This is a tradition I hope to bring back to Oregon. The children learn to dance from Kindergarten through Year 6. There are dances during and after school offered to children to practice socialization and have fun. They aren't open, free dances with girls standing shyly on one side of the room while boys cringe on the opposite side. They are mixers with "games" in the style of organized dances, sometimes with a theme or costume suggestion, sometimes not.
The children are taught a variety of dances that are used during these socials. This past week we gathered, all Kinders, 1s and 2s, in a center patio area with a speaker CD box. The children find a spot where they have "room to dance." A teacher shows the basic dance idea, turns the song on, and off they go. They are not shy, hesitant, or awkward. The children love it!
Sample dances include the ever-popular YMCA. A second, The Dinosaur Dance, includes simple hand motions, crouching down, and freely moving about as "a dinosaur." Another dance begins with two dancers in a Tango position for 8 counts, followed by 8 more counts of stepping back, stamping feet and clapping hands. The partners then link elbows and circle before they choose two new partners from the seated circle surrounding the dance floor. Heaps of fun, and the children mix eagerly and joyfully.
I'm picturing not only their smiling faces, but also the coordination and spatial awareness developing. That's great for math and reading!! And physical fitness. And all in about 12 minutes start to finish.
More dancing in 2010 - 2011!
Sunday, August 29, 2010
Thursday, August 26, 2010
New Energy
It's Friday afternoon, and I'm reflecting on a busy, but good week. I felt very blue when my teaching friends left last week. Very blue. I don't want to go home, yet, don't get me wrong. But the flurry of activities and fun times was a natural high for more than a couple of weeks! So I decided I had to focus in and really teach well with my kids this week and enjoy every part of the day.
That meant moving Harry to a new seat. A seat all by himself in the front of the room. He cannot stop talking, as smart and amazing as he is. I've tried everything I know of. So, for the first time, I singled him out in a desk completely apart from the others that are facing each other in table groups. It's been fantastic since. His work is completed, he's quiet, he's respectful, and he is following directions. Success #1.
Also, I've been slowly introducing the Daily 5, and it's flowing wonderfully now! You may know this "program" designed by two sisters, Gail Boushey and Joan Moser, in the states. It incorporates everything we already do, but in a way that the children are moving right along at an independent level. I've adapted it, as we do, to fit what I have in my room, the time I can give it, and the makeup of my class. It's simple: Read to Self, Read to Someone, Word Work, Work on Writing, Listening. For me that translated to: silent read, read to someone, practice your spelling, write, and 'sketch to stretch.'
It hit me when I realized they had no incentive, no real reason to learn to read, enjoy a book, or care about reading, really, at all. That saddened me! I needed them to formally practice spelling. I knew they needed time on text with books they had chosen themselves. I knew they needed more time writing. I don't have listening tape machines, so I used Linda Hoyt's Sketch to Stretch, since I know these children are very motivated to make colorful, elaborate pictures. I also was feeling the drain of having them to myself all day, every day, without pull-outs of any kind, particularly the long haul from 11:40 - 1:20 (when they finally have lunch!). See what I mean??
Daily 5 to the rescue! Since I can't do it daily, I call it 5 Alive! I've followed the lesson plans in the resource book, almost to a tee. We spent a week discussing, then practicing Read to Self. The girls suggest start small to 'build stamina,' starting with 5 minutes and adding a minute each day. Suddenly it was magically fun. 5 minutes was nothing. "Can't we read more??" "Not today! But tomorrow we'll try for 6 minutes!" "Wow!"
The next week we practiced Read to Someone. Who doesn't want to do this? Elbow, Elbow, Knee, Knee. So purposeful, so meaningful, so powerful. Only 5 minutes! "Ohh!" they all exclaim. I smile!
The girls recommend waiting until they have learned and practiced all 5 before mixing. But I took the plunge (plus, it's halfway through our year together) and tried the two as a choice, "Which one will you do first today?"
The next week I introduced Word Work. Wow! That sounds much better than, "Boys and girls, we're going to practice your spelling. Again." Making flash cards, rainbow writing the words with different colored markers, etc. Not rocket science. But they are thrilled. We kept it separate, but still did the choice/switch for Read to Self and Read to Someone.
The best was when one child whispered to another, "I love how we get to choose."
