Mtra. Elisa Pedrero BuentelloBoard of Directors’ President

Lic. Erika Orantes PedreroAdministrative Director

Mtro. Joe Olivares-LongsworthSchool Principal

Lic. Michelyn StevensVice-Principal

Lic. María A. Ramos AlcazarPreschool Coordinator

Ing. Gabriela Coutiño CervantesElementary School Coordinator

MVZ. Marcos Raúl García ZúñigaMiddle School Coordinator

Lic. Tobin HoffmanHigh School Coordinator

Lic. Ludwig Nostas CoutiñoEditorial and Design Coordinator

Lic. Claudia Juárez RangelDesign

.............................Collaborators

Celeste BennetLibrarian

Jennifer RosenthalSchool Counceling Coordinator

Miriam RamírezMaternal II-B Teacher

Gala JaegerMiddle School Student

Rebecca BlackHigh School Student

...................................................You made a difference!No. 10 / October-January / 2011-2012

COVER Photo by: Ludwig wig Nostas

Edited and published by the Communication department of the American School Foundation of Chiapas, A.C. / All rights reserved.

Editorial

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To those who have been with us before, welcome back! To those who are new, a very warm welcome to you all, we are so glad to have you as part of our big ASFC family!

It’s with genuine pleasure that we share with you another edition of our ASFC magazine. Inside you will discover articles that will help you make a difference in the quality of your family’s life. Likewise, you will have the opportunity to see in retrospective memories of this past half school year through pictures of our wonderful events.

While looking at these pages you will become familiarized with our school, especially our commitment to collaboration, enthusiasm and development of a multicultural and bilingual environment for our students. Please celebrate with us the introduction of the International Baccalaureate philosophy in our educational process.

We invite you to sit and enjoy each section of this issue with your family, there is something for everybody no matter your age! Stay tuned for our next ASFC magazine, which is equally sure to delight, inform and entertain!

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Reading Encouragement

Technology in schools

Peace!

Improve the mental health of your chidren

Aprendizaje através del juego

Inteligencia Emocional

Open House

Activities

Journey to Imagination

Gallery

House Competition

Hallowen

Calaveritas

Programas Internacionales

Mini OlympicsThanksgiving

Miss Danna & tje “16+minds”

Robótica

Winter Festival

World Tour

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RR........................................................................................................................ EADING ENCOURAGEMENT

WHERE THE MOUNTAIN

MEETS THE MOON by Grace Lin

English, 2009, 278 pagesA Newberry Honor BookAges: 8 and up

Abright young girl leaves home to find the Old Man of the Moon,

in hopes of bringing good fortune to her parents and village. She befriends a dragon who cannot fly, and he joins her in her quest. Their friendship blossoms as they overcome hardships and learn what they value most. A magical tale of friendship and growth, I highly recommend this book to anyone

Have you ever wondered how big is a giant squid, or the giant pyramids? This amazing picture book SHOWS you

how BIG things compare to each other, and provides factual text to assit. A visual treat, and great for thinking about”How big is big?”

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HOW BIG IS IT?

A BIG Book All About BIGNESS

by Ben Hillman

English, 2007, 47 pagesA Scholastic BookAges: 8 and up.

because she wants to be

popular even though

she is a The story takes place

in a school for ghosts.-Maria Fernanda Fernandez Serrano 5B

Ghostgirl is the debut novel from author

and filmmaker Tonya Hurley. It is the story of High School senior

Charlotte Usher, amisfit outsider whose desperation tobe popular lives on even after her sudden death. The Young Adult novel was published on August 1,2008 by Little, Brown and Companyand hit the New York Times Bestsellerlist, Chapter Books, on September 14, 2008. Ghostgirl has been printed in several different languages around the world, including Spanish and French. It was followed by a sequel in July 2009 called Ghostgirl: Home-coming, and a third book, Ghostgirl: Lovesick was released in July 2010.*

* ”Best Sellers – Children’s Books – Chapter Books”. The New York Times. Retrieved 2011-10-03.

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Reviews by Celeste Bennet

whoenjoys fairy tales, legends or allegories aboutlife and love.

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ECHNOLOGYTT

TECHNOLOGY in SCHOOLS

The way we use and interact with Technology has evolved so much over the years that many of us wonder what its role is, or could be, within a school environment.

by Joe OlivaresSchool Principal

T Things sure are different these days when it comes to

technology, especially for those of us who grew up in a time when mail was actually written by hand and mobile phones were considered an element of science fiction.

