The homestay and working with ELL students has been an amazing experience, I’ve learned so much from it. I hope many other students will take advantage of this opportunity to immerse yourself in another culture without having to worry about travel and expenses! It really is worth it, all you need is the willingness to learn, and luckily we as Waynflete students already have that, so go for it! 🙂

1. Experiential Learning

Tell a story: what stands out to you (event, person, interaction, experience)? Why?

It is hard to pick one experience that stood out, but if I had to choose I’d say getting to experience the family’s dedication to their religion. It seemed that Christianity is their main focus in everyday life (as opposed to focusing on their past etc.), and I really appreciated listening to their beliefs and experiences being a Christian and what it means to them. Through the church services, youth groups, bible reading, and prayers, I was able to see just how meaningful and crucial Christianity was to them, and it allowed me to be more open and understanding of the christian faith, because before I had had no exposure to it, or any other. It was beautiful to see what God and their faith does for them, and if it wasn’t for this experience of living with them, I probably wouldn’t have learned about these aspects of their religion.

What did you discover/learn about refugee/immigrant resettlement that you had not known from your readings and that you could only learn by actually being here?

There is a lot you can learn about immigrant resettlement from readings, but there is no way to feel the emotion and personal connection through readings, that only comes from actually being there and talking to them and listening to their story in person. And for me, that human to human connection is crucial when learning about refugee and immigrant resettlement, so if you want to learn about it, going and talking to people in Adult Education, or doing a homestay will help you better understand the struggles they endure.

What has it been like living with the people with whom you stayed?

It has indeed been an invaluable experience for me, for many reasons. I have learned so much from this family who has been nothing but generous and welcoming the whole time I’ve been there. I’ve learned how lucky I am to have a working dishwasher, because having to wash dishes by hand for a family of six takes more time out of their day than it would for someone who has a dishwasher. I’ve learned how lucky I am to be able to go to sleep at night, and have breakfast in the morning, because the mother works night shifts three to four times a week and comes back late morning without being able to eat while she’s there. I’ve learned how lucky I am to drive or get driven to where I need / want to go whenever I want for the most part, because sometimes the boys would have to miss an event because the car wasn’t available since the mom might be giving their friend/neighbor a ride who doesn’t even have a car. I’ve learned another meaning of hard work, and selfless work, like when the boys helped set up Junior prom all day Saturday when they weren’t even going to it, while the people who are going to prom don’t even show up to help set up and then complain about it. I’ve learned another meaning of community and togetherness, seeing how their neighbors and friends are like family. I’ve learned how lucky I am to have food everyday and have the option to eat whenever I’m hungry, because in their family they don’t waste a single bite. Besides that, I have enjoyed getting to know each person, playing with the little ones, and just having fun!

What did you see or understand differently as a result of your experience?

As a result of my experience there, I better understand Christianity and what it does for their family and them individually. Talking with them has also given me major perspective on transitions, because personally I’ve always struggled with transitions big or small in my life, but the transitions they’ve had to go through are just astounding in comparison, and I have so much respect for them, to have to get through those transitions with such courage and determination. They have also put loss and hope in perspective for me, it is nearly incomprehensible the horrors and loss the mother has experienced (as well as the girls I talked to at Adult Education), and yet her hope and faith shines through it all, and for me it is inspiring to say the least. If she survived what she did and is as present and hardworking as she is today, I can get through any obstacles, we all can!

2. Uncomfortable Learning

When were you uncomfortable during the Westbrook experience (and why)?

There was never a time when I felt uncomfortable, there was a time when I didn’t necessarily agree with what someone was saying, but that is part of the learning experience and I was able to listen with an open mind and understand where they’re coming from.

What did you not like (and why)?

There was nothing that I didn’t like, rather I liked getting out of my normal and comfortable daily routine to learn and live theirs instead.

What have you learned from any discomfort or dislike you had during the program?

Although there wasn’t any discomfort or dislike, the experience overall reiterated the importance of living with and appreciating each other’s differences.

3. Personal Impact

What personal beliefs or values of yours were confirmed or changed?