Now I've introduced Writing, and you would think I've given them $20 to spend now. They can't wait to open their booklets and write whatever they want!! Some are finishing paragraphs from before, writing creative stories, copying poems from books, or writing letters.
We're up to choosing from the 4 things introduced so far. We can go 15 min. each. The kids remember what time we did yesterday, of course, so how much we should do today.
So for one hour, at least, our afternoon is taken up with excellent literacy practice, both independent and with another student, and the time flies as they take care of all four items.
I'm saving the Sketch to Stretch for last since I know they will love it more than anything, and I want a candy for when the doldrums set in in a week or so.
In the states I know that teachers are often frustrated with no uninterrupted blocks for solid teaching. Here I'm faced with one every day, and it's a long long afternoon. Even with my sterling lesson on writing, then the Rainforest, then Spelling Practice, it's a long long afternoon!
5 Alive is saving us all!
That meant moving Harry to a new seat. A seat all by himself in the front of the room. He cannot stop talking, as smart and amazing as he is. I've tried everything I know of. So, for the first time, I singled him out in a desk completely apart from the others that are facing each other in table groups. It's been fantastic since. His work is completed, he's quiet, he's respectful, and he is following directions. Success #1.
Also, I've been slowly introducing the Daily 5, and it's flowing wonderfully now! You may know this "program" designed by two sisters, Gail Boushey and Joan Moser, in the states. It incorporates everything we already do, but in a way that the children are moving right along at an independent level. I've adapted it, as we do, to fit what I have in my room, the time I can give it, and the makeup of my class. It's simple: Read to Self, Read to Someone, Word Work, Work on Writing, Listening. For me that translated to: silent read, read to someone, practice your spelling, write, and 'sketch to stretch.'
It hit me when I realized they had no incentive, no real reason to learn to read, enjoy a book, or care about reading, really, at all. That saddened me! I needed them to formally practice spelling. I knew they needed time on text with books they had chosen themselves. I knew they needed more time writing. I don't have listening tape machines, so I used Linda Hoyt's Sketch to Stretch, since I know these children are very motivated to make colorful, elaborate pictures. I also was feeling the drain of having them to myself all day, every day, without pull-outs of any kind, particularly the long haul from 11:40 - 1:20 (when they finally have lunch!). See what I mean??
Daily 5 to the rescue! Since I can't do it daily, I call it 5 Alive! I've followed the lesson plans in the resource book, almost to a tee. We spent a week discussing, then practicing Read to Self. The girls suggest start small to 'build stamina,' starting with 5 minutes and adding a minute each day. Suddenly it was magically fun. 5 minutes was nothing. "Can't we read more??" "Not today! But tomorrow we'll try for 6 minutes!" "Wow!"
The next week we practiced Read to Someone. Who doesn't want to do this? Elbow, Elbow, Knee, Knee. So purposeful, so meaningful, so powerful. Only 5 minutes! "Ohh!" they all exclaim. I smile!
The girls recommend waiting until they have learned and practiced all 5 before mixing. But I took the plunge (plus, it's halfway through our year together) and tried the two as a choice, "Which one will you do first today?"
The next week I introduced Word Work. Wow! That sounds much better than, "Boys and girls, we're going to practice your spelling. Again." Making flash cards, rainbow writing the words with different colored markers, etc. Not rocket science. But they are thrilled. We kept it separate, but still did the choice/switch for Read to Self and Read to Someone.
The best was when one child whispered to another, "I love how we get to choose."
Now I've introduced Writing, and you would think I've given them $20 to spend now. They can't wait to open their booklets and write whatever they want!! Some are finishing paragraphs from before, writing creative stories, copying poems from books, or writing letters.
We're up to choosing from the 4 things introduced so far. We can go 15 min. each. The kids remember what time we did yesterday, of course, so how much we should do today.
So for one hour, at least, our afternoon is taken up with excellent literacy practice, both independent and with another student, and the time flies as they take care of all four items.
I'm saving the Sketch to Stretch for last since I know they will love it more than anything, and I want a candy for when the doldrums set in in a week or so.
In the states I know that teachers are often frustrated with no uninterrupted blocks for solid teaching. Here I'm faced with one every day, and it's a long long afternoon. Even with my sterling lesson on writing, then the Rainforest, then Spelling Practice, it's a long long afternoon!
