing sports My three older sisters, Kristen, Katie and at a high level Billie, were at Ecolint, too. They partici- is an awesome pated in a lot of sports, so I was exposed to achievement, but sports at a very young age. My sister Katie even in the best was a great runner. She ran for Ecolint with of circumstances Mr Roman Tomczak and she also competed it is a short career. locally for the Stade de Genève. I was too The probability of young to have any formal training while I making a career was in Geneva, but I enjoyed running from out of professional a very young age. My parents would bring sports is not in me to Katie’s races and enter me because your favour. Plan I thought it looked fun. I was the youngest for what you are in most of the races, but I liked competing. going to do if you I can remember loving to run for the ‘Alps’ don’t quite make team on sports day at Ecolint. it in your chosen sport or after your After my family left Geneva, I spent the sports career majority of my childhood in Austin, Texas. is over. Lay the I played a lot of soccer growing up, and that foundation of that was my primary sport. I ran for fun, but I Mark Dennis (Photo: Dave Cross) plan while you are was more passionate about soccer. I went playing so that you to Rice University in Houston, Texas on a can continue along soccer scholarship, but after two years, Mark DENNIS that path once you are no longer in the I switched to cross country and track. It (LGB ’83) sport. I personally either worked or went took me a couple of years to progress and back to grad school during every off-season perform at high level in the NCAA, but by I attended Ecolint for two different while I was playing in the NFL. I earned my the time I graduated from university I had periods. I was there from 1970-72 for MBA while my NFL career was still in full improved enough to consider running pro- 1st and 2nd grade, and then again from swing. The “real world” work experience, fessionally. I graduated from Rice University 1977-79 for grades 7 to 9. along with my MBA, helped me to find a job in 2008 with a BA in Psychology, Econom- immediately after my NFL career finished. ics, and Managerial Studies. I decided to While I was in Geneva, I played base- balance studying for my PhD in Industrial- ball mostly and also did quite a bit of One thing that has always stuck with me Organizational Psychology at the University skateboarding at Parc de la Grange on about my Ecolint education was to be of Houston alongside a professional athlet- Thursday afternoons. American Football neat and organized in my approach to my ics career. I completed my PhD in 2012, and was not an option at that time. school work. Learning those lessons helped now I work as a sport psychologist along- me to stay organized despite being very side my professional running career. After I left Ecolint in 1979, my family busy. I was able to graduate with honours at went back to the United States. every level of education through hard work In sports, natural talent is important, I played American Football all through high and applying the neatness and organization but effort, resilience, and passion are school. In 1983, I was named to the Adidas that I initially learned at Ecolint. what make an Olympian. I have had All American team during my senior year some incredible achievements in my run- and went on to play football at the Univer- ning career, but I have also dropped out of sity of Illinois. In 1987, I was drafted by the races, suffered injuries, and had many poor Miami Dolphins in the eighth round of the Eleanor “Lennie” WAITE performances. However, after each disap- NFL draft. I was fortunate enough to play (La Chât ‘04) pointment, I kept my eye on my long-term in the NFL for ten years, start over fifty goal of becoming an Olympian and stayed games and play in more than 100 games, I started at Ecolint – La Châtaigneraie – focused on continually striving for improve- including an AFC Championship and NFC in 1991. I was in Mrs Forrester’s first grade ment. I think the ability to bounce back from Championship game (but unfortunately not class, which is where I got my nickname failure and to embrace the highs and lows a Superbowl!). The teams I played for were Lennie, which has stayed with me to this in sport performances is key for succeeding the Miami Dolphins, Cincinnati Bengals day. I was in Mrs Giroux’s second grade in professional sports. [Editor’s note: Lennie and the Carolina Panthers. class and then I moved to Austin, Texas with represented Great Britain in the 3000m my family in 1993. Steeplechase at the Rio Olympics 2016.]