According to author David Prensky, those of us who grew up in these technological dark ages are referred to as Digital Immigrants. In otherwords, technology has evolved during our lifetime, and for many of us it has been difficult to adopt and adapt to such technologies. A great number of our children and students were born in a time when many of these

technologies already existed, such as mobile phones and tablets with touch screen user interfaces that rely largely on wireless connections to the Internet and each other (infrared and Bluetooth). This means that many of the young people that belong to this Digital Native generation often know more about technology and its uses than many of us, creating problematic gaps that are reflected in many aspects of our lives.

We saw the birth of the Internet, and followed it through its infancy and adolescence. Our young Digital Natives are growing up in a time when Social Networks such as Facebook and Twitter are the new malls, arcades, and parks, and when cell phones are used more to send text messages than

to actually speak to people directly. We live in a time when many older adults are not comfortable with the basic functions of a PC and four year old kids learn how to use an Apple iPad Tablet in less than five minutes.

Because of these digital-generational differences, many parents are skeptical about the use of technology in schools, and more importantly, in the classroom. However, we must remember that history can rarely be re-written. Technology is here to stay folks, and as the old saying goes, “if you can’t beat them, join them.” Therefore, as parents and mem-bers of the older Digital Immi-grant generation, we must con-sider two important elements:The first thing we need to do is (no pun intended here), get with the program. In order to better understand a culture of another country or region, you must immerse yourself within that culture. This also applies to the

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digital and virtual environment in which our kids spend so much time in these days.

Many of us use e-mail every day or our lives and are quite familiar with software such as MSN Messenger or Blackberry chat. But not many of us know what blogging means or what Twitter and Facebook (and now Google +) are all about. Many of us know what computer software and programs are, but have no idea what apps or app stores are.

Furthermore, not many of us know that you can easily interact with these tools right on your iPhone, Blackberry, Android phone or iPad or even iPod touch (remember our version of the portable music player, the Walkman?), despite the fact that many of us own at least one, if not two, of these devices. So, the first step is to get connected.

Secondly, and most importantly, we must see the benefits of using such technologies and tools in education. Having access to computers, laptops and tablets, and in turn having accessto the web and other on-line resources will definitely enrich the learning processes of our students, especially if the pedagogical focus is now largely on research and inquiry based learning.

There is a wealth of knowledge and information within this virtual world that both teachers and students can take advantage of and learn from. Through Apple’s iTunes store (easily accessible from any Mac OS or iOs enabled device), teachers and students can have access to over 90 thousand educational applications. These can be used to complement learning activities within a wide variety of subjects and disciplines, making

learning activities much more dynamic and significant for students. We must remember that technology has had a deep impact on the way people see and interact with the world. Needless to say, this also includes the way people learn and what they learn about the world, and each other. And remember parents; our kids are certainly no exception.

SOME RISKS!Of course, along with the many countless benefits of technol-ogy, there also come some risks. We must remember that many of the problems that exist within our cultures and societies, are also reflected within the virtual world. This means we must also take precautions and meas-ures to ensure that our kids have a safe and harmonious experience within this cyber world. Parents, think of it this way, would you leave your small child or young

teenager alone in a mall or other public space? Why then, do many parents often leave their children alone on a computer or mobile device with access to internet and the web? While it is not recommended that we shelter our kids from this environment, we should definitely be very aware of what our kids are doing within this virtual world, and how they are interacting with it on a regular basis.

If our kids want to be on Facebook for example, you parents should be their first contacts on this social network, making sure the proper privacy and security filters are in place. In addition, remember that this old adage still holds true today: “Anything in excess is or can be harmful.” As parents we must also make sure that our children maintain a healthy balance, especially in terms of time invested, between the real world and the virtual one. After all, we grew up without these things, and interacted more with nature and each other (face to face) and we turned out all right. Remember, nothing can or should replace true, genuine, and face-to-face communication and interaction.

To conclude, we must embrace technology and all its benefits, especially if we are to understand what the benefits of this could bring to the learning processes and experiences of our children. But, in order to keep up with our young Digital Natives, we must first learn how to speak their language, and which tools we can employ to do so.

“We must remember that technology has had a deep impact on the way people see and interact with the world.”

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These beautiful representations of peace (and protest to war and violence) hung delicately in the entrance to the school; a curtain ofharmony for each vehicle to passthrough as their summary to a daydedicated to peace.