5 Alive is saving us all!
Friday, August 20, 2010
American Visitors
How great was it to have friends from home come to visit?? During the months of July and August friends of the family and friends/teachers from school came to see Australia for themselves. Everyone came to school and many even stayed, which meant I could put them to work! Someone from home asked, "Do you have to work while the visitors are here?" My response was, "Not while they're teaching my class!" Well, when four certified teachers are standing in the back during reading groups, why not give each one a group?? It was wonderful!
It is terrific to imagine the ramifications, too, of having the girls come to school for as many as 5 days, for some. In Oregon, we all work together at school, and we are also friends outside school. They were able to see where I am and what I'm doing here on my exchange. They were able to see where their new friend, my exchange partner, comes from and what her background experience in education looks like.
They were intrigued with a different school system, like I am, and in awe of the Aussie way of teaching and learning. They loved meeting and working with the children, and learning briefly about the Aboriginal influences. They also helped out in other classes and spent time with the Oregon pen pal classes in the upper grades.
The school here was taken by the fact that so many teachers came to visit and spent so much time at school - even sitting through a reading adoption staff meeting! We got together with staff for social events (drinks at the local pub and dinner at the principal's home), and organized some of our own with staff as well.
The girls smiled as the Ibis strutted through the playground picking up lunch scraps. They enjoyed the beautiful blue uniforms and sun hats on each child. As the children shared news the class would answer in unison, "Thank you for your news, Johnny," a tradition here. The girls learned to bring fresh fruit to enjoy at 10:00 a.m. every day.
They didn't overdo it, however. Each day at school ended with a walk along a neighboring beach, a visit to the bakery in town, a trip to the lawn bowls club, or a napping afternoon back at the house! It was holidays for them, afterall!
It is terrific to imagine the ramifications, too, of having the girls come to school for as many as 5 days, for some. In Oregon, we all work together at school, and we are also friends outside school. They were able to see where I am and what I'm doing here on my exchange. They were able to see where their new friend, my exchange partner, comes from and what her background experience in education looks like.
They were intrigued with a different school system, like I am, and in awe of the Aussie way of teaching and learning. They loved meeting and working with the children, and learning briefly about the Aboriginal influences. They also helped out in other classes and spent time with the Oregon pen pal classes in the upper grades.
The school here was taken by the fact that so many teachers came to visit and spent so much time at school - even sitting through a reading adoption staff meeting! We got together with staff for social events (drinks at the local pub and dinner at the principal's home), and organized some of our own with staff as well.
The girls smiled as the Ibis strutted through the playground picking up lunch scraps. They enjoyed the beautiful blue uniforms and sun hats on each child. As the children shared news the class would answer in unison, "Thank you for your news, Johnny," a tradition here. The girls learned to bring fresh fruit to enjoy at 10:00 a.m. every day.
They didn't overdo it, however. Each day at school ended with a walk along a neighboring beach, a visit to the bakery in town, a trip to the lawn bowls club, or a napping afternoon back at the house! It was holidays for them, afterall!
Thursday, August 19, 2010
Educational Week: Open House
We opened our doors to families and patrons for the day and became hosts and hostesses! Children showed their families the different projects and work samples they have been doing, and walked them to various parts of the school. This was just like back home! Finally! However, it was held during school hours, rather than after school. Children who didn't have a family member visiting played different math games in the room (Kim Sutton dice games win again!) and taught the games to friends and parents of others.
We began the day with a whole-school assembly full of performances! The band, choir, belly dancers, and our own Year 1s and 2s wowed the audience yet again with line dancing and cheerleading a la the U.S.A.! I was so proud of my kids!
We began the day with a whole-school assembly full of performances! The band, choir, belly dancers, and our own Year 1s and 2s wowed the audience yet again with line dancing and cheerleading a la the U.S.A.! I was so proud of my kids!
NAIDOC Week
Our school celebrated National Aboriginal Islander Day Observance Committee week. Monday we had an all-school assembly with a smoking ceremony, Elder's Choir performance, and traditional dancing.
We also heard from a young Aboriginal man who has been hired at our school as an educational assistant, assigned directly to Aboriginal students. He helps them with academics, serves as a positive role model, and acts as a family liason. He gave a motivational speech describing his childhood and the opportunities given to him which brought him, finally, to Macksville Public School.
The next day we tasted Bush Tucker, which was shark, kangaroo, and crocodile meat, chicken soup, damper (homemade bread), and a barbequed sausage in bread. Another day we participated in Aboriginal art and viewed a beautiful traveling display of local artists' work, including painted emu eggs which sell for $600!