16 N°19 | autumn / automne 2016 THE CYCLE THEIR SPORTING LIVES CONTINUES There are many talented sportspeople among the current student population at Ecolint. One shining example is Scott Quincey, a Year 13 student at La Châtaigneraie and rising star of the cycling scene in Switzerland. While he specializes in road and track cycling, in winter he keeps his skills sharp through cyclocross. He is currently the regional champion in cyclocross and mountain biking and was selected for the Swiss national team for road cycling this sum- mer. He plans to take a gap year next year to focus on improving his results at U19 level. Later he hopes to study Physics at Loughborough University, which is Lennie Waite in the 3000m Steeplechase at the Rio Olympics 2016 noted for its excellent sports facilities. We wish him all the best!

My time at Ecolint had a positive impact Thibault TRANCART on my development as an athlete and (Nations ‘11) prepared me for the international scene of professional athletics. I first fostered my love J’ai commencé à fréquenter l’Ecole of running following in the footsteps of my Internationale de Genève juste après sister Katie while she was under the guid- avoir perdu la vue, en septembre 2006, ance of Mr Tomczak. Furthermore, my time pour finir mon BI en mai 2011. in Switzerland introduced me to interacting with an international community and that J’ai commencé le ski de compétition has served as a great resource to me when bien après mes années à l’Ecolint, travelling the world for races. pendant la saison d’hiver 2015-2016. Avant, je skiais pour le plaisir, mais ce Scott Quincey riding at the front during sport a toujours été et est encore pour the 2016 Swiss national championships. moi une façon d’oublier les préjugés de la société sur les aveugles en faisant les mêmes pistes et le même hors-pistes Je suis parti étudier à l’Université que les gens considérés comme “valides”. McGill à Montréal. J’ai obtenu un Bachelor of Commerce en juin 2015 et suis rentré en Suisse pour me concentrer sur mon projet de participation aux Jeux Paralympiques d’hiver de 2018 en ski alpin. Je m’investis actuellement à 100% pour relever ce défi.(Pour soutenir Thibault dans ce défi, voir thibaulttrancart.ch)

Mon conseil serait de toujours conti- nuer à se battre pour réaliser son rêve, peu importe ce que pensent les gens, que ce soit la famille, les amis... Si l’on veut y arriver, on peut y arriver.

En devenant aveugle, j’ai vite réalisé que la société était la source du handicap, pas la cécité en soi. Voilà presque 11 ans que l’on me dit que les non-voyants ne peuvent pas faire ceci ou cela... C’est grâce à l’état d’esprit de l’Ecolint que j’ai appris à penser que si on veut le faire, on peut. C’est ce qui m’a aidé pour le BI, pour le Bachelor au Canada, et maintenant pour ce projet sportif. Thibault Trancart avec sa guide Claire Terraillon

N°19 | autumn / automne 2016 17 IN THEM WE TRUST

WE SPOKE TO LUANNE SAMUEL AND JENNIFER-LEE JANSSENS, WHO LEAD RESPECTIVELY THE US AND UK-BASED CHARITABLE TRUSTS ESTABLISHED TO SUPPORT ECOLINT.