I saw my personal beliefs and values in their religion even though I’m not a Christian, and I saw it through their generosity and humbleness as a family. I value being open and understanding, and that value is something that is key in this program.

Some students in school read about immigration, refugees, public education issues, etc; how would you compare or contrast what you have done and learned in this program living/working with hosts and school kids versus what you might have learned if there was only an on-campus classroom program?

The full immersion of the homestay and working in the elementary school is so important because you learn so much from living the experience. You get to hear people’s personal stories and get to know them, whereas if you were just learning about it in a classroom, you wouldn’t have that layer of connection.

As you return home and get ready to head to college, has anything changed in you from this program that may impact how you will pick your courses, activities, readings, or anything else, this summer or at college—how and why?

Yes! Now I want to work with ELL kids and adults even, which is something I hadn’t even thought of doing before. I also want to learn Arabic, and other languages too, when originally I just wanted to continue in Chinese. I hope that Waynflete and other high schools will start teaching Arabic as well. And finally, I want to learn more about social work and get high school students to get more involved with helping ELL kids as part of their language class!!

For his 2nd place finish in the fall session of The Stock Market Game
(SMG), Jesse Brooks was invited to the awards lunch, held on 5/31 at
USM in Portland.  Jesse’s portfolio gained over 14% during the 12 week
simulation.  First and second place awards were given for elementary,
middle, and high school divisions.

The SMG, managed by SIFMA, has been around since 1977.  Over the
course of this school year 70 schools in Maine (about 3000 students)
competed in the SMG.  Teams start with $100,000 in their virtual
account and they trade real stocks at real time prices.

Jesse, who had the chance to speak to the group, attributed his
success to some good research, and a little bit of luck.   “I bought
Weight Watcher’s on the heels of Oprah’s well publicized takeover, and
it went up, up. up!  Then I was lucky as the day I tried to sell was a
Sunday – the trade did not go through.  The stock continued to go up
after that.”

Jesse participated through the Business & Finance class, an Upper
School elective.  All of Waynflete’s 6th graders also play the SMG
through their math classes.

Throughout elementary school and especially in middle school, I was always asked: “If you were only able to play one sport, what would it be?” I usually replied that I enjoyed both basketball and soccer equally. Sometimes during basketball season I would say basketball was my favorite, and during soccer season I would say the opposite. In high school, I wanted to add an activity that was less competitive and more recreational for the spring season. Although I was completely new to the sport, JV tennis proved to be a great fit. Over time, I’ve come to really enjoy it and recognize that I’ve developed a lifetime skill that I can enjoy for years to come. But the thought of playing one sport all year long never appealed to me. Playing a series of different sports throughout the year keeps me engaged and helps me develop as an athlete and as a person.

Waynflete encourages students to participate in sports during all three athletic seasons of the school year. Each season has a different character and offers different opportunities, which keeps things interesting. But there are real benefits to an individual’s athletic performance and physical development through playing a different sport each season. Students in their teens are still growing and changing — a player who was tall for his or her age at 12 or 13 might have been a great basketball player but then stopped growing while their teammates continued to grow. This might cause a student to direct his or her focus to another sport such as soccer, where height is not as important.

In addition, each sport emphasizes different types of movement and develops different muscle groups. When students play a single sport all year, there is greater risk of what researchers call “overuse” injuries, and the stakes are higher if an injury occurs. By contrast, if students rotate from one sport to another, different types of movement are required.  Skills developed for one sport can contribute to another. For example, developing one’s speed and endurance in track and field would contribute to a player’s performance in soccer. The hand-eye coordination that is developed in baseball lends itself to successful tennis playing. Another positive of playing multiple sports is that a player is less likely to become stale or burned out, as they might when playing only one sport year round. By leaving a sport for several months, a player is able to rest from the demands of that sport and regain enthusiasm and motivation.