In the words of a wise young stu-dent from Grade 9: “Peace is not just a lack of war; it’s a building of positive relationships between people”. ASFC community members:Let us reflect…Let us build…Let us strive to do our small but vital part in creating a more peaceful world, each and every day. o

Sadako Sasaki, was a young girl who lived in Hiroshima at the time of the atomic bombing. She developed leukemia from theradiation and spent her time in a nursing home creating origami cranes in hope of making a thousand of them. She was inspired to do so by the Japanese saying that one who created a thousand origami cranes would then be granted a wish. Her wish was simply to live. However, shemanaged to fold only 644 cranes before she became too weak to fold any more, and died shortly after. Her friends and family helped finish her dream by folding the rest of the cranes, which were buried with Sadako. They also built a statue of Sadako holding a giant golden origami crane in Hiroshima Peace Park.

Peace!Peace!

by Michelyn StevensVice-Principal

At the heart of all caring communities is the desire and commitment to

form bonds of compassion, support, and mutual respect among community members. It is through such healthy relationships that we work together to create a more peaceful world; the world that we look towards and celebrate as an IB Candidate school.

Our first annual school wide celebration of International Day of Peace at ASFC was a quaint example of our commitment towards collaboration, thoughtful action, and peace within and beyond our school community.

The students and staff from all levels, as well as many parents, joined in wearing white as a gesture of our peaceful message. A number of our Grade 9 and High School students coordinated a special reception for all of the Kindergarten and Primary students, consisting of individual greetings upon arrival to the sounds of a peaceful serenade; a small group of students and staff singing, strumming, and “tickling theivories” of the keyboard in the entrance.

Our young students were pleasantly ushered into the lobby, where they were invited to leave their mark (and

their name!) on a peace pledge stating:

I am a skillful builder of peace. I pledge to say kind words, to

help others, to respect diversity, and to care for our planet.

I see that peace is not the absence of conflict, but the

willingness to solve conflicts peacefully.

I will build peace at home, at school, and in my community

each day.

The whole school enjoyed the moving honores and messages of peace during a demonstration by the Colour Guard and Banda de Guerra from the Tecnológico Regional, followed by a lovely rendition of “Imagine” presented by the older students. Photos were taken, peace signs were waved, and happy vibes were shared by one and all.

During recess, children from Kinder and Primary wandered over to the paper crane making station to test their dexterity and patience as they experimented with the art of origami, replicating the world wide tradition of folding paper birds to honor Sadako Sasaki and the thousands of children who died as a result of the bombs that fell on Hiroshima and Nagasaki during WWII.

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........................................................................................................................................................ VENTS

Photos: Ludwig Nostas

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by Jennifer RosenthalM.A. Counseling Psychology

What do you teach your child about his health? Did

you think about his physical health when you answered this question? What about his mental health? What does your child learn from you about mental health? There are things parents can do every day to help maintain and nurture the mental health of their children.

1From the moment babies cry and someone responds, they start to develop a sense of who to trust. Significant components of trust include knowing that someone is invested in your well-being, that someone is reliable and honest, that every relationship has healthy limits, and that people feel valued. We often believe that our children know they can trust us but do our actions show them that we are trustworthy?

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TIPS

2 Show him/her thatis CAPABLE of doingthings for himself.

Children need to see that they can do things for themselves.

Whether it is a child´s first time going to the bathroom by himself or a teenager´s first time driving, learning how to do things and feeling capable of doing things is a huge part of mental health. Do you create the expectation for your child that she needs to do things that are developmentally appropriate for her to do herself (e.g. homework, getting ready for school, chores in the home, etc.)?

Many times parents or family members believe they are helping children by doing things for them when really we end up preventing children from feeling like they can accomplish something on their own.

If your child knows how to tie his shoe, it is more helpful that he continues to do it for himself. If your teenager knows how to set her alarm, it is more helpful if she is responsible for getting herself up on time. If things don´t turn out with per-fect results, children need to learn that

3Do you spend time with your children when you say you will spend time with them? If you say that your child will have a consequence for breaking a rule, do you consistently give him the consequence?

How do you show your children that you value them? Does your child see you as someone who is honest? Does your child believe that you will do the things you say you will do?

they can improve things themselves without someone doing it for them.

Although children can have characteristics that are a combination of the adults in their lives, they are not us.

They are their own people and they need to learn who they are and what is important to them.

Do you give your children an opportunity outside of school to develop his abilities and to positively socialize with children his own age? Does your family have traditions and rituals that help your child understand her religion/culture/family values? Do you help your child identify his strengths? Are there opportunities for your child to express to you what her dreams, hopes, fears, likes, and dislikes are? Does your child know the difference between his role and the role of a parent?