Luanne SAMUEL Why do you think alumni should consider UK taxpayers can benefit from tax relief for President of the Trustees supporting Ecolint? donating to such a charitable entity. The of the Ecolint-American The Ecolint experience for my children was charity is, however, open to receiving Foundation incredibly enriching; it is so much more than donations worldwide. just the IB and classroom. Coming from a small, rural town in Texas and seeing the What motivated you personally to get What is the mission of the Ecolint- difference between my schooling and theirs involved? American Foundation? was truly eye-opening. I was so very glad that I was at Ecolint from age 4 to 18. It’s my sec- It was created in 1968 by George Bunge, my children were taught in the atmosphere ond home and I truly enjoyed the multicultural Anthony Van Daalen, and several others to of global awareness, a multitude of friends international environment. Beyond the rich “advance the goals of international education from other places, multilingualism, and caring academic experience rooted in peace, respect and, in particular, to help fund and advance the for the world as a whole. I’m grateful – as I’m and tolerance, I also benefited from extra- fundamental objectives of the International sure many alumni and their parents are – for curricular opportunities, particularly in dance, School of Geneva.” To date it has given nearly the education that has made them compas- song and theatre. It served as a springboard $400,000 in grants to the school for various sionate global citizens. If all children were that allowed me both to qualify as a lawyer projects – all funded through gifts by US educated in the same way, we might achieve and to continue my artistic pursuits. alumni and current parents who are US tax- peace in our lifetime, as the founders from payers. The Foundation is a 501(c)(3) organi- the League of Nations had hoped. As Nelson It was an honour to be invited by former zation and, as such, US taxpayers can get a Mandela said so well, “Education is the most Director General of Ecolint, George Walker, deduction for giving to a charitable entity. powerful weapon you can use to change the to be a Trustee of the newly created chari- world.” table Trust in 1999. It has been and remains What motivated you personally to get a way for me to give back to the school for www.ecolintusa.org involved? present and future generations. I currently In 1994, when I was Director of External have the privilege of being the Trust’s chair, Relations for Ecolint, we found that the US as direct successor to George Walker. Foundation had lain moribund for a number of Jennifer-Lee years. There was no one in Geneva to man- JANSSENS Why do you think alumni should consider age it and it had fallen “off the radar”. The US Chair of the Association supporting Ecolint? Foundation’s chair at that time, George Bunge, of the Friends of the International As alumni, we have all experienced the good was very ill. George Walker and I worked with School of Geneva Charitable Trust fortune of being part of the “family” of the the other Trustees and Mrs Bunge to transfer International School. Donations by alumni to signatory powers and resurrect the Founda- What is the mission of the Association of the Trust can contribute to the continued exist- tion as a working entity to benefit the school. the Friends of the International School of ence of the school and its wellbeing. Contri- Ted Killheffer, a former parent and Board Geneva Charitable Trust? butions from alumni and their families are a member, agreed to step in as President of the It was created in June 1999, its object being way for them to thank the school and to help Trustees, holding that post for about ten years. the advancement of education and learn- current and future students. After moving back to the US, I was asked to ing and in particular the furtherance of the serve in that capacity and have been in that charitable purposes of the International School www.ecolint.ch/gift position since 2003. of Geneva. As a charity created under UK law, [email protected]

BUILDING THE FUTURE TOGETHER The International School of Geneva is a not-for-profit foundation and our day-to-day costs are covered by tuition fees. The school relies on financial support from our community and partners to help achieve development projects. Get in touch to discuss how you can help! Different ways of giving | Support for specific projects | Donor recognition opportunities | Legacies

With your support, we can make a difference for current and future generations of Ecolint students.

Contact Brian Wahlen, Development Associate, at [email protected] or +41 (0)22 787 26 19 Visit us at www.ecolint.ch/support

18 N°19 | autumn / automne 2016 IN THEM WE TRUST THE INDOMITABLE GENIUS OF ROBERT J. LEACH

OVER THE DECADES, ECOLINT HAS BEEN CHARACTERIZED BY A WILLINGNESS TO TOLERATE, AND EVEN EMBRACE, NON-STANDARDIZED MODES OF BEHAVIOUR OR APPROACHES TO TEACHING THAT EVADE STERILE CONFORMITY, WRITES FOUNDATION ARCHIVIST ALEJANDRO RODRIGUEZ-GIOVO. THIS LARGESSE D’ESPRIT HAS MORE OFTEN THAN NOT BORNE FRUIT AND GIVEN RISE TO SOME OF THE ACHIEVEMENTS FOR WHICH OUR SCHOOL IS INTERNATIONALLY RENOWNED.