Other days included traditional outdoor games and dressing in the flag colors of yellow(the sun), red (the earth) and black (the people).
My favorite is the crocodile!
We also heard from a young Aboriginal man who has been hired at our school as an educational assistant, assigned directly to Aboriginal students. He helps them with academics, serves as a positive role model, and acts as a family liason. He gave a motivational speech describing his childhood and the opportunities given to him which brought him, finally, to Macksville Public School.
The next day we tasted Bush Tucker, which was shark, kangaroo, and crocodile meat, chicken soup, damper (homemade bread), and a barbequed sausage in bread. Another day we participated in Aboriginal art and viewed a beautiful traveling display of local artists' work, including painted emu eggs which sell for $600!
Other days included traditional outdoor games and dressing in the flag colors of yellow(the sun), red (the earth) and black (the people).
My favorite is the crocodile!
Sunday, August 1, 2010
Two Week Holidays - again!
The school year here commences in late January. The year is divided into 4 terms, with a two-week break inbetween each term. Then the year ends in December before Christmas, with a six-week break until school begins again for the next year.
The days in school and on holiday are exactly the same as in the states. They are just placed differently on the school calendar. I love this way best! We teach and learn hard for the 10 weeks. Then we all have a break to refresh, relax, rejuvenate, and reconsider! We all return happy to be teachers and students once again. Suddenly homework looks fresh again, spelling lists are grand once more, and my maths games are better than ever!
This holiday our son visited back in the U.S. as promised. We travelled to Adelaide to see friends, and then to the Whitsunday Islands for a sailing/snorkeling adventure. I was able to finally see the Fairie Penguins in their natural habitat in Southern Australia. We had many beautiful hikes and met more wonderful Aussies. In Queensland, we boarded the sailing yacht and spent our days snorkeling, whale watching, and enjoying the Great Barrier Reef.
The days in school and on holiday are exactly the same as in the states. They are just placed differently on the school calendar. I love this way best! We teach and learn hard for the 10 weeks. Then we all have a break to refresh, relax, rejuvenate, and reconsider! We all return happy to be teachers and students once again. Suddenly homework looks fresh again, spelling lists are grand once more, and my maths games are better than ever!
This holiday our son visited back in the U.S. as promised. We travelled to Adelaide to see friends, and then to the Whitsunday Islands for a sailing/snorkeling adventure. I was able to finally see the Fairie Penguins in their natural habitat in Southern Australia. We had many beautiful hikes and met more wonderful Aussies. In Queensland, we boarded the sailing yacht and spent our days snorkeling, whale watching, and enjoying the Great Barrier Reef.
Friday, July 23, 2010
Stars and Stripes Forever!
Last year, while innocently sitting in Corvallis, dreaming about my year ahead in Australia, I thought it would be a fun idea to bring little wristbands for everyone in the school to say, "Happy Fourth of July." That idea exploded into one entire day of celebrating American culture with music, hot dogs, dancing, and contests. Who knew?
At Macksville Public School the philosophy is that all children are "on Gold." That is, they are gold students, capable of being beautifully behaved, respectful, responsible, and well-mannered. From there, if you forget, or make a mistake, or are just plain awful, you receive "tickets." 6 tickets and you're "off gold." Each 10 weeks we celebrate a day for all of those on Gold, and start fresh for the next term. Sometimes the days are held at the beach or the park. This time it was all about the U.S. of A.!
It was a great team effort, with staff and parents helping everywhere. Even Marilyn, our friend from Corvallis visiting for the week, came and sliced hot dog buns and took photographs. She even stood by my side, our hands on our hearts, as the children raised the American flag and the National Anthem played on the speakers.
We began with a parade of costumes. The children and staff were dressed in everything from Miss Piggy, Agent 99, Scooby Doo, Uncle Sam, Statue of Liberty, Men in Black, cowboys, cowgirls, Paris Hilton, Mortitia Adams, Spider Man, and Minnie Mouse. Even the children in plain clothes were dressed like an American, since we don't wear a uniform to public school! One teacher spent her senior year as an exchange student in Maryland. She came dressed in her cheerleading outfit and letterman's jacket, complete with school ring and photo button of her squad! The children paraded to Stars and Stripes Forever!