There are also some social benefits to playing multiple sports throughout the year. A player can experience different coaching styles and can get to know a different group of teammates. Sports like basketball and soccer are team-based, requiring players to work as a cohesive unit to beat a rival school. These sports have a special camaraderie and build school spirit, and are very different from say, tennis, which is more of an individual sport.  With tennis, players represent their school in singles or doubles competition, and can also continue to enjoy the sport in a more relaxed and sociable way throughout life.  

All in all, trying new sports can be intimidating and stressful at first. But putting yourself in an unfamiliar environment and trying something new, even if you are not successful at first, is a great learning experience. In athletics, trying new things and moving out of your comfort zone produces real physical and social benefits.

After thirteen years at Waynflete, Steve Kautz is moving with his family to Spain.  Recently he sat down with USNOW staff to reflect on his time at Waynflete and to anticipate the journey ahead.

Click here for the Senior Project Presentation Schedule.

We are also highlighting projects below that benefit a cause or have an evening performance.

Senior Project Presentation to Benefit NAMI

Join seniors Olivia Hintlian, Cal Lewis, and Marijke Rowse on Friday, June 3 at 11:30 a.m. during their senior project presentation. They will discuss learning how to make ceramic bowls and will serve lunch in the Atrium in the bowls they handcrafted. Donations are accepted.

All proceeds will be donated to the National Alliance on Mental Illness. NAMI furthers the discussion of mental health and depression through research, education, and advocacy.

Richard II  Performance by Caroline Kyros on June 2 at 7:00 p.m.

Caroline Kyros ’16 is performing her senior project Thursday, June 2 at 7:00 p.m. in Franklin Theater. Seven other Upper School actors (Justin Gross, Arija Forsyth, Acadia Weinberg, Bob Wilson, Emily Talpey, Henry Wasserman, and Maya Schair-Rigoletti) will join her in the performance.

The show is Richard II by William Shakespeare. A shortened version of the play that will run less than one hour, it is the story of the exchange of power and what it means to be king.

The Afterschool program is beginning to accept applications for next year’s mentors. Students who are 16 or older will earn $10.10 hourly for their work in the program. Younger students may volunteer in the program for community service hours. Please contact Rachael Thrash, Director of Enrichment at  for an application.

Dear Upper School Parents,

I am writing with logistical information about the end of the year in the Upper School.  The last day of regular classes is Friday, May 27. Following is a description of what is next.

Final exams (Tuesday, May 31 through Friday, June 3): Students are required to be in school during their exam periods only.  They may be on campus when they do not have exams, but they are not required to be.  Please make plans with your child regarding your expectations for where s/he should be when not taking an exam.  If your child will be absent from an exam, please call the School.  The exam schedule will be posted on USNOW soon and sent out in the Weekly.    For make-up exams or exam conflicts, students should contact Peter Hamblin (ext 1230).

As you know, this has been a difficult year at Waynflete, especially in the Upper School.  That reality has prompted a discussion about how to manage exams in a way that balances the professional advice we have been following all year – which is to maintain the routine and a sense of normalcy as much as possible – while acknowledging the added stress that events this year have created for students.  We have decided to hold exams as usual, but the exam grade will not be counted if it is lower than the student’s average.  We expect that this approach will provide all of our students the incentive to finish the year well without prompting excessive anxiety about missed work or continued difficulty focusing.  If you have any questions about this, please let me know.

Senior Project Presentations (Friday, June 3): Presentations are in the Emery Building and the Arts Center.  Juniors interested in doing a senior project next year are required to attend presentations all day.  Attendance is taken.Students in 9th or 10th are welcome but not required to attend.  Parents and friends are invited as well.  A presentation schedule will be available at school and on USNOW.  Students should come to school on Friday only to take an exam, attend presentations, or conduct other school business, but not to hang out.