4 Teach your children how to identify...

...the things that MAINTAIN positive mental health and how to MANAGE the things that negatively impact their mental health.

It is important to help our children identify what improves their mental health and to help them engage in the activities (e.g. exercise/sports, talking with loved ones, music, art, writing, etc.) that help to maintain their mental health on a regular basis. Also, when parents model their own

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constructive ways of maintaining their mental health, children pay attention.

Parents´ actions can teach children how to communicate with respect, how to positively express emotions and needs, how to constructively deal with problems, and when to seek support from others.

Children also pay attention when parents manage their problems in destructive ways. Drinking, shutting down when there are strong emo-tions, excessively working to the point of ignoring other family responsibilities, arguing in a disrespectful way, and pretending that nothing is wrong are just some of the destructive ways of handling problems that children learn from the adults in their lives.

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Mental health is just as important as physical health. Parents are one of the most important influences on the mental health of their children. However, parents are not alone in this process.

The School Counceling department is here to support you in your work to strengthen your child´s mental health. If you would like to learn more about the tips listed here or if you would like additional resources, please contact our department at the school. o

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.................................................................................................................................................... RESCHOOLPP

El juego es reconocido por todos sin distinción de razas, de credos

ni deideologías, es además la ac-tividad más agradable con la que cuenta el ser humano. Cuando jugamos actuamos que vivimos una situación, a pesar de que mentalmente sabemos que sólo

es un juego, nuestras emocionesy valores se sienten comprometidos. Es por ello que el juego se convierte en parte esencial de la formación, porque permite ensayar y aprender nuevas opciones de comportamiento.

Desde que el ser humano nace hasta que tiene uso de razón, el juego ha sido y es el eje que mueve sus expectativas para buscar un rato de descanso y esparcimiento. Es por esta razón que no se debe privar a los niños del juego, porque con él desarrollan y fortalecen su campo de experiencias, sus expectativas se mantienen y sus intereses se centran en el aprendizaje significativo.

El juego suaviza las asperezas y dificultades de la vida, aliviando el estrés y propiciando el descanso. En el aula sirve para fortalecer los valores: honradez, lealtad, fidelidad, cooperación, solidaridad con los amigos, con el grupo y respeto por los demás. A través del juego el niño logra expresar sus ideas, fomentar el amor y la tolerancia; además invita a la reflexión y la búsqueda de alternativas o salidas que favorezcan una posición. La curiosidad, la iniciativa, la imaginación, el sentido común, son valores que se impulsan a través de estas actividades y facilitan la incorporación en la vida ciudadana.

por Miriam Torres BermúdesDaycare II-B Teacher

Los juegos marcan las etapas de crecimiento del ser humano: infancia, adolescencia y edad adulta. Los niños no necesitan que nadie les explique la importancia y la necesidad de ju-gar, la llevan dentro de ellos. El tiempo para jugar es tiempo para aprender. El niño necesita horas para sus creaciones y para que su fantasía le empuje a mil experimentos positivos. Jugando, el niño siente la imperiosa necesidad de tener compañía, porque el juego lleva consigo el espíritu de la sociabilidad.

Para ser verdaderamente educativo, el juego debe ser variado y ofrecer prob-lemas a resolver progresivamente más difíciles y más interesantes. Aquí, se debe de convertir a los niños en pro-tagonistas de una acción heroica creada a medida de su imaginación maravillosa. Su desbordante fantasía hará que amplíe lo jugado a puntos por nosotros insospechados.

En resumen, el juego es de gran importancia en la vida de los niños, no sólo en su desarrollo psicomotor, sino también para su creatividad, en el aspecto cognitivo, en su desarrollo socioemocional, en el manejo de normas, etc. Como adultos conocien-do más a fondo el juego como tal, entendiéndolo y comprendiéndolo de manera significativa, es mucho más fácil entender el universo de los niños y así poder llegar a ellos.

del

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El concepto de Inteligencia Emo-cional, aunque esté en voga, tiene

sus orígenes en el concepto Inteligencia Social del psicólogo Edward Thorndike (1920) quien la definió como la habilidad para comprender y dirigir a los hombres y mujeres, muchachos y muchachas, para actuar sabiamente en las relaciones humanas.

Sin embargo, le debemos la popularización del término a Daniel Goleman con su célebre libro: Emotional Intelligence, publicado en 1995, en el cual explica que la Inteligencia Emocional consiste en la capacidad de reconocer sentimientos propios y ajenos, y la habilidad para manejarlos a través de cinco aptitudes:

-Conocer las emociones y sentimientos propios.-Manejarlos dichos sentimientos,-Reconocerlos.-Crear la propia motivación, y gestionar las relaciones.