Then our two second grade classes performed a hip hop dance and tumbling act to stadium music. The crowd was clapping and oohing and awwing at the cartwheels and pom poms! Then the children lead the crowd in American cheers. Let me back track a bit. Back in April the teachers were discussing how every year the children learn dances, but this year the dance teacher is not "on class." Hmmm. "Well," I offered, "I could teach the kids some line dances." From there I was asked if I would please teach them American Cheerleading. Derr. So, many YouTube videos from Pomona High School Cheer Squad later, I was teaching the kids American cheers. So by July 2, the kids lead the entire school in cheers from "MPS! We're the Best!" to "Let's Get Fired Up!"
These folks love a contest. And it's important that "everyone has a go." So, there were prizes for the costumes, and everyone had a go at cheering. Prizes went to the most enthusiastic in the crowd!
From there we had a break to enjoy the Year 1's Lemonade Stand, "quarters" in hand to pay for each cup. The children ate a snack and then regrouped for the next act! This time the second graders performed the Electric Slide to "Boot Scootin' Boogie." We taught groups to do it with us, and yes, prizes for the smoothest dancers! The adults weren't off the hook. We got every teacher, parent, admin. assistant, and the principal to stomp the pavement with us! Moving around the square with the entire staff to one of my favorite songs, was a highlight of this year!
My kids then did the Cotton Eyed Joe (again, a version from YouTube, since my Texas version was more suited to people who have had too many tequilas!), inviting a partner to join them. Mums, brothers, teachers, were all asked to circle around and grapevine to the right! We ended with a whole school dance to YMCA. The crowd went wild.
From here our girls who raise the flag daily had the American flag on the ropes, ready to raise. I explained a little bit about the flag, as well as ediquette here in Australia. We were to fly it just below the top, and as Americans, Marilyn and I would place our hands on our hearts. The children stood solemnly while the song played. It was beautiful.
At this point we had lunch - mmm! Hot dogs, baggies of potato chips, and Otter Pops. All of these were bizarre to them. Tomato sauce had to be called "ketchup" for the day. We didn't even try mustard, since they would all say, 'yuck.' No one knew how to deal with the hot dogs. "I think we boil them." The buns, all 411, had to be sliced by hand. Otter Pops were just weird. When they saw they were Icey Poles, then everyone relaxed. "Ahhhhh! Icey Poles!" Just pronouncing Otter Pop was an adventure!
To finish the fun, the children competed in "Talk Like a Yank." They were to say, "Put your glasses on and drive your faster car to Denver," with their best American accent. I showed them how easy it was. Then I tried saying words their way, like, "kookaburra." Not as easy as it would seem. You try standing in front of 411 kids and 40 adults and everyone laughs as you pronounce "koala." What's so funny about 'koala?' Apparently a lot. So, after narrowing it down to 6 great accents, I asked them to try, "New York City," on the spot. They gave me everything from Atlanta, Georgia + Perth, Western Australia to Little Rock, Arkansas + Cairns, Queensland. One girl rattled it off like it was second nature to her. I applauded and handed her the prize!
What were the prizes? Again, it was a team effort. I had brought my Oriental Trading wristbands, little flags, and temporary tatoos. With a quick email to Corvallis and Albany, friends bought bandanas, flag tee shirts, red visors, and stickers galore. They sent them via my American visitor, and we were set to go. The anticipation rose when I announced before the event that the prizes were being flown in today directly from the U.S. Ooooh!
I hope the pictures here capture the spirit of the day. The children had a blast, which is the most important thing. It brought the school together as a community, and the staff worked together brilliantly. It was touching for me, of course, and I barely made it through the anthem without a tear. Most of all it was a celebration of the children and their accomplishments as friends, individuals, and as a team.
At Macksville Public School the philosophy is that all children are "on Gold." That is, they are gold students, capable of being beautifully behaved, respectful, responsible, and well-mannered. From there, if you forget, or make a mistake, or are just plain awful, you receive "tickets." 6 tickets and you're "off gold." Each 10 weeks we celebrate a day for all of those on Gold, and start fresh for the next term. Sometimes the days are held at the beach or the park. This time it was all about the U.S. of A.!
It was a great team effort, with staff and parents helping everywhere. Even Marilyn, our friend from Corvallis visiting for the week, came and sliced hot dog buns and took photographs. She even stood by my side, our hands on our hearts, as the children raised the American flag and the National Anthem played on the speakers.