The Prom (Saturday, June 4, 8:30 – 11:30pm): The end-of-year dance will be held at the Falmouth Country Club (1 Congressional Drive, Falmouth). All students are invited.  Tickets are $15/advance and $20/door.  Students attend in pairs, groups, or individually.  Attire is semi-formal.  The following expectations apply:

• Students may attend with a guest by completing a guest form.  The forms are available from Cathie Connors and should be returned to Cathie by noon on Thursday, June 2.  Hosts must explain dance expectations to their guests, sign them in at the door, and introduce them to chaperons.
• Students may arrive and leave when they choose.  Once they leave, however, they may not return.
• Students must dance in ways that are appropriate for a school function.
• Any student who chooses to use drugs or alcohol before or during the event will be subject to strong disciplinary action, including possible expulsion from school.  We hope that parents will uphold the same expectations for any post-prom gatherings.

Parking information will be included in the Weekly. If you need to contact your child or the chaperons during the dance, please call 653-9985.

Class Picnics:  In past years, weather permitting, we have held class picnics on Monday or Tuesday, the week after exams.  In order to give everyone a break – including parent volunteers who provide all of the food – we will not have class picnics this year.  Thus, there will be no school in the Upper School on either Monday or Tuesday.

Last Day of Classes (Wednesday, June 8): Students report as usual to their advisors at 8:00 and then attend shortened versions of each class to conclude the academic year.  A final assembly for the entire upper school student body and faculty follows classes.  The school day will likely conclude before the usual time of 12:10.  Once dismissed from the assembly, students are free to leave unless parents have requested that they remain on campus until 12:10.

Commencement (Friday, June 10, 4:00pm – 6:00pm): Location: Merrill Auditorium.  Students in grades 9 through 11 are welcome but not required to attend.  The Baccalaureate service on Thursday is for seniors, their immediate families, and faculty/staff only.

I hope this information is helpful as you plan the end of the year.

Sincerely,

Lowell

Professor Don Sawyer was the keynote speaker at the New England Youth Identity Summit in March. Dr. Sawyer is a faculty member in the Department of Sociology at Quinnipiac University in Hamden, CT.. He teaches Sociology of Hip­-Hop Culture, based on his research of urban education, visual sociology, youth culture, hip-­hop culture, and youth critical media literacy. His studies are founded on his belief in the importance of community based education.  He is active at the University helping to facilitate difficult conversations about race.  Here is the link to his page on the university site.   An article on the Summit is linked here.

His participation in the Summit was part of his fourth trip to Waynflete in a year.  He attended a meeting of RAaW last winter, keynoted the RAaW movie night last spring, and Skyped into the Upper School retreat in the fall to discuss how to talk about race with our students.  The day before the Summit, he spent a full day on campus visiting classes, consulting with faculty, and speaking at the Upper School Assembly.  Following is a video of his assembly talk.

End of Year Exam Schedule May/June 2016

All exams in Sills unless otherwise noted.  Extended time exams in E-20.

Tuesday, May 31

8:30-10:30   English 9 and U.S. History II & History elective Exams

Extended time exams 8:15 – 11:15

10:45 – 12:45   English 10 Exams

Extended time exams 8:15 – 11:15

1:00 – 3:00  All math exams (except Geometry)

Extended time exams 12:00 – 3:00

Wednesday, June 1

8:30 – 10:30   Psychology (LM Section) & All Language exams

(Some language exams will take place on Emery 3^rd floor – TBA)

Extended time exams 8:15 – 11:15

Thursday, June 2

8:30 – 10:30   All 10^th and 11^th grade Science exams

Extended time exams 8:15 – 11:15

10:45 – 12:45   History 9 Exams

Extended time exams 8:15 – 11:15

1:00 – 3:00   History 10 & English 11 Exams

Extended time exams 12:00 – 3:00

Friday, June 3

8:30 – 10:30 – All Biology and Geometry exams

Extended time exams 8:15 – 11:15

10:45 – 12:45   Make-up Exams I

Extended time exams 12:00 – 3:00

1:00 – 3:00    Make-up Exams II

Extended time exams 12:00 – 3:00

Tabarak Al Musawi from Waynflete (who is a former Reiche student) reading to Reiche kindergartners.

Read the full article

Robert Shetterly recently unveiled the newest addition to his “Americans Who Tell The Truth” (AWTT) series: a portrait of Nicole and Jonas Maines ’15.