The most obvious of these achievements is fraudulence, League of Nations), the world’s first the International Baccalaureate, a brainchild hypocrisy and simulation of the UN General Assembly of one of Ecolint’s most brilliant eccen- double standards by secondary school students. It has since trics, Robert Judson Leach. Leach, a U.S. on the far right, spawned thousands of earnest imitations historian who joined the school in 1951, the far left and throughout the world. To run some form was a force of nature, emphatically his everywhere in of model United Nations now seems like own man; as a result, his relationship with between. an obvious thing to do (what school does Ecolint’s authorities was sporadically tense, not have one?), but when Leach launched but the latter ultimately had the wisdom to He was un- it in 1953, with the assistance of the give him free rein. The whole concept of apologetically International Labour Organization, it was a curriculum and educational programme the centre of at- revolutionary. that would be genuinely international in its tention in class, outlook and lead to worldwide recognition Robert J. Leach but we – the When Leach retired in 1981 (an event and acceptance was, when he hatched students – were reported prominently in the daily newspa- it in the early 1960s (with the support of indisputably at the heart of his teach- per La Suisse), he was not unnaturally the somewhat less mercurial colleagues such ing strategy and his heed; he constantly guest of honour at that year’s graduation as the fellow historian Michael Knight and cross-examined, provoked, prodded and ceremony in the Greek Theatre, which a the geographer Philip Thomas)*, profoundly engaged us, demanding to be challenged, decade earlier had witnessed the award of unconventional – all the more so if one eliciting laughter, amazement, incredulity, the very first IB diplomas. In this capacity, heard how Leach propounded his ideas. indignation and curiosity. He relished our he addressed the assembled students, par- responses and fielded them flamboyantly ents, colleagues and visitors and – to the Leach was not the most tactful or re- but sympathetically. astonishment of all and indignation of not a strained advocate of anything. His colour- few – earnestly advocated free love in all its ful personality could not easily be curbed; In 1974, Director General René-François forms, manifestations and combinations, his ideology was largely and benevolently Lejeune, the eminent French educator, between the two sexes or within the same derived from Quakerism – to which he had intellectual and héros de la Résistance, one. Even today this would be a somewhat converted – but he championed it with a commissioned Leach to produce the unorthodox proclamation during a gradua- sarcastic, trenchant ferocity that would historical volume that would commemorate tion ceremony, but in 1981 it had the effect have left the worshippers in a Friends Ecolint’s 50th Anniversary. However, the early of a bombshell. What was, you may well meeting house quite speechless. draft that Leach came up with was deemed ask, the upshot of this outlandish incident? to be so idiosyncratic and polemical that he FEARLESS PRONOUNCEMENTS was relieved of the project, and eventually a Nothing. After so many years of inspired His startling performance in the classroom, collective approach, which brought together and distinguished service, Leach was enti- grounded in vast erudition and enlivened by a wide range of testimonials, generated the tled to one final, grand, eccentric flourish. fearless pronouncements on all and sundry, rambling but nonetheless excellent Ecole The episode has enriched Ecolint’s folklore, galvanized his students’ attention. As an Internationale de Genève: Son premier demi- but not nearly as much as Leach enriched alumnus, I can attest to this. Periodically he siècle, popularly known as the “Red Book”. Ecolint itself. was unleashed from his Secondary School Unchastened, Leach self-published his own lair into Year 6 classes, which he prowled version of events (I have it in the Archives) Leach was the author of Quaker Nantucket: The alarmingly, gesticulating, modulating his and distributed it as widely as he could. In a Religious Community Behind the Whaling Empire (Mill Hill Press, 1996). His collected papers (1930-1998) have voice dramatically from a hoarse, confiden- lesser school than ours, such deviation from been preserved in the Cornell University Library. tial whisper to a denunciatory roar, pouncing “a single source of truth” might have been on terrified but fascinated children to drag suppressed or even sanctioned. In typical * See: Ian Hill and Susan Saxton, “The Internatio- us decades or centuries into a past that he Ecolint fashion, however, Lejeune broad- nal Baccalaureate (IB) Programme: An International conjured up with gusto and grit. Always mindedly blessed it and life went on. Gateway to Higher Education and Beyond”, Higher Learning Research Communications, generating the illusion that he was speaking Vol. 4 Num. 3, September 2014, from firsthand personal experience, Leach UNITED NATIONS pp. 42-52 uncompromisingly anatomized the ages Another Leach creation was Students’ of mankind, exposing exploitation, abuse, United Nations (now known as Students’

N°19 | autumn / automne 2016 19 THE BACK BOARD The Scenic Route The varied paths some of our teachers followed prior to joining Ecolint. Yo u may have missed…