La mejor etapa para desarrollar estas capacidades es durante los primeros cuatro años de vida, ya que es cuando el niño comienza a explorar sus capacidades sociales y su lugar en el mundo.

Si en estos años, el infante se ve rodeado por un ambiente de estrés, su centro de aprendizaje puede verse comprometido, creando inseguridad, falta de atención e incluso aislamiento.

-Facilitar los procesos de toma de decisiones y responsabilidad personal.

-Orientar personalmente al alumno.

-Establecer un clima emocional posi-tivo, ofreciendo apoyo personal y socialpara aumentar la autoconfianza de los alumnos.

Sin embargo, es importante recordar que gran parte de nuestros logros educativos, se deben también al apoyo de los padres de familia que incluyen las mismas líneas de acción en la dinámica de sus hogares.

Por ello, es de suma relevancia que unamos fuerzas y mantengamos una constante comunicación Maestros-Padres de familia, para alcanzar nuestra meta en común: El crecimiento armónico e integral de nuestros pequeños.

Inteligencia

EMOCIONALEn el caso contrario, creando un ambiente de armonía, amor y estabilidad; propiciamos y reforzamos la seguridad de nuestros pequeños.

Las capacidades que posteriormente se irán desarrollando en la etapa escolar de nuestros hijos, encuentran su fundamento en los años mencionados anteriormente; es por ello que Goleman asegura que el éxito escolar depende de los parámetros sociales y emocionales en lugar de, por ejemplo, una precozhabilidad para la lectura o las sumas.

Por lo anterior, cada vez somos más los docentes quienes confiamos en una educación formal basada en el desarrollo cognitivo y el desarrollo emocional; con base en que la enseñanza, es un proceso caracterizado por la relación interpersonal y los vínculos surgidos en el aula a partir de los fenómenos emocionales.

Como educadores, hemos ido adecuando nuestro método de enseñanza para mediar entre los conocimientos queimpartimos y la asimilación de los mismos por parte de nuestros alumnos; siguiendo la presente línea de acción:

-Percibir las necesidades, motivaciones, intereses y objetivos de los alumnos.

-Ayudar a los alumnos a establecerse objetivos personales.

By Gabriela CoutiñoElementary School Coordinator

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LEMENTARY SCHOOL

As every year we love having our parents to visit ASFC classrooms and getting involved in the improvements of their children. This year was a great success both in Kinder and Elementary School thanks to all Parents and Teachers!Como cada año, nos encanta recibir a nuestros padres de familia para que conozcan los salones de clases de sus hijos y los avances que han tenido a lo largo del año. ¡Esta ocasión fue todo un éxito en Kinder y Primaria gracias a todos los maestros y padres!

...........................................................................................................................................................VENTSEE OPEN HOUSE!Photos: Ludwig Nostas & Lesly Cavazos

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.................................................................................................................................................... CTIVITIESAA

These little matchbox chest of drawers are great for keeping small treasures in or as storage for stamps, buttons or even bugs (for all the boys out there!)

IIIIIIIIIIIIIIIIIIIIIIIIIIIIII

IIIIIIIIIIIII

- 3 Matchboxes (empty)- Patterned paper or plain paper- Glue- Measuring tape or string- Ruler, Pencil, Scissors- Craft knife or bradawl- 3 split pins (paper fasteners or brads)- Extra decorations (Optional)

1. Glue the 3 match-boxes on top of each other, making sure all the sides match up evenly. Leave to dry.

IIIIIIIIIIIIIIIIIIIIIIIIIIIIII

2.Using a flexible measuring tape, take the length (from front of the drawer to

the back) of a matchbox and then measure all the way around the sides of the 3 boxes.

3 .U s i n g t h e s e measurements cut a strip of patterned paper.

4. Spread glue on the back of the paper and starting at the middle base of the bottom matchbox, wrap the paper around, joining up again at the base.

5. Take out the drawers and using the tip of a craft knife or bradawl, carefully cut a small hole in the centre of each drawer front and add a split pin. Add any extra decoration.

6. Slide the drawers back in.

Your mini chest of drawers

are now ready!