In his opening remarks, Robert said that “Nicole and Jonas’s courage, commitment, and outspokenness made them perfect models for the kind of people—especially young people—that I want to paint and present as models of courageous citizenship.”

Nicole said that she was honored to have been painted by Shetterly and included in his collection. “It is so fitting to have the portrait unveiled at Waynflete,” she said, “not only because the school is part of our story, but because the people at Waynflete have helped us so much on our journey.”

Jonas thanked Waynflete for “not only giving us a place where we could be ourselves, but for being a place that taught us the importance of love and respect and how to overcome hate and ignorance.”

“The opposite of courage is not cowardice—it is conformity,” said Robert, quoting Texas writer Jim Hightower in closing. “One of the most important roles that educators can play is to help young people become their true selves and not be afraid to go wherever that might lead.”

The Maines portrait has already been requested for two upcoming AWTT programs including a show in North Carolina where state government is engaged in a dispute with the U.S. Department of Justice over transgender rights.

Click here to view photographs from the portrait unveiling.

Click here to learn more about Americans Who Tell The Truth.

Click here to learn about The Samantha Smith challenge.

“Perhaps it is her history as a lawyer that has so thoroughly trained her to detect half-truths and poorly researched papers, but whatever the cause, she is willing and able to call her students out when they fall short of her expectations. She teaches with wit, humor, and generosity, pushing us forward, laughing with us and helping us to find our way back. Though she does not hesitate to challenge us–even if the pop quiz makes us squirm–she is as unrestrained in her support of her students as she is in her questioning of them, freely offering us her number in case we should ever find ourselves in need of legal advice and a non-parental advocate. What is most remarkable about her is her unfailing strength and courage, even in the face of great struggle and sadness. There is no getting around the fact that Waynflete saw one of its most difficult years in recent memory, and yet, through it all she managed to remain kind and supportive of her students without disregarding her own emotional realities, even going above and beyond to remind us that we are all deeply loved, and that we have a friend and an ally in her. The class of 2016 is proud to dedicate this yearbook to Debba Curtis and her hardworking furry sidekick Franny as a small symbol of our boundless gratitude. Thank you, Debba, for all that you do and are.”

-As read at the Upper School Assembly on May 3, 2016

After graduating from high school in the spring of 2012, I took a gap year and spent the first semester living in Kakamega, Kenya, at the orphanage to which I had become closely connected. I spent the second semester working full time for Gelato Fiasco. In the fall of 2013, I enrolled at Bates College, and stayed closely connected to both Friends of Kakamega and Gelato Fiasco. I am currently a full time student at Bates, majoring in Economics, a part time employee of Gelato Fiasco, and a Board member for Friends of Kakamega, and I’ve had the privilege of visiting the orphanage five times at this point.

More recently, I began a new business called Re-Fridge, a business that recycles college dorm fridges. I have focused on entrepreneurship that emphasizes customer satisfaction and a collaborative work culture, addresses environmental concerns, and is committed to philanthropy. Part of Re-Fridge’s “Giving Back” plan relates to socially responsible entrepreneurship.

I am honored to call myself a Waynflete alumni, and know that I wouldn’t be where I am today without the support and care of the Waynflete teachers and community.  Waynflete still is a place I can call home! Looking back at Waynflete, I see that it was the place where I expanded my ability to think critically, solve problems, write concisely, and understand difference. I was lucky enough to have become close friends with students in the LGTBQ community as well as immigrants from Somalia, Sudan, Congo and other countries who had strong religious backgrounds, both Christian and Muslim. I learned to better acknowledge, appreciate, and understand these differences in identity through my involvement in RAaW, and the respect I was given by teachers and staff was extremely empowering.

I think the ability and support of the Waynflete teachers cannot be credited enough! They care deeply about each and every student and go out of their way to ensure that their students receive what they individually need. The class discussions made school engaging, and I could not have been better prepared for college, which is entirely due to the fantastic teachers. I would argue that in many respects some classes at Waynflete pushed me more than classes at Bates, and in a good way!

An USNOW story on Mitch’s business launch is linked here.