Memories of Ecolint 1939-47 Erik Thorbecke (LGB ’48), a renowned development MICHAEL SHEVLIN SANDRA SIMPSON ALAIN ROBERT-TISSOT economist, shared some Teaching Film and ICT at Year 4 Homeroom Teacher at Enseignant de géographie à l’Ecole enthralling vignettes from his La Chât Secondary School Campus des Nations since 2011* secondaire de LGB depuis 1996 time at LGB on our AlumBlog. since 2011 * Sandra completed Ecolint’s International PGCE in 2010/11 > alumni.ecolint.ch/ thorbecke What did you do for a living before coming to teach here? I worked in the TV and film industry, Before moving to Geneva Depuis très jeune mon regard s’est as an animator and motion graphics from Northern Ireland, I was tourné vers les grands horizons, Discover designer, for nearly 20 years. I started a physiotherapist for 17 years. comme un besoin vital d’espace et the Institute off at Liquid TV and then worked at I specialised in neurological de liberté. La mer est sans doute Ecolint’s Institute of Learning and various production companies in rehabilitation, working as part of un des derniers lieux où le corps Teaching now has its own website London before getting a post at Disney, a multidisciplinary team caring et l’esprit peuvent s’échapper, se where you can discover the where I worked for 12 years. After 10, for patients with complex needs. ressourcer et s’équilibrer. Mon wide range of pedagogy-related you get a bronze Mickey – but I have Working for the National Health parcours est lié à ce besoin. programmes on offer. no idea where I put it! I mainly worked Service, which is often understaffed Ma formation de base est l’ébénis- > www.ecolint-institute.ch using CGI and special effects. After and underfunded, was stressful but terie, la maîtrise du bois devant me Disney I worked on a whole host of film rewarding. I derived a real sense permettre de pouvoir construire mon and animation projects both in the UK of achievement from helping to propre bateau, ma deuxième forma- and the US for various companies, and improve the lives of my patients. tion est liée aux métiers de la mer Stand up, speak up The guest speaker at the later as a digital compositing, rigging Moving to Geneva gave me the me permettant de vivre de grands La Châtaigneraie 2016 graduation and animation instructor for Escape opportunity to follow a long-held moments au contact de ces horizons ceremony was retiring teacher Pat Studios. dream to become a teacher. lointains pendant plusieurs années. McKinzie. Her inspiring speech is well worth a read. > alumni.ecolint.ch/mckinzie How, if at all, do you bring your former career into the classroom? As a film teacher I am trying to teach I am always making connections Au retour de mes pérégrinations, my students a lot of the techniques that between the two professions. l’envie de fonder une famille et de A moving archive I used. I simplify a lot of the processes Both involve working with and poser mon sac à terre m’a conduit We added a wealth of archive but essentially the workflow is the motivating people to achieve to vers ma troisième formation, la material to our Ecolint Alumni same and the purity of what I did their highest potential. The qualities géographie à l’université de Genève. YouTube Channel in recent previously – that characters and story and attitudes that made me a De là, il n’y avait plus qu’un pas pour months, including graduation are the most important things – should successful physiotherapist are also aller vers l’enseignement, histoire ceremonies, field trips and plays. always be front and centre; the camera, those that help me in the classroom. d’éveiller peut-être des passions et the computer or the technique used Strong communication skills and de transmettre le témoin. Après 21 > sl.ecolint.ch/youtube does not matter. There are also a lot empathy are vital in schools and ans à l’Ecolint, mon sac est toujours of things that are exactly the same: hospital wards The main difference? posé mais pour combien de temps... making movies is way harder than it As a physiotherapist, I generally looks. Something always goes wrong treated one patient at a time. The on a shoot and no matter how well you greatest challenge as a teacher, is organize yourself you will run out of time differentiating, so that twenty-four – if you don't then you are not doing students are always learning and your best work. Oh, and filmmakers challenged. (even young ones) tend to be the most interesting people in the room!

Social Media Change of address ? Get in touch ! Ecolint on Facebook facebook.com/ecolint Email: [email protected] Ecolint on LinkedIn sl.ecolint.ch/linkedinpage Telephone: +41 (0)22 787 25 55 Alumni on Facebook facebook.com/ecolintalumni Alumni on LinkedIn sl.ecolint.ch/linkedingroup Web: alumni.ecolint.ch Alumni on Twitter twitter.com/ecolintalumni (Alumni can update their own details on the website.) Alumni on YouTube sl.ecolint.ch/youtube