VOCABULARY: Matchbox-Caja de cerillos / Ruler-Regla / Craft Knife-Exacto / Bradawl-Punzón Split pins-Clavijas / Measuring tape-Regla / Craft Knife-Exacto / Bradawl-Punzón

Beethoven, was told by a music teacher that he had no talent for music. Now Beethoven is considered one of the greatest music composers of human history! How odd!

A cow produces around 200,000 glasses of milk in her lifetime. Wow! That is alot of milk!

A toaster uses almost half as much energy as a full-sized oven. Also, energy is being wasted if a toaster is left plugged in after use. So BE GREEN! and don’t forget to unplugg your toaster after you use it!

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by Lesly Cavazos

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Once again The Buenos Aires Theater Players filled ASFC stage with four funny and educational shows in English. All our students were delighted! / Una vez más, The Buenos Aires Theater Players, llenaron el escenario del ASFC con cuatro divertidas y educativas presentaciones en Inglés. ¡Nuestros estudiantes lo disfrutaron mucho!

Photos: Ludwig Nostas

Gallery........................................................................................................................................................... VENTSEE

Photos: Ludwig Nostas & Raúl Calleja

Lesly Cabazos

Yo Mirómiro comoCommunity Quilt

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Yo Miró

Photos: Ludwig Nostas

VENTSEEHOUSE

Competition

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Haunted Manors, Altares de Muertos, Beautiful Fiends and their Scary Little Monsters, all hungry for fun filled theASFC in our traditional Halloween Day! We had such a thrilling time!

Casas embrujadas, altares de muertos, hermosas espectros y sus pequeños y escalofriantes monstruítos con hambre de diversión llenaron el ASFC en nuestra tradicional fiesta de Halloween. ¡Nos la pasamos espeluznantemente bien!

...........................................................................................................................................................VENTSEE

Photos: Ludwig Nostas

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Aquí les presentamos a los ganadores de nuestro primer concurso interno de calaveritas. Muchas felicidades y gracias a todos los que con su picardía e ingenio hicieron de este concurso, todo un éxito.

CATEGORÍA INFANTIL MENOR CATEGORÍA INFANTIL MAYOR

1er Lugar: Diego Martínez LevetP-2B

Enojada y enojada llegó la Catrina,cuando al American School visitó,

venía por unos cuantos muchachos,pero a Mr. Joe le tocó.

A mi ni me lleves, chulitaque estoy haciendo mi chambita,

y menos a mi amiga Michyporque tuvo a su pichita.

Aquí hay muchos niños y niñasque con tazos quisieron jugary que zapatazos dieron hastaque al panteón fueron a dar.

Bueno pues, ya me voy,Dijo la Catrina,

a las mamás del PTA quiero visitar,porque mujeres juntas, sólo difuntas.

2do Lugar: Melissa Manera Bonifaz K-2A

La Catrina entusiasmadavino a nuestro colegio,usando su sortilegio,venía bien disfrazaday se fue a la Dirección

para ver a quién encontraba.

Pretendiendo lo mejorvino al Americano

y cuando saludó de manoa nuestro Sr. Director,el sintió un escalofrío

y presintió lo peor.

En su desesperaciónle pidió muy asustadováyase para otro lado

que me agita el corazónpero la Catrina despiadada

se lo llevó al panteón.

1er Lugar: Miranda Velázquez Vázquez / P-6A

Por rumbos de la escueladicen que anda la Muerte,con gran cantidad de ganasy con muy poco de suerte.

En las aulas del Americanoson muy afortunados

pues dicen que la muerte les hacetodos los mandados.

Al panteón de la ciudada los maestros se llevaron

y a los niños del Americanosin estudio los dejaron.

Los alumnos descontentos,con la huesuda se enojaron

y en la puerta del Americanoa pambazos la sacaron.

2do Lugar: Adrián Caleb SalcedoP-5A

Estaba la Catrinabailando reggaetón

Llegaron los de primariay le bajaron el pantalón.

La huesuda enojada,pues estaba reportada,

llorando a cascadas,ya casi fue expulsada.

Nadie quería estar a su ladopues quita la comida,

ya que esta flaca;tenía problemas en la barriga.

El Profe de física dijo:Tú no estás en mi equipo,

tú estás muy flaca,necesitas subir unos kilos.

3er Lugar: Adrián Vélez LópezP-5A

Una tarde de noviembrese dejó venir la Calaca:

A ver si aquí me reciben,no importa que yo sea naca.

Cada persona importantepor pasillo, aula y cocina,pues lo que ella buscaba

era que le pusieran “disciplina”

Mr. Joe, Michelyn,dirección y oficinas,

hagan caso a la Calacaporque ya los alucino.