We began with a parade of costumes. The children and staff were dressed in everything from Miss Piggy, Agent 99, Scooby Doo, Uncle Sam, Statue of Liberty, Men in Black, cowboys, cowgirls, Paris Hilton, Mortitia Adams, Spider Man, and Minnie Mouse. Even the children in plain clothes were dressed like an American, since we don't wear a uniform to public school! One teacher spent her senior year as an exchange student in Maryland. She came dressed in her cheerleading outfit and letterman's jacket, complete with school ring and photo button of her squad! The children paraded to Stars and Stripes Forever!
Then our two second grade classes performed a hip hop dance and tumbling act to stadium music. The crowd was clapping and oohing and awwing at the cartwheels and pom poms! Then the children lead the crowd in American cheers. Let me back track a bit. Back in April the teachers were discussing how every year the children learn dances, but this year the dance teacher is not "on class." Hmmm. "Well," I offered, "I could teach the kids some line dances." From there I was asked if I would please teach them American Cheerleading. Derr. So, many YouTube videos from Pomona High School Cheer Squad later, I was teaching the kids American cheers. So by July 2, the kids lead the entire school in cheers from "MPS! We're the Best!" to "Let's Get Fired Up!"
These folks love a contest. And it's important that "everyone has a go." So, there were prizes for the costumes, and everyone had a go at cheering. Prizes went to the most enthusiastic in the crowd!
From there we had a break to enjoy the Year 1's Lemonade Stand, "quarters" in hand to pay for each cup. The children ate a snack and then regrouped for the next act! This time the second graders performed the Electric Slide to "Boot Scootin' Boogie." We taught groups to do it with us, and yes, prizes for the smoothest dancers! The adults weren't off the hook. We got every teacher, parent, admin. assistant, and the principal to stomp the pavement with us! Moving around the square with the entire staff to one of my favorite songs, was a highlight of this year!
My kids then did the Cotton Eyed Joe (again, a version from YouTube, since my Texas version was more suited to people who have had too many tequilas!), inviting a partner to join them. Mums, brothers, teachers, were all asked to circle around and grapevine to the right! We ended with a whole school dance to YMCA. The crowd went wild.
From here our girls who raise the flag daily had the American flag on the ropes, ready to raise. I explained a little bit about the flag, as well as ediquette here in Australia. We were to fly it just below the top, and as Americans, Marilyn and I would place our hands on our hearts. The children stood solemnly while the song played. It was beautiful.
At this point we had lunch - mmm! Hot dogs, baggies of potato chips, and Otter Pops. All of these were bizarre to them. Tomato sauce had to be called "ketchup" for the day. We didn't even try mustard, since they would all say, 'yuck.' No one knew how to deal with the hot dogs. "I think we boil them." The buns, all 411, had to be sliced by hand. Otter Pops were just weird. When they saw they were Icey Poles, then everyone relaxed. "Ahhhhh! Icey Poles!" Just pronouncing Otter Pop was an adventure!
To finish the fun, the children competed in "Talk Like a Yank." They were to say, "Put your glasses on and drive your faster car to Denver," with their best American accent. I showed them how easy it was. Then I tried saying words their way, like, "kookaburra." Not as easy as it would seem. You try standing in front of 411 kids and 40 adults and everyone laughs as you pronounce "koala." What's so funny about 'koala?' Apparently a lot. So, after narrowing it down to 6 great accents, I asked them to try, "New York City," on the spot. They gave me everything from Atlanta, Georgia + Perth, Western Australia to Little Rock, Arkansas + Cairns, Queensland. One girl rattled it off like it was second nature to her. I applauded and handed her the prize!
What were the prizes? Again, it was a team effort. I had brought my Oriental Trading wristbands, little flags, and temporary tatoos. With a quick email to Corvallis and Albany, friends bought bandanas, flag tee shirts, red visors, and stickers galore. They sent them via my American visitor, and we were set to go. The anticipation rose when I announced before the event that the prizes were being flown in today directly from the U.S. Ooooh!
I hope the pictures here capture the spirit of the day. The children had a blast, which is the most important thing. It brought the school together as a community, and the staff worked together brilliantly. It was touching for me, of course, and I barely made it through the anthem without a tear. Most of all it was a celebration of the children and their accomplishments as friends, individuals, and as a team.
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