A dueños y profesoreslos lleva en un costaly al salir del edificio

se cayó en el lodazal.

PG039

Puntualitos y sonrienteslos alumnos en la entrada

a la Maestra Danna y Mónicacon muchos vesos saludaban.

Tomaron todos sus asientospreparándose a estudiar

y aprender a colorear.

Llegó muy tarde la catrinavestidita muy formal,

dispuesta a entrar en la clase para aprender a colorear.

La maestra Danna la detuvo:¡Espera ahí, no has de entrar!

tu gafete no lo veo,te tendré que detener

Apenada por su olvido,la catrina le explicó,

“Lo dejé en un entierroque muy tarde terminó”.

CATEGORÍA JUVENIL

........................................................................................................................................................ VENTSEE

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IDDLE SCHOOLMM ...........................................................................................................................................

por Gala K. Jaeger PedreroMiddle School 9 Grade Student

En los días fuera del salón de clase, todo alredor me enseña cosas nuevas, aprendo ya sea algo insignificante o grandioso. Pero la persona que me guía en la vida, mi abuelo, tiene infinidad de interesantes historias que referirme; de igual manera, mi madre, me enseña a no rendirme y en lo que forjo encuentro su apoyo absoluto.

Una cosa que he aprendido es que la gente incesantemente cambia: Hace dos años yo era otra; de mis compañeros ni se hable:

¡Hemos cambiado muchísimo!

He aprendido que no todo dura para siempre: amistad, amor, cordura, lealtad o vida. Nos equivocamos, nos lastimamos en algún instante, incluso nos sentimos tristes a veces. Parte del tiempo lo perdemos en tonterías, dejando pasar oportunidades por no tener el valor de enfrentar y de seguirlos. De mí misma estoy orgullosa por superar obstáculos que las circunstancias me imponen. En estos años de Secundaria, experimento infinitamente.

La lección más notable es la de seguir adelante sin rendirme; por eso fuera de casa ensayo que debo perseguir mis sueños y jamás dejar vencerme por nada ni por nadie.

APRENDER FUERA DEL

SALÓN DE CLASES

Karla se perdió su fiesta de graduación de secundaria porque tenía

que tomar un vuelo que saldría de la Ciudad de México la mañana

siguiente. ¿Qué fue tan importante que la obligó a perderse tal ocasión?

¿Adónde iba su vuelo? Ella se inscribió en un programa de estudiantes internacionales en

Canadá. Ella viajó con un grupo de jóvenes de todo México a Nova

Scotia, una provincia en la costa este del país; ahí pasaría el verano

en el campus de una escuela y después con una familia durante un

semestre.

El Programa de Estudiantes Internacionales de Nova Scotia (NSISP, por

sus siglas en inglés) ofrece una variedad de programas a estudiantes

de todo el mundo. Los estudiantes de NSISP, cuya edad generalmente

está entre los 13 y 18 años, viven con familias anfitrionas canadienses

mientras realizan sus estudios. Los alumnos tienen la posibilidad de

estudiar durante periodos de cinco ó diez meses, incluso algunos se

quedan más de un año. Asimismo, durante los meses de julio y agosto,

se lleva a cabo un campamento de verano que incluye clases de inglés

como un segundo idioma (ESL). Este es el programa en el que participa

actualmente Karla Bardier Grajales, estudiante graduada de Secundaria

del ASFC.

Estudiantes de todo el mundo participan en este programa para

aprender inglés, acreditar la secundaria o el bachillerato y conocer la

cultura canadiense y de Nova Scotia.

Karla había planeado quedarse al campamento de verano y a cursar

el primer semestre de Bachillerato. Sin embargo, está tan encantada,

que ella y sus padres han decidido que se quede el año completo.

Si eres estudiante de Secundaria o de Bachillerato del ASFC o del

cualquier otro colegio, te invitamos a que te inscribas en uno de

nuestros programas internacionales.

Para mayor información, visita la sección “Programas Internacionales”

de nuestra página web, envía un correo a: internationalprograms@americanschool.edu.mx

o pide informes en la oficina de Excelencia Educativa del Colegio.

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MINI OLYMPICS

THANKSGIVING

MINI OLYMPICSPhotos: Ludwig Nostas & Lesly Cavazos

2VENTSEE........................................................................................................................................................

With the arrival of the ASFC Mayan council we initiated the inauguration ceremony for the 2011 Mini Olympics. The story of twin brothers Hunapuc and Ixbalanque, from the “Popol Vuh” was narrated from the perspective of a curious Macaw Warrior, was the exciting scenery that ignated the Jaguar olympic torch. A multicultural and traditional event!Con la llegada del consejo Maya ASFC, se dió inicio a la ceremonia inaugural,de las mini Olimpiadas 2011. La historia de los hermanos gemelos HUNAPU E IXBALANQUÉ “POPOL VUH”, contada por un curioso Guerrero Guacamaya, fue el emocionante preámbulo parael encendido del pebetero, con fuego del jaguar. ¡Un evento lleno de tradición y multiculturalidad!.

American School Idol is here to stay! As part of our Thanksgiving celebration our students had the opportunity to see their teachers perform. By using their artistic and musical abilities staff members filled the stage with fun acts in appreciation for the blessings received on this year! ¡American School Idol, llegó para quedarse! Como parte de las celebraciones del Día de Acción de Gracias, nuestros alumnos tuvieron la oportunidad de conocer la faceta histriónica de sus maestros, quienes haciendo uso de sus habilidades artísticas, llenaron el escenario con divertidos números teatrales y musicales, para demostrar su agradecimiento por las bendiciones recibidas en el año.

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Photos: Ludwig Nostas & Lesly Cavazos

................................................................................................................................................IGH SCHOOLHH

the “16 + minds”

As an exchange student coming from the United States, I thoroughly expected English class in Mexico to literally be English class, meaning, a class dedicated to teaching the English language. Upon my first day of Track 1 English class in Mexico, I soon discovered that my expectations could not have been more incorrect! For one, I never expected I would be taught by a bodacious, blonde Canadian woman with the delicate name of ‘Miss Danna’. Secondly, I was surprised to learn that the classroom curriculum consisted largely of reading comprehension and critical thinking.

Miss Danna began by presenting to the class a foundation on which to build our skills for the duration of the school year. This ‘foundation’ is officially known throughout the educated world as the 16 Habits of Mind. What exactly are the 16 Habits of Mind? Compiled by two University professors, the 16 Habits of Mind are a set of “16 problem solving, life related skills, necessary to effectively operate in society and promote strategic reasoning, insightfulness, perseverance, creativity and craftsmanship”. By learning to understand and use the 16 Habits of Mind, one is provided with “skills to work through real life situations that equip that person to respond using awareness (cues), thought, and intentional strategy in order to gain positive outcome”. Essentially, studying and learning these 16 habits will help us to grow as students and individuals. As stated, the curriculum largely consists of reading comprehension and critical thinking. In order to prepare us for these, Miss Danna designed a group activity that forced each group to practice thinking interdependently, which is actually one of the 16 Habits of Mind! Each group was given a large sheet of paper with a different habit of mind written on it. With markers in hand, we all went to work writing our ideas of how that particular skill connected with reading. Some ex-amples of the 16 Habits of Mind that we were asked to think about are as follows: persisting, thinking flexibly, striving for accuracy, questioning and posing problems, applying past knowledge to new situations, remaining open to continuous learning, and finding humor. Each group was given the opportunity to see and add ideas to each habit of mind. One group wrote that persisting is important to reading because it helps one strive to finish a book. Another group added that when one persists, they don’t give up, even if the text is difficult. Afterwards, we all shared our ideas with one another.

Miss Danna has helped our class understand how much we think when we read! Miss Danna says that ‘when we read, we are constantly asking questions’. This was proved true during a different class activity in which we were given a short story to read and write down every time we found ourselves asking a question. By participating in this activity we as stu-dents realized how useful the 16 Habits of Mind are, particularly when paired with reading. So what do the students expect for the rest of the school year? Or more particularly, how do they think the 16 Habits of Mind will help us in our continuing studies? Many in our class believe that it will help us comprehend our reading better, and help us to think on our reading. Overall, our English and reading skills, as well as our life skills, will be strengthened, and help us to grow and emerge as successful, educated adults.

Miss Danna &

By Victoria Black(High School Student)

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.............................................................................................................................................. IGH SCHOOLHH

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Phot

os: R

ubén

Mar

tínez

& G

iova

nna

Stoc

hetti

.........................................................................................................................................................EEVENTS

This past December we flew over several cities and continents while enjoying the outstanding performance of all our students! It was an amazing night! / En diciembre pasado, volamos sobre muchas ciudades y continentes, mientras disfrutábamos de las maravillosas actuaciones de nuestros alumnos. ¡Sin duda, fue una noche asombrosa!

......................................................................................................................................................... EEVENTS

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